Madeleine Kreutzmann
Biographic Data
| ID | 6028734 |
|---|---|
| NAME | Madeleine Kreutzmann |
| GIVEN NAMES | Madeleine |
| FAMILY NAME | Kreutzmann |
| SIGNATURE | KREUTZMANN M |
| AFFILIATIONS | Freie Universität Berlin |
| ORCID | 0000-0001-7546-1555 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Effects of teacher behavior in the teacher–student dyad on the student’s integration into the class’ cooperation peer network
In schools, cooperative peer relationships wherein students collaborate on classroom assignments serve as an invaluable resource, promoting equitable exchange and supportive academic development. We investigated whether a teacher’s interpersonal behavior in teacher–student dyads influences a student’s integration into the classroom’s cooperation peer network. Based on social learning and social referencing frameworks, we hypothesized that a stude…
A Circumplex Approach to Identify Complementarity in Dyadic Teacher Behaviors Depending on Student Communion and Competence
Interpersonal teacher behavior can be described with the Interpersonal Circumplex on the dimensions of communion (warmth, sensitivity) and agency (initiative, control). In an observational study, we investigated whether a teacher's interpersonal behavior in dyadic interactions with a student is complementary to the student's communion and scholastic competence: Does the teacher act communal to the extent that the student behaves communal, and doe…
Communal and agentic teacher behavior in teacher-child dyads. A new self-report scale based on a circumplex approach
Introduction The goal of this study was to develop a self-report scale measuring the teacher’s interpersonal behavior in teacher-child dyads in elementary schools and to provide evidence of the scale’s validity. Using the framework of interpersonal theory, the Questionnaire on Dyadic Interpersonal Teacher Behavior (DITeB) models teacher behavior in an interpersonal circumplex that allows for the simultaneous analysis of teacher behavior along the…
Growing Together —Effects of a school‐based intervention promoting positive self‐beliefs and social integration in recently immigrated children
We present a school‐based intervention geared to foster the social integration of recently immigrated (RI) primary school children by creating repeated positive contact situations with classmates brought up in the receiving society. Coaches encouraged groups of tandems, consisting of one RI and one child brought up in Germany each, to engage in cooperative activities designed to strengthen positive self‐beliefs and perception of equal status. In …
Dancing is belonging! How social networks mediate the effect of a dance intervention on students' sense of belonging to their classroom
What does it take to feel you belong? Using a sample of 606 students in 30 classrooms, with 15 classrooms participating in a school‐based dance intervention, we examined intrapsychic and extrapsychic sources of social belonging using social network analysis. Whereas outdegree (the number of outgoing liking nominations to classmates) served as a proxy variable for students' active acceptance of others, indegree (the number of ingoing liking nomina…
Dancing is belonging! How social networks mediate the effect of a dance intervention on students' sense of belonging to their classroom
What does it take to feel you belong? Using a sample of 606 students in 30 classrooms, with 15 classrooms participating in a school‐based dance intervention, we examined intrapsychic and extrapsychic sources of social belonging using social network analysis. Whereas outdegree (the number of outgoing liking nominations to classmates) served as a proxy variable for students' active acceptance of others, indegree (the number of ingoing liking nomina…
Dancing is belonging! How social networks mediate the effect of a dance intervention on students' sense of belonging to their classroom
What does it take to feel you belong? Using a sample of 606 students in 30 classrooms, with 15 classrooms participating in a school‐based dance intervention, we examined intrapsychic and extrapsychic sources of social belonging using social network analysis. Whereas outdegree (the number of outgoing liking nominations to classmates) served as a proxy variable for students' active acceptance of others, indegree (the number of ingoing liking nomina…
Growing Together —Effects of a school‐based intervention promoting positive self‐beliefs and social integration in recently immigrated children
We present a school‐based intervention geared to foster the social integration of recently immigrated (RI) primary school children by creating repeated positive contact situations with classmates brought up in the receiving society. Coaches encouraged groups of tandems, consisting of one RI and one child brought up in Germany each, to engage in cooperative activities designed to strengthen positive self‐beliefs and perception of equal status. In …
Communal and agentic teacher behavior in teacher-child dyads. A new self-report scale based on a circumplex approach
Introduction The goal of this study was to develop a self-report scale measuring the teacher’s interpersonal behavior in teacher-child dyads in elementary schools and to provide evidence of the scale’s validity. Using the framework of interpersonal theory, the Questionnaire on Dyadic Interpersonal Teacher Behavior (DITeB) models teacher behavior in an interpersonal circumplex that allows for the simultaneous analysis of teacher behavior along the…
A Circumplex Approach to Identify Complementarity in Dyadic Teacher Behaviors Depending on Student Communion and Competence
Interpersonal teacher behavior can be described with the Interpersonal Circumplex on the dimensions of communion (warmth, sensitivity) and agency (initiative, control). In an observational study, we investigated whether a teacher's interpersonal behavior in dyadic interactions with a student is complementary to the student's communion and scholastic competence: Does the teacher act communal to the extent that the student behaves communal, and doe…
Effects of teacher behavior in the teacher–student dyad on the student’s integration into the class’ cooperation peer network
In schools, cooperative peer relationships wherein students collaborate on classroom assignments serve as an invaluable resource, promoting equitable exchange and supportive academic development. We investigated whether a teacher’s interpersonal behavior in teacher–student dyads influences a student’s integration into the classroom’s cooperation peer network. Based on social learning and social referencing frameworks, we hypothesized that a stude…
Developmental psychology (4 works) · Psychology (4 works) · Social Psychology (4 works) · Early Childhood Education and Development (3 works) · Bullying, Victimization, and Aggression (2 works) · Interpersonal communication (2 works) · Interpersonal relationship (2 works) · Intervention (counseling) (2 works) · Parental Involvement in Education (2 works) · Peer group (2 works)