Karine Verschueren
Dados Biográficos
| ID | 191115 |
|---|---|
| NOME | Karine Verschueren |
| PRENOMES | Karine |
| SOBRENOME | Verschueren |
| ASSINATURA | VERSCHUEREN K |
| AFILIAÇÕES | KU Leuven |
| ORCID | 0000-0003-2172-1424 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 75 |
| TOTAL DE CITAÇÕES | 244 |
| OBRAS COMO AUTOR | 75 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2001 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 8 |
Supporting teacher-student relationships in secondary education
High-quality teacher–student relationships are essential for the wellbeing and effective functioning of both teachers and students in secondary education. Despite their importance, no comprehensive tool currently exists to support teachers in purposefully developing these relationships with young adolescents. To address this gap, this design paper presents an in-service professional development tool for early secondary school teachers. The tool i…
Cross-cultural differences in preschool teachers’ perceptions of student-teacher emotional dependency
Teachers' Affiliative Practices to Support Teacher–Student Relationships
Positive teacher–student relationships are widely recognized as critical during the transition to secondary education. Grounded in attachment and self‐determination theories, this study examines the role of affiliative teacher behaviors in supporting these relationships. Despite their significance, no comprehensive student questionnaire currently exists to assess teachers' affiliative practices. To address this gap, a mixed‐method study was condu…
From Friends to Feelings
More conflict and less closeness
Does the study choice process matter? A longitudinal examination of its relation with academic success among students entering higher education
The process of choosing a study in higher education has been suggested to impact academic success. This longitudinal study investigated how career exploration profiles (i.e., highly active, moderately active, passive explorers), amount of acquired information about higher education, and study choice commitment in the final year of secondary school interrelate to explain academic success in the first year of higher education (n = 5,358). Differenc…
The effect of a teacher training based on Bloom’s taxonomy on the need-based experiences, motivation, and engagement of cognitively gifted and typical students
Who likes the going when the going gets tough? Need for cognition moderates associations between class difficulty and students’ engagement
sponsorship: This work was funded by an Esther Katz Rosen Fund Grant from the American Psychological Association, granted to Jeroen Lavrijsen, by Fonds Wetenschappelijk Onderzoek-Vlaanderen, Research Project (G048223N), and by Research Council KU Leuven, project (3H200223). Peter Kuppens isa shareholder and member of the board of directors of m-Path Software BV, the company commercializing m-Path, a platform for experience sampling research. All …
Do profiles of relationships with peers and teachers matter for early adolescents' mental health
In schools, adolescents form relationships with both peers and teachers. Yet, research on the contribution of classroom relationships to adolescents' mental health has mainly focused on one relationship partner. This longitudinal study examined how positive and negative dimensions of peer and teacher-student relationships combine into relationship profiles (Objective 1) and how these profiles differ regarding mental health later on (Objective 2).…
Affinity For Aloneness, Motivations Underlying Time Spent Alone, and Associations with Psychosocial Well-Being
Real-time fluctuations in student emotions and relations with day of the week, time of the day, and teaching methods
Introduction This study investigated the real-time variability of secondary school students’ academic emotions (i.e., enjoyment, enthusiasm, boredom, and frustration) in mathematics classes, examining their relation to the day of the week, time of the day, and teaching methods. Utilizing experience sampling methodology, the research captures the dynamic nature of emotions as states, providing insights into their situational dynamics. Methods 440 …
Do teachers use distinct motivational styles for cognitively gifted learners? The role of effectiveness beliefs, fixed mindset, and misconceptions about giftedness
Fostering excellence
Math self-concept in the transition to secondary school
The unique importance of motivation and mindsets for students’ learning behavior and achievement
This study examined the unique and interactive role of students' quality of motivation, as defined in self-determination theory, and their mindsets about intelligence, as conceptualized in Dweck's framework, in predicting a variety of learning outcomes (engagement, learning strategies, persistence, procrastination, and test anxiety) and achievement. Moving beyond past work, this study examined their effects both at the level of between-student di…
Teachers’ responses to bullying
Peer Influences on (Dis)Engagement in Early Adolescence
Fostering cognitive and affective-motivational learning outcomes for high-ability students in mixed-ability elementary classrooms
Identifying exploration profiles for higher education and their relationship with different student variables and outcomes
The how and the why of study choice processes in higher education
INTRODUCTION: Late adolescents differ in the degree to which they are thoroughly engaged in the study choice process and in the degree to which their choices are autonomous in nature. This study examined the unique and interactive roles of (a) parental involvement in the study choice process and (b) late adolescents' sense of having an authentic inner compass (AIC) in predicting their study choice decision-making. METHOD: = 18.04, SD = 0.48) in t…
When Insecure Self-Worth Drains Students’ Energy
Teachers' bullying‐related cognitions as predictors of their responses to bullying among students
BACKGROUND: Teachers may play a key role in reducing bullying by responding to incidents among students. Inspired by the theory of planned behaviour, several studies have investigated teachers' bullying-related cognitions as predictors of their responses to bullying. AIMS: This study investigated whether six teachers' bullying-related cognitions (i.e., perceived seriousness, empathy, attitudes, self-efficacy and attribution of the bullying) predi…
Leadership as a lever for inclusive education in Flanders
Belgium ratified the United Nations Convention on the Rights of Persons with Disabilities in 2009, which implies that an inclusive education (IE) system at all levels should be realized. Consequently, recent legislation in Flanders (Belgium) aims to reduce the current segregated school system, which has caused some resistance from practitioners. This study examines the way in which leadership that promotes IE can reduce this resistance. Leadershi…
Does motivation predict changes in academic achievement beyond intelligence and personality? A multitheoretical perspective
While bivariate associations between motivation and academic achievement have been soundly established, only a few studies have documented evidence for its incremental predictive role above and beyond other student features related to student achievement, such as intelligence and personality. Moreover, it is not yet clear which motivational processes are most essential for academic achievement. The current study considered how an array of motivat…
Class composition, student achievement, and the role of the learning environment
This study considers how class composition, in terms of between-student variability and the average level of achievement, is related to the academic development of students, and how these relationships can be explained by features of the class learning environment. At the start of secondary education, Flemish schools can decide autonomously how to group their students, leading to variation in class mean and class heterogeneity between classes. In…
An analysis of research on inclusive education
Across the world, there have been many policy developments in and reviews of inclusive education (IE) but what appears to be missing is an up to date and thorough review of IE in general. What is required is a synopsis of previous reviews to help guide future practice and research. The aim of this paper is to analyse existing reviews of IE regarding (1) which themes have been studied, (2) what can be learned from these reviews and (3) what gaps t…
Developmental trajectories of children’s behavioral engagement in late elementary school
The present longitudinal study examined how relationships with teachers and peers jointly shape the development of children's behavioral engagement in late elementary school. A sample of 586 children (46% boys; Mage = 9.26 years at Wave 1) was followed throughout Grades 4, 5, and 6. A multidimensional approach was adopted, distinguishing support and conflict as teacher-child relationship dimensions, and acceptance and popularity as peer relations…
Child engagement in the transition to school
The gender gap in student engagement
BackgroundThe gender gap in education in favour of girls is a widely known phenomenon. Boys generally have higher dropout rates, obtain lower grades, and show lower engagement. Insight into factors related to these academic outcomes could help to address the gender gap.AimsThis study investigated, for Dutch language classes, (1) how boys and girls differ in behavioural engagement, (2) which teacher support dimensions (autonomy support, structure,…
Holding Harm
In this article, we question narrative inquiry's predominant ethics of benefit when engaging in narrative research on trauma and social suffering. Through a particular focus on the use of a narrative methodology in a refugee health study, we explore the potential risk and protective function of narrative trauma research with vulnerable respondents. A review of ethical questions emerging during the course of a multiple-case study with refugee fami…
Minority acculturation and peer rejection
How do minority adolescents' personal acculturation preferences and peer norms of acculturation affect their social inclusion in school? Turkish and Moroccan minority adolescents (N = 681) reported their preferences for heritage culture maintenance, mainstream culture adoption, and their experiences of peer rejection as a key indicator of adjustment problems. Additionally, we aggregated peer acculturation norms of maintenance and adoption within …
Behavioral Engagement, Peer Status, and Teacher–Student Relationships in Adolescence
Teacher Support, Peer Acceptance, and Engagement in the Classroom
Trajectories of parental engagement in early childhood among dual-earner families
Parental engagement in positive activities with the child may show significant variation across time, assuming a crucial influence on child development. In dual-earner families, work-family conflict can interfere with parental engagement, with negative consequences for children's behavior. The current study examined the change trajectories of mothers' and fathers' engagement in early childhood, analyzing whether these trajectories are influenced …
Preschoolers' Attachment to Mother and Risk for Adjustment Problems in Kindergarten
Based on attachment theory, two aims were addressed. Firstly, we tested whether close teacher–child relationships may buffer children who are less securely attached to their mothers against negative outcomes, such as aggressive behavior. Secondly, our study evaluated whether teacher sensitivity may protect less securely attached children against forming less close relationships with their teachers. In a sample of 127 children, mother–child attach…
Adolescents' Career Decision‐Making Process
This longitudinal study examined how adolescents' perceptions of attachment security with parents relate to their process of choosing a major in higher education. The participants were 281 students who were investigated at the beginning, middle, and end of Grade 12. Findings showed that higher perceived security with mother, but not with father, predicted higher levels of coping with the career decisional tasks of orientation, broad and in‐depth …
Revealing the Transactional Associations among Teacher-Child Relationships, Peer Rejection and Peer Victimization in Early Adolescence
Parenting and externalizing problem behavior in adolescence
Previous studies often assumed that parenting practices are similar across families. This assumption is difficult to hold, especially throughout adolescence, a period of major change for both adolescents and their parents. By combining a person-centered and a variable-centered approach, the present study adds to the literature by identifying trajectory classes in parenting behaviors and assessing their associations with externalizing problem beha…
Trajectory Classes of Relational and Physical Bullying Victimization
Loneliness, Social Anxiety Symptoms, and Depressive Symptoms in Adolescence
Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–child closeness and autonomy support
Crossing the bridge to elementary school
School-based social capital
Reciprocal Links Between Teacher-Student Relationships and Peer Victimization
Self-representations and socioemotional competence in young children
In a longitudinal study, the connections between children's self-representations at age 5 and their self-perceptions, socioemotional competence according to the teacher, and peer acceptance at age 8 were examined. The sample consisted of 60 children (33 boys, 27 girls). Self-representations at age 5 were assessed by the Puppet Interview (J. Cassidy, 1988). Results generally revealed the expected connections between the positiveness of self at age…
Teachers-in-training perceptions of gifted children’s characteristics and teacher-child interactions
Parenting, Effortful Control, and Adolescents’ Externalizing Problem Behavior
Externalizing Problem Behavior in Adolescence
This study extends previous gene-by-environment (G × E) research through design and methodological advances and examines alternative hypotheses of diathesis stress, vantage sensitivity, and differential susceptibility. In a sample of 984 adolescents and their parents, we examined whether effects of parental support, proactive, punitive, harsh punitive, and psychological control on externalizing problem behavior are moderated by adolescents' genot…
Transactional Links Between Teacher–Student Relationships and Adolescent Rule-Breaking Behavior and Behavioral School Engagement
Externalizing Problem Behavior in Adolescence
Self-representations and socioemotional competence in young children
In a longitudinal study, the connections between children's self-representations at age 5 and their self-perceptions, socioemotional competence according to the teacher, and peer acceptance at age 8 were examined. The sample consisted of 60 children (33 boys, 27 girls). Self-representations at age 5 were assessed by the Puppet Interview (J. Cassidy, 1988). Results generally revealed the expected connections between the positiveness of self at age…
Attachment Representations and Discipline in Mothers of Young School Children
Previous research was extended by connecting maternal attachment representations not only to maternal emotional support and task structuring, but also to maternal discipline. A total number of 62 mothers of preschoolers (M age = 54 months) completed the adult attachment interview and a self‐report measure of dysfunctional discipline. Two years later, a subsample of 38 mother–child dyads was observed during two laboratory interaction tasks in whic…
Reciprocal Relations Between Teacher–Child Conflict and Aggressive Behavior in Kindergarten
In recent developmental theorizing, it has been hypothesized that teacher-child conflict and children's externalizing behavior affect one another reciprocally over time. However, the relation between teacher-child conflict and externalizing behavior has been mainly studied from a unidirectional point of view. Therefore, this study aimed to test the hypothesis of bidirectionality by means of a cross-lagged longitudinal design with kindergarten tea…
Classroom problem behavior and teacher-child relationships in kindergarten
Preschoolers' Attachment to Mother and Risk for Adjustment Problems in Kindergarten
Based on attachment theory, two aims were addressed. Firstly, we tested whether close teacher–child relationships may buffer children who are less securely attached to their mothers against negative outcomes, such as aggressive behavior. Secondly, our study evaluated whether teacher sensitivity may protect less securely attached children against forming less close relationships with their teachers. In a sample of 127 children, mother–child attach…
Adolescents' Career Decision‐Making Process
This longitudinal study examined how adolescents' perceptions of attachment security with parents relate to their process of choosing a major in higher education. The participants were 281 students who were investigated at the beginning, middle, and end of Grade 12. Findings showed that higher perceived security with mother, but not with father, predicted higher levels of coping with the career decisional tasks of orientation, broad and in‐depth …
Children's aggressive behaviour and teacher–child conflict in kindergarten
Background Research repeatedly showed young children's aggressive behaviour to predict relationship difficulties with the teacher. Aims To examine a possible mediating variable in this process and in the stability of relationship difficulties across the school year, namely teacher perceived control over child behaviour. Sample The sample consisted of 139 Belgian kindergartners and their teachers. Method Data were collected throughout kindergarten…
Holding Harm
In this article, we question narrative inquiry's predominant ethics of benefit when engaging in narrative research on trauma and social suffering. Through a particular focus on the use of a narrative methodology in a refugee health study, we explore the potential risk and protective function of narrative trauma research with vulnerable respondents. A review of ethical questions emerging during the course of a multiple-case study with refugee fami…
Validating the Student-Teacher Relationship Scale
Teacher–child relationships from an attachment perspective
This special issue aims to prompt reflection on the mutual contribution of attachment theory, on the one hand, and teacher-child relationship research, on the other, by bringing together conceptual and empirical contributions taking an attachment perspective on teacher-child relationships. In this introductory article, we contend that the teacher can be regarded as an ad hoc attachment figure with a safe haven and secure base function, although f…
Contingencies of Self‐worth in Early Adolescence
Contingent self‐esteem (i.e., the degree to which one's self‐esteem is dependent on meeting particular conditions) has been shown to predict a wide range of psychosocial and academic problems. This study extends previous research on contingent self‐esteem by examining the predictive role of perceived parenting dimensions in a sample of early adolescents ( N = 240; age range 11–15 years). Additionally, the effect of perceived parenting on continge…
Depressive symptoms in university freshmen
School-based social capital
Child engagement in the transition to school
Externalizing Problem Behavior in Adolescence
Developmental trajectories of children’s behavioral engagement in late elementary school
The present longitudinal study examined how relationships with teachers and peers jointly shape the development of children's behavioral engagement in late elementary school. A sample of 586 children (46% boys; Mage = 9.26 years at Wave 1) was followed throughout Grades 4, 5, and 6. A multidimensional approach was adopted, distinguishing support and conflict as teacher-child relationship dimensions, and acceptance and popularity as peer relations…
The gender gap in student engagement
BackgroundThe gender gap in education in favour of girls is a widely known phenomenon. Boys generally have higher dropout rates, obtain lower grades, and show lower engagement. Insight into factors related to these academic outcomes could help to address the gender gap.AimsThis study investigated, for Dutch language classes, (1) how boys and girls differ in behavioural engagement, (2) which teacher support dimensions (autonomy support, structure,…
Externalizing Problem Behavior in Adolescence
This study extends previous gene-by-environment (G × E) research through design and methodological advances and examines alternative hypotheses of diathesis stress, vantage sensitivity, and differential susceptibility. In a sample of 984 adolescents and their parents, we examined whether effects of parental support, proactive, punitive, harsh punitive, and psychological control on externalizing problem behavior are moderated by adolescents' genot…
Behavioral Engagement, Peer Status, and Teacher–Student Relationships in Adolescence
Transactional Links Between Teacher–Student Relationships and Adolescent Rule-Breaking Behavior and Behavioral School Engagement
Minority acculturation and peer rejection
How do minority adolescents' personal acculturation preferences and peer norms of acculturation affect their social inclusion in school? Turkish and Moroccan minority adolescents (N = 681) reported their preferences for heritage culture maintenance, mainstream culture adoption, and their experiences of peer rejection as a key indicator of adjustment problems. Additionally, we aggregated peer acculturation norms of maintenance and adoption within …
Crossing the bridge to elementary school
The role of preschool teacher–child interactions in academic adjustment
BACKGROUND: Social relationships can serve as important risk or protective factors for child development in general, and academic adjustment in particular. AIMS: This study investigated the role of teacher-child interactions in academic adjustment among preschool boys at risk of externalizing behaviour, using a randomized controlled trial study with Playing-2-gether (P2G), a 12-week indicated two-component intervention aimed at improving the affe…
The Classroom as a Developmental Context for Cognitive Development
Executive functions (EFs), important cognitive processes that enable goal-directed behavior, develop due to maturation and environmental stimulation. The current study systematically reviews and synthesizes evidence on the association between teacher–student interactions and EFs. The search resulted in 28 studies, from which 23 studies provided sufficient data to be included in the calculations. Overall effect sizes indicate that teacher–child in…
An analysis of research on inclusive education
Across the world, there have been many policy developments in and reviews of inclusive education (IE) but what appears to be missing is an up to date and thorough review of IE in general. What is required is a synopsis of previous reviews to help guide future practice and research. The aim of this paper is to analyse existing reviews of IE regarding (1) which themes have been studied, (2) what can be learned from these reviews and (3) what gaps t…
Psychology (68 obras) · Developmental psychology (53 obras) · Social Psychology (41 obras) · Child and Adolescent Psychosocial and Emotional Development (35 obras) · Early Childhood Education and Development (29 obras) · Mathematics education (23 obras) · Social Psychology (21 obras) · Parental Involvement in Education (20 obras) · Clinical Psychology (17 obras) · Medicine (13 obras)