High School Students' Choice of a Study in Higher Education: The Decision-Making Process, Antecedents, and Consequences for Choice Implementation.

status: publishe

'Verwelkom en stimuleer als school de meertaligheid van je leerlingen’ - Interview met Orhan Agirdag.

status: publishe

Reciprocal relations between teacher-child conflict and aggressive behavior in kindergarten: A three-wave longitudinal study.

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 teacher reports on core variables at 3 measurement occasions in I year. Structural equation modeling with data of 148 kindergartners provided evidence for the hypothesis of bidirectionality. Specifically, results supported a transactional sequence in which children's aggressive behavior at the beginning of kindergarten led to increases in teacher-child conflict midyear, which in turn led to an increase of aggressive behavior at the end of the kindergarten school year

Reciprocal relations between teacher-child conflict and aggressive behavior in kindergarten: A three-wave longitudinal study

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, the present study aimed to test the hypothesis of bi-directionality by means of a cross-lagged longitudinal design with kindergarten teacher reports on core variables at three measurement occasions in one year. Structural equation modeling with data of 148 kindergartners provided evidence for the hypothesis of bi-directionality. Specifically, results supported a transactional sequence in which children’s aggressive behavior at the beginning of kindergarten led to increases in teacher-child conflict mid-year which, in turn, led to an increase of aggressive behavior at the end of the kindergarten school year.status: publishe