Baron, R.M., & Kenny, D.A. (1986). the Moderator-Mediator Variable Distinction in Social

Baron, R.M., & Kenny, D.A. (1986). the Moderator-Mediator Variable Distinction in Social

References

Baron, R.M., & Kenny, D.A. (1986). The moderator-mediator variable distinction in social psychologist research: Conceptual, strategic and statistical considerations. Journal of Personality and Social Psychology, 51 (6), 1173-1182.

Buhs, E. S. (2005). Peer rejection, negative peer treatment, and school adjustment: Self-concept and classroom engagement as mediating processes. Journal of School Psychology, 43, 407-424.

Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. R. Gunnar & L. A. Sroufe (Eds.), Self processes and development 23 (pp. 43-77). Hillsdale, NJ: Erlbaum.

DuBois, D. L., & Flay, B. R. (2004). The healthy pursuit of self-esteem: Comment on and alternative to the Crocker and Park (2004) formulation. Psychological Bulletin, 130, 430-434.

Harter, S. (1999). Symbolic interactionism revisited: Potential liabilities for the self constructed in the crucible of interpersonal relationships. Merrill Palmer Quarterly, 45, 677-703.

Harter, S. (2006). The self. In W. Damon, R. M. Lerner (Series Eds.), & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed., pp. 505-570). Hoboken, NJ: John Wiley & Sons.

Koomen, H. M. Y., Verschueren, K., & Pianta, R. C. (2007). LLRV Leerling Leerkracht Relatie Vragenlijst: Handleiding. Houten, The Netherlands: Bohn Stafleu van Loghum.

Mantzicopoulos, P., & Neuharth-Pritchett, S. (2003). Development and validation of a measure to assess Head Start children’s appraisal of teacher support. Journal of School Psychology, 41, 431-451.

Maras, S., & Myncke, I. (2009). De kwaliteit van de leerkracht-leerlingrelatie en het zelfconcept bij jonge kinderen. Niet-gepubliceerde masterproef, Katholieke Universiteit Leuven, Centrum voor Schoolpsychologie.

Marsh, H. W. (1988). Self-Description Questionnaire-I (SDQ-I): Manual and research monograph. San Antonio, TX: The Psychological Corporation Harcourt Brace Jovanovich.

Marsh, H. W., Craven, R. G., & Debus, R. (1991). Self-concept of young children 5 to 8 years of age: Measurement and multidimensional structure. Journal of Educational Psychology, 83, 377-392.

Pianta, R. C. (2001). STRS: Student-Teacher Relationship Scale: Professional Manual. Lutz, FL: Psychological Assessment Resources, Inc.

Sobel, M. E. (1982). Asymptotic confidence intervals for indirect effects in structural equation models. In S. Leinhardt (Ed.), Sociological Methodology 1982 (pp. 290-312). Washington, DC: American Sociological Association.

Verschueren, K. E. F., Doumen, S., & Buyse, E. (2009, April). Relationships with parents, peers, and teachers differentially predict young children's self-perceptions. Poster presented at the Biennial Meeting of the Society for Research in Child Development, Denver, US.

Verschueren, K., Marcoen, A., & Schoefs, V. (1996). The internal working model of the self, attachment, and competence in five-year-olds. Child Development, 67, 2493-2511.

Wellborn, J., Connell, J., Skinner, E. A., & Pierson, L. H. (1992). Teacher As Social Context (TASC): Two measures of teacher provision of involvement, structure, and autonomy support (Teacher-report measure). Rochester, NY: University of Rochester.

For more information, please contact: