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Researcher
Tessa Weyns
- Disciplines:Biological and physiological psychology, General psychology, Other psychology and cognitive sciences
Affiliations
- School Psychology and Development in Context (Research unit)
Member
From1 Oct 2015 → Today
Projects
1 - 2 of 2
- I like you just the way you are: The role of parents, teachers, and peers for early adolescents’ psychosocial developmentFrom1 Oct 2020 → 31 Aug 2021Funding: BOF - postdoctoral mandates
- Enabling gifted children to attain their full potential: the interplay between teachers and childrenFrom1 Oct 2015 → 31 Oct 2020Funding: BOF - Doctoral projects, FWO Strategic Basic Research Grant
Publications
1 - 9 of 9
- The role of school‐based relationships for school well‐being: How different are high‐ and average‐ability students?(2021)
Authors: Tessa Weyns, Hilde Colpin, Karine Verschueren
Pages: 1127 - 1145 - Teachers-in-training perceptions of gifted children’s characteristics and teacher-child interactions: An experimental study(2021)
Authors: Tessa Weyns, Karine Verschueren
Pages: 1 - 9 - How our bonds with others shape us: The role of school-based social relationships for the development of children in the general and cognitively gifted population(2020)
Authors: Tessa Weyns, Karine Verschueren, Hilde Colpin
- Expertisecel Begaafdheid: Handelingsgerichte diagnostiek bij cognitief begaafde kinderen en jongeren(2020)
Authors: Karine Verschueren, Sofie Wouters, Tessa Weyns
Pages: 85 - 89 - Social acceptance of high-ability youth: Multiple perspectives and contextual influences(2019)
Authors: Karine Verschueren, Jeroen Lavrijsen, Tessa Weyns, Alicia Ramos, Bieke De Fraine
Pages: 27 - 46 - Fostering responsibility-centered learning in a software engineering course with flipped classroom(2019)
Authors: Danny Weyns, Tessa Weyns
Pages: 2559 - 2569Number of pages: 11 - The relative contribution of peer acceptance and individual and class-level teacher-child interactions to kindergartners' behavioral development(2019)
Authors: Tessa Weyns, Hilde Colpin, Maaike Engels, Karine Verschueren
Pages: 259 - 270 - Teacher Support, Peer Acceptance, and Engagement in the Classroom: A Three-Wave Longitudinal Study in Late Childhood(2018)
Authors: Tessa Weyns, Hilde Colpin, Maaike Engels, Karine Verschueren
Pages: 1139 - 1150 - The role of teacher behavior in children’s relational aggression development: A five-wave longitudinal study(2017)
Authors: Tessa Weyns, Karine Verschueren, Geertje Leflot, Patrick Onghena, Sofie Wouters, Hilde Colpin
Pages: 17 - 27