Projects

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A study of the relation between stuttering and self-esteem of adolescents through mediating internal processes, peer group status and the teacher-student relationship. Towards more transparency of a complex speech disorder. University of Antwerp

Elke Struyf
Translational Neurosciences (TNW), EduBROn
Problem statement: Although more than 100 000 people of the Belgian population stutter, this complex speech disorder is little studied at academic level in our country. However, stuttering has an adverse impact on different aspects of life and can lead to functional problems in communication, a reduced ability to achieve goals in life and a lower quality of life. Moreover, the majority of international studies on treatment effects focuses on ...

With a little help from my teacher: The role of teacher-student interactions in peer victimization at school KU Leuven

Hilde Colpin
School Psychology and Development in Context

Bullying and peer victimization are persistent problems in schools. Victimized students are at risk of experiencing many negative consequences in the short and long run. Although teachers are considered important interaction partners at school and key adults in the prevention and reduction of peer victimization, their role in victimization processes has only recently been investigated. The main goal of this dissertation was to examine the ...

Sabbatical J L Spilt: Co-regulation in close teacher-child relationship KU Leuven

Jantine Spilt
School Psychology and Development in Context

In the last 30 years, there has been an increasing interest in research into the affective quality of dyadic teacher-student relationships. In the literature, the teacher-pupil relationship is described as a “secondary” or “ad-hoc” attachment relationship and teachers are considered “secondary” or “ad-hoc” attachment figures. This means that teachers perform the functions of safe harbor and secure base for children when primary attachment ...

A quantitative study of the development of an relationship between perceived racism, oppostional school and collective guilt culture and educational outcomes and wellbeing for native Flemish and Turkish and Moroccan minority students. Ghent University

Peter Stevens
Department of Sociology

This study employs longitudinal, multi-level modelling analyses technoques to investigate the development and inter-related nature of students' perceptions of racism, their adherence to an oppositional school and collective guilt culture and their educational and wider outcomes through a specifically designed longitudinal, random, selective survey of 7200 secondary native Flemish and Turkish and Moroccan minority students selected from 60 ...

A relationship of reciprocity? The changing position of teaching and research wiithin the nineteenth-century history professorship. KU Leuven

Kaat Wils
Cultural History since 1750, Leuven, Cultural History since 1750, Kulak Kortrijk Campus
Studies in the research activities of nineteenth-century history professors have greatly multiplied in recent years. There has been shown that those activities were stimulated by the creation of a solid job market for historians, the formation of academic communities, the rise of archives, and the many professional and friendly relations between historians world-wide. However, there has been relatively little analysis of the part history ...

EYES ON THE TEACHER AS A BYSTANDER IN SCHOOL BULLYING: Insight into helpful and harmful teacher responses to bullying KU Leuven

Hilde Colpin
School Psychology and Development in Context
Worldwide, many children are suffering from being bullied by fellow students at school. Although teachers are considered key players in bullying intervention, current evidence is limited and several gaps in the literature can be identified. This research project is designed to improve our understanding of how teachers’ responses to bullying incidents among students contribute to several bullying-related processes. Four studies with different ...

Child Problem Behavior and Teacher-Child Relationships: Bridging Theory and Practice KU Leuven

Jantine Spilt
School Psychology and Development in Context
Current models of intervention have little attention to the complexities of constructing supportive teacher-child relationships with behaviorally-challenging or aggressive children and the emotional demands placed on teachers. One of the reasons is that we lack a clear understanding of more implicit relationship processes. In addition, there is also insufficient knowledge of how to assess and change negative implicit relationship processes. This ...

The development of executive functioning at the transition from kindergarten to elementary school. The role of the home and school context and its importance for academic functioning. KU Leuven

Dieter Baeyens
Parenting and Special Education, School Psychology and Development in Context

Executive functioning (EF) refers to a set of cognitive functions used to control our behavior, cognition and emotions. It is a complex concept consisting of three core EFs, working memory, inhibition and cognitive flexibility, which are in itself multi-dimensional constructs that can be broken down into subcomponents. Well-developed EFs are essential for school functioning, especially at times of school transition (e.g., from kindergarten to ...

Push versus pull: The effectiveness of formal and informal teacher collaborative structures KU Leuven

Eva Kyndt
Professional Learning & Development, Corporate Training and Lifelong Learning

Teacher collaboration is believed to help teachers deal with their changing work context and ultimately result in improved student outcomes. However, these are often assumptions and empirical evidence of the effectiveness of teacher collaboration in terms of student outcomes is scarce. Moreover, the common assumption that collaboration is uniform and beneficial on all fronts hampers solid theory-building. This project thoroughly investigates ...

Related and autonomous: Cultural perspectives on self, acculturation and adjustment KU Leuven

Karen Phalet
Social and Cultural Psychology

How are culturally valued ways of being and relating reflected in different self-construals across individualistic and collectivistic cultural contexts? What happens to the self-construal of acculturating persons from a collectivistic cultural background who either migrate to, or who are born into, individualistic mainstream cultures? Self-construals – how people define themselves in relation to others – differ between ...