| Teacher support, peer acceptance, and engagement in the classroom: A three-wave longitudinal study in late childhood T Weyns, H Colpin, S De Laet, M Engels, K Verschueren Journal of youth and adolescence 47, 1139-1150, 2018 | 76 | 2018 |
| The role of teacher behavior in children's relational aggression development: A five-wave longitudinal study T Weyns, K Verschueren, G Leflot, P Onghena, S Wouters, H Colpin Journal of school psychology 64, 17-27, 2017 | 63 | 2017 |
| Teachers-in-training perceptions of gifted children’s characteristics and teacher-child interactions: An experimental study T Weyns, F Preckel, K Verschueren Teaching and Teacher Education 97, 103215, 2021 | 32 | 2021 |
| The relative contribution of peer acceptance and individual and class-level teacher–child interactions to kindergartners’ behavioral development T Weyns, H Colpin, MC Engels, S Doumen, K Verschueren Early Childhood Research Quarterly 47, 259-270, 2019 | 24 | 2019 |
| Social acceptance of high‐ability youth: Multiple perspectives and contextual influences K Verschueren, J Lavrijsen, T Weyns, A Ramos, B De Fraine New directions for child and adolescent development 2019 (168), 27-46, 2019 | 16 | 2019 |
| The role of school‐based relationships for school well‐being: How different are high‐and average‐ability students? T Weyns, H Colpin, K Verschueren British Journal of Educational Psychology 91 (4), 1127-1145, 2021 | 13 | 2021 |
| Fostering responsibility-centered learning in a software engineering course with flipped classroom D Weyns, T Weyns EDULEARN19 Proceedings, 2559-2569, 2019 | 1 | 2019 |
| Didactisch relevante activiteiten ter ondersteuning van de ontwikkeling van maatschappelijk kwetsbare kinderen in de Brusselse schoolcontext: Evidence-based richtlijn voor … K Hannes, H Van Remoortel, S Stroobants, H Scheers, L Vercammen, ... Red Cross Flanders, 2021 | | 2021 |
| How do Teacher Support, Peer Acceptance, and Engagement Mutually Affect Each Other? A Longitudinal Study in Late Childhood T Weyns, H Colpin, S De Laet, M Engels, K Verschueren Reginal Workshop ISSBD-EADP, 2017 | | 2017 |
| Peer acceptance and individual and class-level teacher-child interactions: A longitudinal study on their relative contribution to kindergartners’ behavioral development. T Weyns, H Colpin, M Engels, S Doumen, K Verschueren | | 2017 |
| The effect of individual and class-level teacher-child interactions and peer acceptance on behavior development in kindergarten: A three-wave longitudinal study T Weyns, H Colpin, S DOUMEN, K Verschueren | | 2016 |
| Individual and Class-Level Teacher-Child Interactions and Peer Acceptance: Their Joint Effects on Kindergartners’ Behavioral Development T Weyns, H Colpin, S DOUMEN, K Verschueren Ridderprint BV, 2016 | | 2016 |
| Expertisecel Begaafdheid: Handelingsgerichte diagnostiek bij cognitief begaafde kinderen en jongeren K Verschueren, S Wouters, T Weyns | | |
