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Psychology

D-Index
41
Citations
11631
World Ranking
7741
National Ranking
350

Overview

Helma M.Y. Koomen is affiliated with the University of Amsterdam in the Netherlands and has produced extensive research primarily within the social sciences and psychology domains. Their scholarly output focuses on education, clinical psychology, and social psychology, with significant contributions to developmental and educational psychology as well.

Their research interests encompass several key topics, including:

  • Early Childhood Education and Development
  • Child and Adolescent Psychosocial and Emotional Development
  • Parental Involvement in Education
  • Educational and Psychological Assessments
  • Teacher Education and Leadership Studies
  • Bullying, Victimization, and Aggression
  • Communication in Education and Healthcare

Helma Koomen has frequently published in venues such as:

  • Journal of School Psychology
  • Frontiers in Education
  • Attachment & Human Development
  • Teaching and Teacher Education
  • Journal of Applied Developmental Psychology

Among recent papers, their collaborative works include the following:

  • "Don't forget student-teacher dependency! A Meta-analysis on associations with students' school adjustment and the moderating role of student and teacher characteristics," 2020, Attachment & Human Development
  • "Teachers' emotional labor in response to daily events with individual students: The role of teacher-student relationship quality," 2021, Teaching and Teacher Education
  • "Student-Teacher Relationships and Students' Externalizing and Internalizing Behaviors: A Cross-Lagged Study in Secondary Education," 2020, Child Development
  • "Teachers' emotional experiences in response to daily events with individual students varying in perceived past disruptive behavior," 2020, Journal of School Psychology
  • "Using relationship-focused reflection to improve teacher-child relationships and teachers' student-specific self-efficacy," 2021, Journal of School Psychology

Collaborative authorship is a significant aspect of their work, with frequent coauthors including:

  • Marjolein Zee
  • Debora L. Roorda
  • Rianne J. Bosman
  • Peter F. de Jong
  • Jantine L. Spilt

In addition to journal publications, Helma Koomen has contributed to book literature, with one known title published by the European Organization for Nuclear Research:

  • SPARTS Relatievragenlijst leerling Handleiding, 2023

Their research reflects a concentration on relational aspects within educational contexts, particularly examining student-teacher relationships, teacher emotions, and interventions aimed at enhancing educational and developmental outcomes for children and adolescents.

Best Publications

  • The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement A Meta-Analytic Approach

    Debora L. Roorda;Helma M. Y. Koomen;Jantine L. Spilt;Frans J. Oort

  • Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being A Synthesis of 40 Years of Research

    Marjolein Zee;Helma M. Y. Koomen

  • Teacher Wellbeing: The Importance of Teacher–Student Relationships

    Jantine L. Spilt;Helma M. Y. Koomen;Jochem T. Thijs

  • Teacher–child relationships from an attachment perspective

    Karine Verschueren;Helma M.Y. Koomen

  • Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement

    Debora L. Roorda;Suzanne Jak;Marjolein Zee;Frans J. Oort

  • Validating the Student-Teacher Relationship Scale: testing factor structure and measurement invariance across child gender and age in a Dutch sample.

    Helma M.Y. Koomen;Karine Verschueren;Erik van Schooten;Suzanne Jak

  • Are boys better off with male and girls with female teachers? A multilevel investigation of measurement invariance and gender match in teacher-student relationship quality.

    Jantine L. Spilt;Helma M.Y. Koomen;Suzanne Jak

  • Supporting teachers’ relationships with disruptive children: the potential of relationship-focused reflection

    Jantine L. Spilt;Helma M.Y. Koomen;Jochem T. Thijs;Aryan van der Leij

  • Widening the view on teacher-child relationships: teachers’ narratives concerning disruptive versus nondisruptive children

    Jantine L. Spilt;Helma M. Y. Koomen

  • Can closeness, conflict, and dependency be used to characterize students' perceptions of the affective relationship with their teacher?: Testing a new child measure in middle childhood

    Helma M. Y. Koomen;Francine C. Jellesma

  • Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: A multilevel investigation

    Marjolein Zee;Peter F. de Jong;Helma M. Y. Koomen

  • Teacher-child relationships and pedagogical practices: considering the teacher’s perspective

    Jochem T. Thijs;Helma M.Y. Koomen;Aryan van der Leij

  • Ethnic incongruence and the student–teacher relationship: The perspective of ethnic majority teachers

    Jochem Thijs;Saskia Westhof;Helma Koomen

  • Student–teacher relationship quality and academic adjustment in upper elementary school: The role of student personality

    Marjolein Zee;Helma M.Y. Koomen;Ineke Van der Veen

  • Task-related interactions between kindergarten children and their teachers: the role of emotional security.

    Jochem T. Thijs;Helma M. Y. Koomen

  • Teacher and observer views on student-teacher relationships: convergence across kindergarten and relations with student engagement.

    Sarah Doumen;Helma M. Y. Koomen;Evelien Buyse;Sofie Wouters

  • Young children's perceptions of teacher‐child relationships: an evaluation of two instruments and the role of child gender in kindergarten

    Jantine L. Spilt;Helma M.Y. Koomen;Panayota Y. Mantzicopoulos

  • Inter- and intra-individual differences in teachers' self-efficacy: A multilevel factor exploration.

    Marjolein Zee;Helma M.Y. Koomen;Francine C. Jellesma;Jolien Geerlings

  • Toward a further understanding of teachers’ reports of early teacher–child relationships: Examining the roles of behavior appraisals and attributions

    Jochem Thijs;Helma M.Y. Koomen

  • Children’s perceptions of the relationship with the teacher: Associations with appraisals and internalizing problems in middle childhood

    Francine C. Jellesma;Marjolein Zee;Helma M.Y. Koomen

  • From externalizing student behavior to student-specific teacher self-efficacy: The role of teacher-perceived conflict and closeness in the student–teacher relationship

    M. Zee;P.F. de Jong;H.M.Y. Koomen

Frequent Co-Authors

Jochem Thijs
Jochem Thijs Utrecht University
Frans J. Oort
Frans J. Oort University of Amsterdam
Peter F. de Jong
Peter F. de Jong University of Amsterdam
Robert C. Pianta
Robert C. Pianta University of Virginia
Gonneke W. J. M. Stevens
Gonneke W. J. M. Stevens Utrecht University
Geertjan Overbeek
Geertjan Overbeek University of Amsterdam
Peter Prinzie
Peter Prinzie Erasmus University Rotterdam
Henny M. W. Bos
Henny M. W. Bos University of Amsterdam
Bart Soenens
Bart Soenens Ghent University

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