Search results for: Hilde Colpin

Items from 1 to 20 out of 43 results

article

Teachers' bullying‐related cognitions as predictors of their responses to bullying among students

Fleur Elisabeth Gils, Karine Verschueren, Karlien Demol, Isabel Maria Bokkel, more

British Journal of Educational Psychology > 93 > 2 > 513 - 530

Background Teachers may play a key role in reducing bullying by responding to incidents among students. Inspired by the theory of planned behaviour, several studies have investigated teachers' bullying‐related cognitions as predictors of their responses to bullying. Aims This study investigated whether six teachers' bullying‐related cognitions (i.e., perceived seriousness, empathy, attitudes, self‐efficacy...

article

The role of school‐based relationships for school well‐being: How different are high‐ and average‐ability students?

Tessa Weyns, Hilde Colpin, Karine Verschueren

British Journal of Educational Psychology > 91 > 4 > 1127 - 1145

Background Relationships with peers and teachers are keys for children’s psychosocial development. However, it is unclear whether this also applies for high‐ability children. This study adds to the literature by longitudinally examining the role of interpersonal relationships in the educational context for high‐ and average‐ability students. Aims In this study, we examined whether high‐ and average‐ability...

article

Transactional Links Between Social Anxiety Symptoms and Parenting Across Adolescence: Between‐ and Within‐Person Associations

Stefanie A. Nelemans, Loes Keijsers, Hilde Colpin, Karla Leeuwen, more

Child Development > 91 > 3 > 814 - 828

This 4‐year longitudinal multi‐informant study examined between‐ and within‐person associations between adolescent social anxiety symptoms and parenting (parental psychological control and autonomy support). A community sample of 819 adolescents (46.1% girls; M_ageT₁ = 13.4 years) reported annually on social anxiety symptoms and both adolescents and mothers reported on parenting. Between‐person associations...

article

Adolescent-Parent Discrepancies in Perceptions of Parenting: Associations with Adolescent Externalizing Problem Behavior

Martijn Van Heel, Patricia Bijttebier, Hilde Colpin, Luc Goossens, more

Journal of Child and Family Studies > 2019 > 28 > 11 > 3170-3182

Objectives This study used a two-wave design to examine whether (dis)agreement between mothers and adolescents and between fathers and adolescents in reports of on parenting (i.e., support, proactive control, punishment, harsh punishment, and psychological control) was associated with adolescent Externalizing Problem Behavior (EPB; i.e., aggression and rule-breaking behavior) 1 year later. Methods...

article

Internalizing Problems in Adolescence: Linking Loneliness, Social Anxiety Symptoms, and Depressive Symptoms Over Time

Sofie Danneel, Stefanie Nelemans, Annette Spithoven, Margot Bastin, more

Journal of Abnormal Child Psychology > 2019 > 47 > 10 > 1691-1705

Adolescents are particularly vulnerable to experiencing loneliness, social anxiety symptoms, and depressive symptoms. These internalizing problems often co-occur but, until now, it remains unclear how they are associated over time. Insight in these temporal sequences is important to enhance our understanding of how internalizing problems arise and may reinforce each other over time. To examine these...

article

Loneliness, Social Anxiety, and Depressive Symptoms in Adolescence: Examining Their Distinctiveness Through Factor Analysis

Sofie Danneel, Patricia Bijttebier, Margot Bastin, Hilde Colpin, more

Journal of Child and Family Studies > 2019 > 28 > 5 > 1326-1336

Objectives Adolescents face multiple changes in their social environment, which makes them more vulnerable to developing internalizing problems with strong interpersonal components, such as feelings of loneliness, social anxiety, and depressive symptoms. Given the widespread tacit assumption that these internalizing problems represent distinct concepts, research on these internalizing problems has...

article

Explaining the Relationship between Parenting and Internalizing Symptoms: The Role of Self-Esteem Level and Contingency

Sofie Wouters, Hilde Colpin, Koen Luyckx, Karine Verschueren

Journal of Child and Family Studies > 2018 > 27 > 10 > 3402-3412

Internalizing symptoms, such as depressive and anxiety symptoms are prevalent in adolescence. We examined the mediational role of two self-esteem dimensions, that is, level and contingency, in comprehensive models linking parenting to adolescent internalizing symptoms. Using a cross-sectional design, a large sample of secondary school students (N = 1958; 56.28% female; mean age = 15.31 years) completed...

article

Teacher Involvement Prevents Increases in Children’s Depressive Symptoms: Bidirectional Associations in Elementary School

Jantine L. Spilt, Geertje Leflot, Hilde Colpin

Journal of Abnormal Child Psychology > 2019 > 47 > 2 > 359-367

There is accumulating evidence that social relationships can buffer the development of depression in childhood and adolescence. However, few studies have focused on teacher-child relationships in the elementary school years. In addition, research that has examined bidirectional relations between teacher involvement and depressive symptoms is virtually absent in this age period. The participants in...

article

Parenting Interacts with Oxytocin Polymorphisms to Predict Adolescent Social Anxiety Symptom Development: A Novel Polygenic Approach

Stefanie A. Nelemans, Evelien Assche, Patricia Bijttebier, Hilde Colpin, more

Journal of Abnormal Child Psychology > 2019 > 47 > 7 > 1107-1120

Guided by a developmental psychopathology framework, research has increasingly focused on the interplay of genetics and environment as a predictor of different forms of psychopathology, including social anxiety. In these efforts, the polygenic nature of complex phenotypes such as social anxiety is increasingly recognized, but studies applying polygenic approaches are still scarce. In this study, we...

article

Gene‐based interaction analysis shows GABAergic genes interacting with parenting in adolescent depressive symptoms

Evelien Van Assche, Tim Moons, Ozan Cinar, Wolfgang Viechtbauer, more

Journal of Child Psychology and Psychiatry > 58 > 12 > 1301 - 1309

Background Most gene‐environment interaction studies (G × E) have focused on single candidate genes. This approach is criticized for its expectations of large effect sizes and occurrence of spurious results. We describe an approach that accounts for the polygenic nature of most psychiatric phenotypes and reduces the risk of false‐positive findings. We apply this method focusing on the role of perceived...

article

Teacher Support, Peer Acceptance, and Engagement in the Classroom: A Three-Wave Longitudinal Study in Late Childhood

Tessa Weyns, Hilde Colpin, Steven De Laet, Maaike Engels, more

Journal of Youth and Adolescence > 2018 > 47 > 6 > 1139-1150

Although research has examined the bivariate effects of teacher support, peer acceptance, and engagement, it remains unclear how these key classroom experiences evolve together, especially in late childhood. This study aims to provide a detailed picture of their transactional relations in late childhood. A sample of 586 children (M_age = 9.26 years, 47.1% boys) was followed from fourth to sixth grade...

article

The role of teacher behavior in children's relational aggression development: A five-wave longitudinal study

Tessa Weyns, Karine Verschueren, Geertje Leflot, Patrick Onghena, more

Journal of School Psychology > 2017 > 64 > C > 17-27

The present article examined the development of relational aggression in middle childhood and the effects of observed teacher behavior on this development. Relying on social learning theory, we expected that teacher praise would slow down the increase of relational aggression, whereas teacher reprimands would promote the increase of relational aggression. A sample of 570 children (49% boys, M_age=7years...

article

School engagement trajectories in adolescence: The role of peer likeability and popularity

Maaike C. Engels, Hilde Colpin, Karla Van Leeuwen, Patricia Bijttebier, more

Journal of School Psychology > 2017 > 64 > C > 61-75

This accelerated longitudinal study examined how peer status (i.e., peer likeability and popularity) is involved in adolescents' school engagement trajectories. A large sample of students was followed from Grades 7 to 11 (N=1116; M_age=13.79years). Students' school engagement and peer status were assessed using self-reports and peer nominations, respectively. Latent growth curve modeling revealed that...

article

Adolescent externalizing behaviour, psychological control, and peer rejection: Transactional links and dopaminergic moderation

Annelies Janssens, Wim Van Den Noortgate, Luc Goossens, Karine Verschueren, more

British Journal of Developmental Psychology > 35 > 3 > 420 - 438

This study investigated (1) reciprocal links among parental psychological control, peer rejection, and adolescent externalizing (aggressive and rule‐breaking behaviour), and (2) the moderating effect of an adolescent genetic factor (biologically informed polygenic score for dopamine signalling). Three‐year longitudinal data from 1,116 adolescents (51% boys; M age = 13.79) and their parents included...

article

The role of preschool teacher–child interactions in academic adjustment: An intervention study with Playing‐2‐gether

Sanne Van Craeyevelt, Karine Verschueren, Caroline Vancraeyveldt, Sofie Wouters, more

British Journal of Educational Psychology > 87 > 3 > 345 - 364

Background Social relationships can serve as important risk or protective factors for child development in general, and academic adjustment in particular. Aims This study investigated the role of teacher–child interactions in academic adjustment among preschool boys at risk of externalizing behaviour, using a randomized controlled trial study with Playing‐2‐gether (P2G), a 12‐week indicated two‐component...

article

Externalizing Problem Behavior in Adolescence: Parenting Interacting With DAT1 and DRD4 Genes

Annelies Janssens, Wim Van Den Noortgate, Luc Goossens, Hilde Colpin, more

Journal of Research on Adolescence > 27 > 2 > 278 - 297

This study extends previous gene‐by‐environment (G × E) research through design and methodological advances and examines alternative hypotheses of diathesis stress, vantage sensitivity, and differential susceptibility. In a sample of 984 adolescents and their parents, we examined whether effects of parental support, proactive, punitive, harsh punitive, and psychological control on externalizing problem...

article

De onderlinge samenhang tussen leerkracht-leerlingrelaties, peerstatus, en gedragsmatige betrokkenheid

Maaike C. Engels, Hilde Colpin, Karla Leeuwen, Patricia Bijttebier, more

Kind en adolescent > 2017 > 38 > 3 > 148-167

Samenvatting Deze studie onderzocht hoe leerkracht-leerlingrelaties, peerstatus en gedragsmatige betrokkenheid onderling samenhangen in het secundair onderwijs. Hierbij werd onderscheid gemaakt tussen een positieve en een negatieve dimensie in de leerkracht-leerlingrelatie en tussen twee aspecten van peerstatus, namelijk acceptatie en populariteit.De onderzoeksgroep bestond uit 1116 Vlaamse adolescenten...

article

Epigenome-Wide Analysis Of Methylation And Perceived Parenting In Adolescents And Its Correlation With Depressive Symptoms Over Time

Evelien Van Assche, Elise Vangeel, Kathleen Freson, Karla Van Leeuwen, more

European Neuropsychopharmacology > 2017 > 27 > S3 > S449-S450

Adolescents are continuously exposed to their parents. Previous research has shown that parenting can affect adolescents’ wellbeing. Prior research has also argued that adolescents’ impaired wellbeing can influence their performance over time. We present a study with an Illumina 450k array comparing methylation in adolescents reporting either perceived supportive-guiding or punishing-neglecting parenting...

article

Teacher–student relationships and adolescent behavioral engagement and rule-breaking behavior: The moderating role of dopaminergic genes

Steven De Laet, Hilde Colpin, Karla Van Leeuwen, Wim Van den Noortgate, more

Journal of School Psychology > 2016 > 56 > C > 13-25

This study examined whether the dopamine transporter DAT1 and the dopamine receptor DRD4 genes moderate the effect of student-reported teacher–student relationship affiliation or dissatisfaction on parent-reported adolescent rule-breaking behavior and behavioral engagement. The sample included 1053 adolescents (51% boys, M_age=13.79) from grades 7 to 9. Regression analyses were conducted using Mplus...

article

Use of Praise and Reprimands as Critical Ingredients of Teacher Behavior Management: Effects on Children’s Development in the Context of a Teacher-Mediated Classroom Intervention

Jantine L. Spilt, Geertje Leflot, Patrick Onghena, Hilde Colpin

Prevention Science > 2016 > 17 > 6 > 732-742

This intervention study examined teachers’ use of verbal praise and reprimands as specific components of teacher behavior management that can promote children’s development in schools. The impact of teacher praise and reprimands on children’s development was examined in the context of a teacher-mediated, classroom intervention. The sample involved 570 children and 30 teachers from second grade classrooms...

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INFONA - science communication portal

Search results for: Hilde Colpin

Teachers' bullying‐related cognitions as predictors of their responses to bullying among students

The role of school‐based relationships for school well‐being: How different are high‐ and average‐ability students?

Transactional Links Between Social Anxiety Symptoms and Parenting Across Adolescence: Between‐ and Within‐Person Associations

Adolescent-Parent Discrepancies in Perceptions of Parenting: Associations with Adolescent Externalizing Problem Behavior

Internalizing Problems in Adolescence: Linking Loneliness, Social Anxiety Symptoms, and Depressive Symptoms Over Time

Loneliness, Social Anxiety, and Depressive Symptoms in Adolescence: Examining Their Distinctiveness Through Factor Analysis

Explaining the Relationship between Parenting and Internalizing Symptoms: The Role of Self-Esteem Level and Contingency

Teacher Involvement Prevents Increases in Children’s Depressive Symptoms: Bidirectional Associations in Elementary School

Parenting Interacts with Oxytocin Polymorphisms to Predict Adolescent Social Anxiety Symptom Development: A Novel Polygenic Approach

Gene‐based interaction analysis shows GABAergic genes interacting with parenting in adolescent depressive symptoms

Teacher Support, Peer Acceptance, and Engagement in the Classroom: A Three-Wave Longitudinal Study in Late Childhood

The role of teacher behavior in children's relational aggression development: A five-wave longitudinal study

School engagement trajectories in adolescence: The role of peer likeability and popularity

Adolescent externalizing behaviour, psychological control, and peer rejection: Transactional links and dopaminergic moderation

The role of preschool teacher–child interactions in academic adjustment: An intervention study with Playing‐2‐gether

Externalizing Problem Behavior in Adolescence: Parenting Interacting With DAT1 and DRD4 Genes

De onderlinge samenhang tussen leerkracht-leerlingrelaties, peerstatus, en gedragsmatige betrokkenheid

Epigenome-Wide Analysis Of Methylation And Perceived Parenting In Adolescents And Its Correlation With Depressive Symptoms Over Time

Teacher–student relationships and adolescent behavioral engagement and rule-breaking behavior: The moderating role of dopaminergic genes

Use of Praise and Reprimands as Critical Ingredients of Teacher Behavior Management: Effects on Children’s Development in the Context of a Teacher-Mediated Classroom Intervention

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