caa a22 4500 445329661 CHVBK 20180317142733.0 cr unu---uuuuu 170323e20111201xx s 000 0 eng 10.1007/s10648-011-9170-y doi (NATIONALLICENCE)springer-10.1007/s10648-011-9170-y Teacher Wellbeing: The Importance of Teacher-Student Relationships [Elektronische Daten] [Jantine Spilt, Helma Koomen, Jochem Thijs] Many studies have examined the importance of teacher-student relationships for the development of children. Much less is known, however, about how these relationships impact the professional and personal lives of teachers. This review considers the importance of teacher-student relationships for the wellbeing of teachers starting from the Transactional Model of Stress and Coping of Lazarus (1991). Based on theories on interpersonal relationships, it is postulated that teachers have a basic need for relatedness with the students in their class. It is discussed that teachers internalize experiences with students in representational models of relationships that guide emotional responses in daily interactions with students and change teacher wellbeing in the long run. In addition, the notion of mental representations of relationships at different levels of generalization could offer a window to understand how individual teacher-student relationships may affect the professional and personal self-esteem of teachers. Lastly, it is argued that the influence of student misbehavior on teacher stress may be more fully understood from a relationship perspective. The review shows that few studies have directly tested these propositions and offers suggestions for future research. The Author(s), 2011 Teacher wellbeing nationallicence Teacher stress nationallicence Teacher-student relationships nationallicence Mental representations nationallicence Emotions nationallicence Behavior problems nationallicence Spilt Jantine Department of Developmental Psychology, VU University Amsterdam, Van der Boechorststraat 1, 1081 BT, Amsterdam, The Netherlands aut Koomen Helma University of Amsterdam, Amsterdam, The Netherlands aut Thijs Jochem Utrecht University, Utrecht, The Netherlands aut Educational Psychology Review Springer US; http://www.springer-ny.com 23/4(2011-12-01), 457-477 1040-726X 23:4<457 2011 23 10648 https://doi.org/10.1007/s10648-011-9170-y text/html Onlinezugriff via DOI 1 review-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10648-011-9170-y text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Spilt Jantine Department of Developmental Psychology, VU University Amsterdam, Van der Boechorststraat 1, 1081 BT, Amsterdam, The Netherlands aut NATIONALLICENCE 700 1- Koomen Helma University of Amsterdam, Amsterdam, The Netherlands aut NATIONALLICENCE 700 1- Thijs Jochem Utrecht University, Utrecht, The Netherlands aut NATIONALLICENCE 773 0- Educational Psychology Review Springer US; http://www.springer-ny.com 23/4(2011-12-01), 457-477 1040-726X 23:4<457 2011 23 10648 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer