Publications
2026
Scholarly publications
Hornstra, L., Poorthuis, A. M. G., Boer, I., & Bloem, J. (2026). Too High? Teacher Expectations and their (Curvi)linear Associations with Students’ School Engagement, Academic Achievement, and School Performance Pressure. School Effectiveness and School Improvement. Advance online publication. [DOI]
Bloem, J., Boer, I., Stroet, K., & Hornstra, L. (2026). Teacher Expectations and their Need Support and Thwarting: An SDT Perspective on Ethnic and Socioeconomic Inequality in Education. School Effectiveness and School Improvement. Advance online publication. [DOI]
Boer, I., Thijs, J., & Fleischmann, F. (2026). Discussing diversity in the classroom: do teachers address both ethnic and socioeconomic differences? Social Psychology of Education, 29(1), Article 3. [DOI] [Repository]
2025
Scholarly publications
Boer, I., Veen, D., Fleischmann, F., & Thijs, J. (2025). Disentangling the Role of Migration Background and SES in Student‐Expected Interpersonal Teacher Behavior. Journal of Community Psychology, 53(7), Article e70040. [DOI] [Repository]
Boer, I., Hornstra, L., van de Pol, J., & Bakx, A. (2025). Teacher expectations: associations with need supportive teaching and students’ need satisfaction. European Journal of Psychology of Education, 40(3), Article 77. [DOI] [Repository]
Professional publications
Boer, I. (2025). Hoge verwachtingen leerkracht bevorderen competentiegevoel kind. Didactief. https://didactiefonline.nl/artikel/hoge-verwachtingen-leerkracht-bevorderen-competentiegevoel-kind
2024
Scholarly publications
Boer, I., Fleischmann, F., & Thijs, J. (2024). The Role of SES in Preadolescence: Understandings and Group Evaluations based on Income, Education, and Occupation. Journal of Youth and Adolescence, 53(10), 2300-2319. [DOI] [Repository]