Dr. Jochem Thijs

Introduction

Jochem Thijs is an assistant professor at the Department of Interdisciplinary Social Science and a researcher at ERCOMER at Utrecht University in the Netherlands. His research interest is in (ethnic) relations in educational contexts, and educational adjustments of ethnic minority children and adolescents.

Key publications

Articles

Thijs, J., & Eilbracht, L. (2012). Teachers’ perceptions of parent-teacher alliance and student-teacher relational conflict: Examining the role of ethnic differences and "disruptive" behavior. Psychology in the Schools (forthcoming).

Thijs, J., & Verkuyten, M. (2012). Multiculturalism in the classroom: Ethnic attitudes and classmates' beliefs. International Journal of Intercultural Relations (forthcoming).

Gieling, M., Thijs, J., & Verkuyten, M. (2012). Dutch adolescents’  tolerance of practices by Muslim actors: The effect of issue framing. Youth & Society (forthcoming).

Spilt, J., Koomen, H., & Thijs, J. (2012). Teacher wellbeing: The importance of teacher-student relationships. Educational Psychology Review (forthcoming)

Spilt, J., Koomen, H., Thijs, J.., & Van der Leij, A. (2012). Supporting teachers’ relationships with disruptive children: The potential of relationship-focused reflection. Attachment & Human Development (fortcoming).

Verkuyten, M., Thijs, J., & Stevens, G. (2012). Multiple identities and religious transmission: A study among Moroccan-Dutch Muslim adolescents and their parents. Child Development (forthcoming).

Gieling, M., Thijs, J., & Verkuyten, M. (2011). Voluntary and involuntary immigrants and adolescents’ endorsement of multiculturalism. International Journal of Intercultural Relations, 35, 259-267.

Spilt, J., Koomen, H., Stoel, R., Thijs, J., & van der Leij, A. (2011). Teachers’ Assessment of Physical Aggression with the Preschool Behavior Questionnaire: A Multrait- Multimethod Evaluation of Convergent and Discriminant Validity. Journal of Psychoeducational Assessment (forthcoming).

Thijs, J.  (2011). Ethnic differences in teacher-oriented achievement motivation: A study among early adolescent students in the Netherlands. The Journal of Genetic Psychology, 172, 121-140.

Thijs, J., & Verkuyten, M. (2011). In-group bias in the classroom: The role of co-ethnic and other-ethnic peers and multiculturalism. Anales de Psychologia, 27, 662-669.

Thijs, J., Koomen, H., Roorda, J., & ten Hagen, J. (2011).  Explaining teacher-student interactions in early childhood: An interpersonal theoretical approach. Journal of Applied Developmental Psychology, 32, 34-43.

Verkuyten, M., Thijs, J., & Bekhuis, H. (2010). Intergroup contact and ingroup reappraisal: Testing the deprovincialization hypothesis. Social Psychology Quarterly, 73, 398-416.

Verkuyten, M., & Thijs, J. (2010). Ethnic minority labeling, multiculturalism, and the attitude of majority group members. Journal of Language and Social Psychology, 29, 467-477.

Gieling, M., Thijs, J., & Verkuyten, M. (2010). Tolerance of practices by Muslim actors: An integrative social-developmental perspective. Child Development, 81, 1385 -1399.

Thijs, J., Verkuyten, M. & Helmond, P. (2010) A further examination of the big-fish-little-pond effect: Perceived position in class, class size, and gender comparisons. Sociology of Education, 83, 333-345.

Verkuyten, M. & Thijs, J. (2010). Religious group relations among Christian, Muslim, and nonreligious early adolescents in the Netherlands. Journal of Early Adolescence, 30, 27-49.

Jongejan, D. & Thijs, J. (2010). 'Prima maar niet voor mijn kind': Opleidingsniveau en houding ten aanzien van zwarte scholen onder autochtone Nederlandse ouders. Migrantenstudies,1, 2-20.

Spilt, J.L., Koomen, H.M.Y., Thijs, J., Stoel, R. & van der Leij, A . (2010). Teachers’ Assessment of antisocial behavior in kindergarten: Physical aggression and measurement bias across gender. The Journal of Psychoeducational Assessment, 28, 129-138.

Thijs, J. & Verkuyten, M. (2009). Students’ anticipated situational engagement: The roles of teacher behavior, personal engagement, and gender (forthcoming). The Journal of Genetic Psychology.

Thijs, J. & Koomen, H.M.Y (2009). Toward a further understanding of teachers' reports of early teacher-child relationships: Examining the roles of behavior appraisals and attributions. Early Childhood Research Quarterly, 24, 186-197.

Thijs, J. & Verkuyten, M. (2008). Peer victimization and academic achievement in a multi-ethnic sample: The role of perceived academic self-efficacy. Journal of Educational Psychology, 100, 754-764.

Thijs, J.T., & Koomen, H.M.Y. (2008). Task-related interactions between kindergarten children andtheir teachers: The role of emotional security. Infant and Child Development, 17,181-197.

Thijs, J.T., Koomen, H.M.Y., & van der Leij, A. (2008) Teacher-child relationships and pedagogical practices: Considering the teacher's perspective. School Psychology Review, 37, pp. 244-260.

Koomen, H.M.Y., Verschueren, K., & Thijs, J.T. (2006). Assessing aspects of the teacher–child relationship: A critical ingredient of a practice-oriented psycho-diagnostic approach. Educational and Child Psychology, 23 (3), 50-60.

Thijs, J.T., Koomen, H. M.Y., & van der Leij (2006). Teachers’ self-reported pedagogical practices toward socially inhibited, hyperactive, and average children. Psychology in the Schools, 43, 635-651.  

Verkuyten, M. & Thijs, J. (2006). Ethnic discrimination and global self-worth in early adolescence. International Journal of Behavioral Development, 30, 107-116.  

Thijs, J. T., Koomen, H. M. Y., de Jong, P. F., van der Leij, A., & van Leeuwen, M. G. P. (2004). Internalizing behaviors among kindergarten children: Measuring dimensions of social withdrawal with a checklist. Journal of Clinical Child and Adolescent Psychology, 33, 802-812.

Verkuyten, M., & Thijs, J.(2004). Global and ethnic self-esteem in school context: minority and majority groups in the Netherlands. Social Indicators Research, 67, 235-281.

Verkuyten, M., & Thijs, J.(2004). Psychological disidentification with the academic domain among ethnic minority adolescents in The Netherlands. British Journal of Educational Psychology, 74, 109-125.

Verkuyten, M., & Thijs, J. (2002). Multiculturalism among minority and majority adolescents in the Netherlands. International Journal of Intercultural Relations, 26, 91-108.

Verkuyten, M., & Thijs, J. (2002). Racist victimization among children in The Netherlands: The effect of ethnic group and school. Ethnic and Racial Studies, 25, 310-331.

Verkuyten, M., & Thijs, J.(2002): School satisfaction of elementary school children: The role of performance, peer relations, ethnicity and gender. Social Indicators Research, 59, 203-228 .

Thijs-Boer, F. M., Thijs, J. T., &and van deWiel, H. B. M.. (2001). Conventional or adhesive external breast prsothesis: A prospective study of the patients’ preference after mastectomy. Cancer Nursing, 24, 227-230.

 Verkuyten, M., & Thijs, J. (2001). Ethnic and gender bias among Dutch and Turkish children in late childhood: The role of social context. Infant and Child Development, 10, 203-217.

Verkuyten, M., & Thijs, J. (2001). Peer victimization and self-esteem of ethnic minority group children. Journal of Community and Applied Social Psychology, 11, 227-234.

Verkuyten, M., Thijs, J., & Canatan, K. (2001). Achievement motivation and academic performance among Turkish early and young adolescents in the Netherlands. Genetic, Social, and General Psychology Monographs, 127, 378-408.

Verkuyten, M., & Thijs, J. (1999). Nederlandse en Turkse jongeren over multiculturalisme: Cultuurbehoud, aanpassing, identificatie en groepsdiscriminatie. Sociologische Gids , 46, 407-425.

Books

Thijs, J.T. (2005). Teachers’ relationships and interactions with socially inhibited children. Academisch Proefschrift. Universiteit van Amsterdam. Amsterdam: SCO-Kohnstamm Instituut.

Verkuyten, M., & Thijs, J. (2000). Leren (en) waarderen: Discriminatie, zelfbeeld, relaties en leerprestaties in 'witte' en 'zwarte' basisscholen. Amsterdam: Thela Thesis.

Contributions to books

Thijs, J. (2011). Etnische verschillen in de klas. In P. de Jong en H. Koomen (Eds.), Interventie bij onderwijsleerproblemen (pp. 145-162). Apeldoorn: Garant.

Thijs, J.T. (2006). Sociaal geremde kinderen en de interacties met hun leerkrachten. In G.M. van der Aalsvoort (Ed.) Van ontwikkelingsproblemen tot ontwikkelingsstoornissen: een continuüm? De aanpak bij jonge leerlingen met gedragsproblemen (pp. 19-28).  Amsterdam: SWP.

Koomen, H. M. Y., & Thijs, J. T. (2004). Sociaal-emotioneel functioneren en de leerkracht-leerling relatie. In A. Vyt, M.A.G. van Aken, J.D. Bosch, R.J. van der Gaag &  A.J.J.M. Ruijssenaars (red.) Jaarboek Ontwikkelingspsychologie, Orthopedagogiek en Kinderpsychiatrie, Vol. 6 (2004-2005)(pp. 62-81). Houten: Bohn Stafleu Van Loghum.

Contact Information