Marjolein Zee

Associate Professor

Erasmus University Rotterdam

Netherlands

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Marjolein Zee is an Associate Professor at Erasmus University Rotterdam in the Netherlands. Her research focuses on the dynamics of teacher self-efficacy, teacher-student interactions, and the challenges faced by educators, particularly in diverse urban classrooms. Recent articles explore topics such as burnout among teachers, the quality criteria for qualitative graduation research, and the impacts of the COVID-19 pandemic on bereaved individuals. Dr. Zee actively contributes to the discourse on educational practices and self-regulated learning in primary and secondary education.

Articles (17)

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2025

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2021

Collaborators (3)

Kathleen Rudasill

Virginia Commonwealth University

UNITED STATES

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Robert Klassen

University of Oxford

UNITED KINGDOM

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Peter de Jong

Professor

University of Amsterdam

NETHERLANDS

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Marjolein Zee

Research Interests

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About

Articles (17)

Under pressure? Exploring the moderating and mediating role of principal–teacher relationships in primary and secondary school teachers’ burnout symptoms

Waarom kwalitatief afstudeeronderzoek vraagt om eigen kwaliteitscriteria: een opiniërend artikel

When personal becomes relational

Kennisdeling in het hoger onderwijs

Navigating urban classrooms: The role of diversity-related stress and intentions to leave in preservice teachers’ self-efficacy

Drawings Tell the Difference

Understanding the interplay between teacher self-efficacy, teacher–student interactions, and students’ self-regulated learning skills at different levels of classroom ecology.

Self-regulated learning: Validating a task-specific questionnaire for children in elementary school

The relational side of teachers' self-efficacy: Assimilation and contrast effects of classroom relational climate on teachers' self-efficacy

Managing the four-day school week

Stimulating Elementary School Students’ Self-Regulated Learning Through High-Quality Interactions and Relationships: A Narrative Review

Principal–teacher relationships: Dimensionality and measurement invariance of a measure for primary and secondary school teachers

Student teachers’ future time perspective and teacher identity

Meaning-making following loss among bereaved spouses during the COVID-19 pandemic (the CO-LIVE study)

Assessing student–teacher relationship quality in cross-cultural contexts: Psychometric properties of student–teacher relationship drawings

Examining factorial validity of the student–teacher relationship scale in the Iranian educational setting

A cross-lagged study of students’ motivation, academic achievement, and relationships with teachers from kindergarten to 6th grade.

Collaborators (3)

Kathleen Rudasill

Robert Klassen

Peter de Jong

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