2 results match your criteria: "Radboud University N[Affiliation]"
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Br J Psychiatry
June 2014
Annabeth P. Groenman, Department of Clinical Neuropsychology, VU University Amsterdam, Amsterdam and Department of Cognitive Neuroscience, Donders Institute for Brain, Cognition and Behavior, Radboud University Nijmegen Medical Centre, Nijmegen, The Netherlands; Jaap Oosterlaan, Department of Clinical Neuropsychology, VU University Amsterdam, Amsterdam, The Netherlands; Nanda N. J. Rommelse, Department of Psychiatry, Donders Institute for Brain, Cognition and Behavior, Centre for Neuroscience, Radboud University Nijmegen Medical Centre and Karakter Child and Adolescent Psychiatry University Centre, Nijmegen, The Netherlands; Barbara Franke, Department of Psychiatry, Donders Institute for Brain, Cognition and Behavior, Centre for Neuroscience and Department of Human Genetics, Radboud University Nijmegen Medical Centre, Nijmegen, The Netherlands; Corina U. Greven, Department of Psychiatry, Donders Institute for Brain, Cognition and Behavior, Centre for Neuroscience, Radboud University Nijmegen Medical Centre, Nijmegen, The Netherlands and MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, King's College London, UK; Pieter J. Hoekstra, Catharina A. Hartman, Department of Psychiatry, Interdisciplinary Center for Psychiatric Epidemiology, Child and Adolescent Psychiatry, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands; Marjolein Luman, Department of Clinical Neuropsychology, VU University Amsterdam, Amsterdam, The Netherlands; Herbert Roeyers, Department of Experimental Clinical Health Psychology, Ghent University, Ghent, Belgium; Robert D. Oades, Biopsychology Group, University Clinic for Child and Adolescent Psychiatry, Essen, Germany; Joseph A. Sergeant, Department of Clinical Neuropsychology, VU University Amsterdam, Amsterdam, The Netherlands; Jan K. Buitelaar, Department of Cognitive Neuroscience, Donders Institute for Brain, Cognition and Behavior, Centre for Neuroscience, Radboud University N
This study focused on the peer and teacher relationships of deaf children and the effects of these relationships on well-being in school during the transition from elementary school to junior high school. Differences due to gender and educational context were also considered. In Study 1, the predictive effects of peer acceptance, popularity, and teacher support on well-being were examined cross-sectionally for early adolescents in Grade 6 (N = 759, 87 deaf) and Grade 7 (N = 840, 104 deaf).
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