Zobrazeno 1 - 10
of 73
pro vyhledávání: '"Liesje Coertjens"'
Publikováno v:
Frontiers in Psychology, Vol 14 (2023)
To date, there has been little agreement on what important facets should be incorporated in quantitative measures of the academic and social first-year experience. Moreover, such scales are typically developed in academic higher education (HE) contex
Externí odkaz:
https://doaj.org/article/98b3a887d14f4536958d81291565ba11
Publikováno v:
Frontiers in Education, Vol 8 (2023)
IntroductionPeer feedback can be very beneficial for student learning in higher education, yet students may feel uncomfortable providing and receiving peer feedback: they may for example not feel safe in the group or have little trust in their peers
Externí odkaz:
https://doaj.org/article/54dfafd1192d441aa85accecf71f8662
Publikováno v:
Frontiers in Education, Vol 8 (2023)
IntroductionEducational inequalities – i.e., the achievement gaps between pupils from disadvantaged backgrounds and their peers from advantaged backgrounds – are present in many OECD countries. This is particularly problematic in reading, which i
Externí odkaz:
https://doaj.org/article/b929f035259b466a9a1acf0153b82798
Publikováno v:
Frontline Learning Research, Vol 9, Iss 2, Pp 28-49 (2021)
This study tests an integrative model, which delineates how students’ academic motivation, academic self-efficacy and learning strategies (processing strategies and regulation strategies) at the end of secondary education impact academic adjustment
Externí odkaz:
https://doaj.org/article/80f63c5cf3a148b88b967d69ecd8e255
Publikováno v:
Frontiers in Psychology, Vol 12 (2021)
To date, little understanding exists of how first-year students in professionally oriented higher-education (HE) programs (i.e., those that provide vocational education to prepare students for a particular occupation) experience their academic transi
Externí odkaz:
https://doaj.org/article/32b43e5a592a4f20ab5e48462de7ad61
Autor:
Tine van Daal, Marije Lesterhuis, Liesje Coertjens, Marie-Thérèse van de Kamp, Vincent Donche, Sven De Maeyer
Publikováno v:
Frontiers in Education, Vol 2 (2017)
Nowadays, comparative judgment (CJ) is used to assess competences. Judges compare two pieces of student work and judge which of both is better regarding the competence assessed. Using these pairwise comparison data, students’ work is scaled accordi
Externí odkaz:
https://doaj.org/article/b397239fad4e491684d44c11051212e7
Publikováno v:
PLoS ONE, Vol 12, Iss 9, p e0182615 (2017)
Longitudinal data is almost always burdened with missing data. However, in educational and psychological research, there is a large discrepancy between methodological suggestions and research practice. The former suggests applying sensitivity analysi
Externí odkaz:
https://doaj.org/article/eb7ed2c7ad2648079983352ab241afb9
Publikováno v:
PLoS ONE, Vol 8, Iss 7, p e67854 (2013)
The change in learning strategies during higher education is an important topic of research in the Student Approaches to Learning field. Although the studies on this topic are increasingly longitudinal, analyses have continued to rely primarily on tr
Externí odkaz:
https://doaj.org/article/0531d693063a47a4a315f5e4b201cad5
Autor:
Liesje Coertjens, Wilfried Admiraal, Gert Rijlaarsdam, Maarten Goossens, Marie-Thérèse van de Kamp
Publikováno v:
Journal of Creative Behavior, 56(1), 108-124. Wiley-Blackwell
Journal of creative behavior
Journal of creative behavior
This study examines specific exploration activities in students’ visual arts portfolios from secondary education. Creating original visual arts products requires exploration according to Getzels and Csiksentmihalyi (The creative vision. A longitudi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3ca1853a34ff2d8c1a91fdde2874acea
https://hdl.handle.net/11245.1/e912fcbd-4041-4176-abe1-722b21deaa8a
https://hdl.handle.net/11245.1/e912fcbd-4041-4176-abe1-722b21deaa8a
Publikováno v:
van Meenen, F, Masson, N, Catrysse, L & Coertjens, L 2023, ' Taking a closer look at how higher education students process and use (discrepant) peer feedback ', Learning and Instruction, vol. 84, 101711 . https://doi.org/10.1016/j.learninstruc.2022.101711
Learning and Instruction, 84:101711. PERGAMON-ELSEVIER SCIENCE LTD
Learning and Instruction, 84:101711. PERGAMON-ELSEVIER SCIENCE LTD
Little is known on how students process peer feedback (PF) and use it to improve their work. We asked 59 participants to read the feedback of two peers on a fictional essay and to revise it, while we recorded their gaze behaviour. Regarding the PF pr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::c306b501a76c6dbfbc1d820e08057aab
https://doi.org/10.1016/j.learninstruc.2022.101711
https://doi.org/10.1016/j.learninstruc.2022.101711