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Learning goal orientation in high ability and average ability students: Developmental trajectories, contextual predictors, and long-term educational outcomes KU Leuven
Learning goal orientation is a prominent motivational construct that has been linked to positive student outcomes. For high-ability students, a lack of mastery learning goals has been theoretically and empirically associated with underachievement. However, longitudinal research examining the development and outcomes of their learning goal orientation over time, and comparing this development to that of average ability peers, is lacking. In this ...
Spotting loneliness at school: Associations between Self-Reports and Teacher and Peer Nominations KU Leuven
In two independent studies, we aimed to examine the extent to which teacher and peer nominations of loneliness are associated with children's and adolescents' self-reported loneliness, respectively. Additionally, we examined whether loneliness nominations from teachers and peers were informative above and beyond peer status and social behaviors associated with loneliness. In Study 1 (N = 1594, Mage = 9.43 years), teacher nominations of ...
Teachers-in-training perceptions of gifted children’s characteristics and teacher-child interactions: An experimental study KU Leuven
Extending research on the ‘disharmony stereotype’, we examined teachers-in-training’s perceptions of gifted children’s characteristics and their expected teacher-child interactions. Also, we investigated whether adding context information that contrasts the impaired social functioning of gifted students could buffer teachers’ stereotypes. An experiment was conducted (N = 522 teachers-in-training), using a 2 × 2 × 2 between-subjects-design. ...
Perceived Teacher Responses to Bullying Influence Students' Social Cognitions KU Leuven
Teachers' responses to bullying incidents are key in bullying intervention at school. Scholars have suggested that teacher responses can predict student cognitions that are associated with their bullying behaviors. However, little is known about whether and how teacher responses affect these cognitions. Therefore, the current study investigated the effects of four immediate teacher responses on four bullying-related student cognitions, using an ...
Professional development initiatives as a lever for inclusive education: a multiple case study using qualitative comparative analysis (QCA) KU Leuven Universiteit Antwerpen
Detecting unfulfilled potential: Perceptions of underachievement by student, parents, and teachers. KU Leuven
Beliefs about academic functioning play an important role in the academic development of students. This study considers perceptions about underachievement, that is, the degree to which accomplishments are believed to be in line with potential. In particular, we examined why these perceptions might deviate from measured underachievement, determined by regressing achievement on a measure of cognitive ability. Using data from the TALENTstudy, a ...