Publicaties
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Belgium (Flemish) KU Leuven
Mapping and explaining the second language gender gap across skills, countries and languages KU Leuven
The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories KU Leuven
This longitudinal study investigated the role of teacher-student closeness and conflict in adolescents' school engagement trajectories, and how school engagement dimensions predict achievement trajectories. A sample of 5,382 adolescents (Mage.wave1 = 13.06, SD = 0.51; 49.6% boys) were followed from Grade 7 to 9. Yearly measures included student reports on school engagement dimensions, teacher reports on closeness and conflict, and standardized ...
Onderwijsvormen in het secundair onderwijs: welke keuze leidt tot betere leerlinguitkomsten? KU Leuven
Vlaamse jonge mantelzorgers onderzocht KU Leuven
Kent u leerlingen van uw school die ‘mantelzorger’ zijn voor hun broer of zus? Heeft u zicht op de gezinssamenstelling van uw cliënten en heeft u zo weet van jongeren die zorgen voor hun ouder met een ziekte of handicap? De kans is groot van niet. De gemiddelde mantelzorger is toch eerder iemand van middelbare leeftijd die voor zijn ouders zorgt (Vanderleyden & Moons, 2015)? Nochtans zijn er ook kinderen en jongvolwassenen die bij een ...
Are Interviewer Effects on Interview Speed Related to Interviewer Effects on Straight-Lining Tendency in the European Social Survey? An Interviewer-Related Analysis KU Leuven
It can be expected that interview speed and straight-lining tendency are related: a higher speed can lead to an increase in cognitive difficulty, which might be coped with by straight-lining; whereas, straight-lining can decrease response latency and hence increase the interview speed. Previous research shows that interview speed is influenced by the interviewer. Straight-lining tendency and other satisficing symptoms have also been shown to be ...
Country and gender differences in the functioning of CEFR-based can-do statements as a tool for self-assessing English proficiency KU Leuven
This study discusses the self-assessments of over 22,500 students on a set of 12 can-do statements that are taken from the Common European Framework of Reference (CEFR). The students’ endorsement or negation of the statements reflects their sense of self-efficacy in English reading, writing, and listening. Their self-efficacy beliefs are compared to their proficiency level as measured in the European Survey on Language Competences. As expected, ...
Motivation in a French L2 context: Teacher motivational practices and student attitudes in relation to proficiency KU Leuven
Adhering to Dörnyei's Extended Motivational Framework, this study investigates the motivation of a fully representative sample of 1650 Grade 8 students learning French in Flanders. It also considers their teachers' motivational practices, and multilevel regression analyses identify correlations with the students' standardized listening, reading and writing scores. The students' motivation appears to be influenced by a national as well as a ...