Nieuwe publicaties: maart - juni 2021

GION onderwijs/onderzoek vindt het belangrijk om haar kennis te delen en ondersteunt het gebruik van open science. Om u te informeren over onze wetenschappelijke output vindt u daarom alle recente publicaties in een handig overzicht. Het betreft publicaties waarbij GION-medewerkers als (co-)auteur betrokken zijn geweest.

Aarzel niet om de auteurs te contacteren indien u deze publicaties niet kosteloos kunt raadplegen.

• Brummer, L. (2021). Unrooting the illusion of one-size-fits-all feedback in digital learning environments [Doctoral dissertation, University of Groningen]. https://doi.org/10.33612/diss.171647919

• Meijer, A., Pouwels, P. J. W., Smith, J., Visscher, C., Bosker, R. J., Hartman, E., Oosterlaan, J., & Königs, M. (2021). The relationship between white matter microstructure, cardiovascular fitness, gross motor skills, and neurocognitive functioning in children. Journal of Neuroscience Research. Advance online publication. https://doi.org/10.1002/jnr.24851

• Chicco, D., Warrens, M. J., & Jurman, G. (2021). The Matthews correlation coefficient (MCC) is more informative than Cohen's kappa and Brier score in binary classification assessment. IEEE Access, 9 , 78368–78381. https://doi.org/10.1109/ACCESS.2021.3084050

• De Bruijn, A. G. M., Mombarg, R., & Timmermans, A. (2021). The importance of satisfying children’s basic psychological needs in primary school physical education for PE-motivation, and its relations with fundamental motor and PE-related skills. Physical Education and Sport Pedagogy. Advance online publication. https://doi.org/10.1080/17408989.2021.1906217

• Hingstman, M. (2021). Supporting struggling students: Prevention and early intervention with Success for All [Doctoral dissertation, University of Groningen]. https://doi.org/10.33612/diss.169170090

• Blom, D. M., Warrens, M. J.. & Faber, M. (2021) School motivation profiles of Dutch 9th graders. Communications in Statistics: Case Studies Data Analysis and Application. Advance online publication. https://doi.org/10.1080/23737484.2021.1911719

• Warrens, M. J., & Ebert, W. M. (2021). Predictive power of school motivation clusters in secondary education. In T. Chadjipadelis, B. Lausen, A. Markos, T. R. Lee, A. Montanari, & R. Nugent (Eds.), Data analysis and rationality in a complex world (pp. 341–349). Springer.

• Cents-Boonstra, M., Lichtwarck-Aschoff, A., Mascareño Lara, M., & Denessen, E. (2021). Patterns of motivating teaching behaviour and student engagement: A microanalytic approach. European Journal of Psychology of Education. Advance online publication. https://doi.org/10.1007/s10212-021-00543-3

• Muradchanian, J., Hoekstra, R., Kiers, H., & Van Ravenzwaaij, D. (2021). How best to quantify replication success? A simulation study on the comparison of replication success metrics. Royal Society Open Science, 8(5). Article 01697. https://doi.org/10.1098/rsos.201697

• Janssen, L., Huitsing, G., Ter Beek, B., & Timmermans, A. (2021). Gelijke kansen voor leerlingen met lager opgeleide ouders bij de overgang naar het voortgezet onderwijs? Onderzoek naar schoolloopbanen en perspectieven van beslissers. Mens & Maatschappij, 96(1), 7–30. https://doi.org/10.5117/MEM2021.1.002.JANS

• Slijkhuis, E. G. J. (2021). Fostering active citizenship in young adulthood: the predictive value of citizenship competences, socialization experiences and academic performance in adolescence [Doctoral dissertation, University of Groningen]. https://doi.org/10.33612/diss.169304125

• Längler, M., Brouwer, J., Timmermans, A., & Gruber, H. (2021). Exploring change in networks supporting the deliberate practice of popular musicians. Psychology of Music. Advance online publication. https://doi.org/10.1177/03057356211003961

• Veldman, M. A. (2021). Better together: social outcomes of cooperative learning in the first grades of primary education [Doctoral dissertation, University of Groningen]. https://doi.org/10.33612/diss.173117741

• Van Kuijk, M., Mullender-Wijnsma, M., & Bosker, R. (2021). A Systematic Review of Studies Addressing the Implementation of the Evidence-Based Whole-School Reform “Success for All”. ECNU Review of Education. Advance online publication. https://doi.org/10.1177/2096531120961521

• Timmermans, A., Rubie-Davies, C. M., & Wang, S. (2021). Adjusting expectations or maintaining first impressions? The stability of teachers' expectations of students’ mathematics achievement. Learning and Instruction, 75. Article 101483. https://doi.org/10.1016/j.learninstruc.2021.101483

• De Raadt, A., Warrens, M. J., Bosker, R. J., & Kiers, H. A. L. (2021). A comparison of reliability coefficients for ordinal rating scales. Journal of Classification. Advance online publication. https://doi.org/10.1007/s00357-021-09386-5

• Dijks, M., & Van der Ploeg, S. (2021). Verschilt het effect van Expliciete Directe Instructie (EDI) op de leerprestaties tussen hoogbegaafde basisschoolleerlingen en andere leerlingen, en zo ja, aan welke eisen moet de inzet van EDI voldoen om effectief bij te dragen aan het leren van hoogbegaafde leerlingen? (KR.1012). https://www.kennisrotonde.nl/sites/kennisrotonde/files/media-files/PDF%20voor%20website-Kennisrotonde-antwoord%20VRAAG-1012.pdf