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Results: 82
Number of items: 82
  • Open Access
    Munniksma, A., Dijkstra, A. B., van der Veen, I., Ledoux, G., van de Werfhorst, H., & ten Dam, G. (2017). Burgerschap in het voortgezet onderwijs: Nederland in vergelijkend perspectief. Amsterdam University Press.
  • Open Access
    Hornstra, L., van der Veen, I., & Peetsma, T. (2017). Effects of full-time and part-time high-ability programs on developments in students’ achievement emotions. High Ability Studies, 28(2), 199-224. https://doi.org/10.1080/13598139.2017.1332575
  • Open Access
    Peetsma, T., Van der Veen, I., & Schuitema, J. (2017). Use of TIME: Time perspective intervention of motivation enhancement. In A. Kostić, & D. Chadee (Eds.), Time perspective: Theory and practice (pp. 217-237). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-60191-9_10
  • Open Access
    Karssen, A. M. (2017). Bi-ethnic Dutch students: educational outcomes, social functioning and experiences. [Thesis, externally prepared, Universiteit van Amsterdam].
  • Hornstra, L., Weijers, D., van der Veen, I., & Peetsma, T. (2016). Het motiveren van leerlingen met verschillende achtergrondkenmerken en prestatieniveaus: Een docententraining in autonomie-ondersteuning en structuurdifferentiatie. Universiteit Utrecht. https://www.nro.nl/onderzoeksprojecten-vinden/?projectid=405-15-514-het-motiveren-van-leerlingen-met-verschillende-prestatieniveaus-en-achtergrondkenmerken
  • Hornstra, L., Weijers, D., van der Veen, I., & Peetsma, T. (2016). Motiverend lesgeven: Handleiding voor docenten. Universiteit Utrecht. https://www.uu.nl/sites/default/files/motiverend_lesgeven_handleiding.pdf
  • Jansen in de Wal, J., Hornstra, L., Prins, F. J., Peetsma, T., & van der Veen, I. (2016). The prevalence, development and domain specificity of elementary school students’ achievement goal profiles. Educational Psychology, 36(7), 1303-1322. https://doi.org/10.1080/01443410.2015.1035698
  • Hornstra, L., van der Veen, I., & Peetsma, T. (2016). Domain-specificity of motivation: A longitudinal study in upper primary school. Learning and Individual Differences, 51, 167-178. https://doi.org/10.1016/j.lindif.2016.08.012
  • Open Access
    Schuitema, J., Peetsma, T., & van der Veen, I. (2016). Longitudinal relations between perceived autonomy and social support from teachers and students' self-regulated learning and achievement. Learning and Individual Differences, 49, 32-45. https://doi.org/10.1016/j.lindif.2016.05.006
  • Open Access
    Karssen, M., van der Veen, I., & Volman, M. (2016). Ethnic diversity in schools and bi-ethnic Dutch students’ educational outcomes and social functioning. School Effectiveness and School Improvement, 27(4), 613-628. https://doi.org/10.1080/09243453.2016.1189436
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