prof. dr. Mieke Van Houtte
- ORCID iD
- 0000-0002-5425-6138
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- Journal Article
- A1
- open access
Be true to your school? Teachers’ turnover intentions : The role of socioeconomic composition, teachability perceptions, emotional exhaustion and teacher efficacy
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- Journal Article
- A1
- open access
Track prejudice in Belgian secondary schools : examining the influence of social-psychological and structural school features
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- Journal Article
- A1
- open access
Student and teacher culture and composition and the development of gender role attitudes among young adolescents
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Teachers’ efficacy, trust, and students’ features : internal and external forces affecting teachers’ teachability perceptions
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- Journal Article
- A1
- open access
It’s a hard-knock life for us : a multilevel analysis on the association between grade retention and being bullied in 25 countries
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He's up to no good, is he? Teachers' self-efficacy as related to gender role attitudes and schools' sex composition
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- Journal Article
- A1
- open access
High school never ends : normative and comparative peer group effects on higher education outcomes through the school-level students’ expectation culture
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- Conference Paper
- C3
- open access
Girls are the best, boys are a pest? Internal and external forces affecting teachers' teachability perceptions
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Understanding the gender gap in school (dis)engagement from three gender dimensions : the individual, the interactional and the institutional
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When the context withholds girls from gender a-typical conduct : schools' gender role culture and disruptive school behaviour of boys and girls
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Social inequality in skills formation in Ghent
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Retained for life : a longitudinal study on the effects of grade retention in secondary education on higher education enrollment and self-efficacy
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Students’ chauvinistic track attitudes : the role of public track regard and teachers’ chauvinistic communication in Belgian secondary schools
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Me, my track and society : how track identification affects the relationship between general self‐esteem and perceived public track status
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Achievement gaps : school socioeconomic composition and trust as educational innovation