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- 2020
- Collaborative learning groups’ adoption of shared metacognitive regulation : examining the impact of structuring versus reflection-provoking support and its relation with group performance (2020) EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION.
- In pursuit of beginning teachers’ competence in promoting reading motivation : a mixed-methods study into the impact of a continuing professional development program (2020) TEACHING AND TEACHER EDUCATION. 96.
- Writing argumentative texts based on sources : a study into the cognitive and motivational correlates of 10th graders’ writing performance (2020)
- Assessing and mapping reading and writing motivation in third to eight graders : a self-determination theory perspective (2020) FRONTIERS IN PSYCHOLOGY. 11.
- Mine the process : investigating the cyclical nature of upper primary school students’ self-regulated learning (2020) INSTRUCTIONAL SCIENCE. 48(4). p.337-369
- Variations in socially shared metacognitive regulation and their relation with university students’ performance (2020) METACOGNITION AND LEARNING. 15(2). p.233-259
- Samenwerkend schrijven (2020) Digitaal vakdidactisch handboek.
- 'Schrijftandem' per twee aan de slag met schrijfstrategieën! (2020) MEERTAAL (ASSEN). 7(2). p.10-12
- 'It takes two' : the added value of structured peer-assisted writing in explicit writing instruction (2020) CONTEMPORARY EDUCATIONAL PSYCHOLOGY. 60.
- Opening the black box of students’ text-learning processes : a process mining perspective (2020) FRONTLINE LEARNING RESEARCH. 8(3). p.40-62