Ghent University Academic Bibliography

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- Conference Paper
Setting the Stage: An Experimental Study on Test Introductions and Their Effects on Test-Takers

Daphné Van Looy (UGent) , Amelie Rogiers (UGent) , Carolien Frijns (UGent) , Maarten Vansteenkiste (UGent) and Johan van Braak (UGent)

(2025)
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- Conference Paper
What you say is what you get? An Experimental Study on the Role of Test Introduction in Test-Takers’ Motivation, Anxiety and Performance.

Daphné Van Looy (UGent) , Amelie Rogiers (UGent) , Carolien Frijns (UGent) , Maarten Vansteenkiste and Johan van Braak (UGent)

(2025) 2025 AEA Europe Annual Conference - Abstracts.
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- Conference Paper
Krachtig informatiegeletterd: Een meervoudige gevalsstudie naar informatiegeletterdheid en digitale vaardigheden in het secundair onderwijs

Charlotte Hens (UGent) , Carolien Frijns (UGent) , Amelie Rogiers (UGent) , Sara Monteyne (UGent) , Charlotte Struyve and Johan van Braak (UGent)

(2025)
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- Conference Paper
- C3
Toetsintroductie in beeld : samenhang met testangst, motivatie en prestatie bij grootschalige toetsen

Daphné Van Looy (UGent) , Amelie Rogiers (UGent) , Carolien Frijns (UGent) , Johan van Braak (UGent) and Maarten Vansteenkiste (UGent)

(2025) Onderwijs Research Dagen 2025, Abstracts.
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- Conference Paper
- C3
Iedereen gemotiveerd? Een blik op inzet en toetsmotivatie bij leerlingen voor centrale toetsen

Daphné Van Looy (UGent) , Johan van Braak (UGent) , Maarten Vansteenkiste (UGent) , Amelie Rogiers (UGent) and Carolien Frijns (UGent)

(2024) Onderwijs Research Dagen 2024, Abstracts.
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- Conference Paper
- C3
Looking into students’ test-taking motivation through the lens of their goals and motives

Daphné Van Looy (UGent) , Johan van Braak (UGent) , Maarten Vansteenkiste (UGent) , Amelie Rogiers (UGent) and Carolien Frijns (UGent)

(2024) 18th International Conference on Motivation and Emotion Book of Abstracts. p.88-89
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- Miscellaneous
Centrale toetsen: kansen voor onderwijsontwikkeling

Carolien Frijns (UGent) and Amelie Rogiers (UGent)

(2023)
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- Miscellaneous
Iedereen aan boord voor graag en goed lezen

Emmelien Merchie (UGent) and Amelie Rogiers (UGent)

(2023)
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- Conference Paper
- C3
Vocational students’ reading motivation profiles and the relationship with reading comprehension

Eline Decraene (UGent) , Amelie Rogiers (UGent) and Hilde Van Keer (UGent)

(2022) 29th Annual Meeting of the Society for Scientific Studies of Reading (SSSR), Abstracts.
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- Book Chapter
Leer leerlingen strategische lezers te worden

Amelie Rogiers (UGent) , Rielke Bogaert (UGent) , Kim Van Ammel, Emmelien Merchie (UGent) and Hilde Van Keer (UGent)

(2022) De zeven pijlers van onderwijs in begrijpend lezen. p.85-110
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- Conference Paper
- C3
LeesWijs : een blik op leesmotivatie en leesbegrip in de B-stroom

Eline Decraene (UGent) , Amelie Rogiers (UGent) , Soetkin Werbrouck (UGent) and Hilde Van Keer (UGent)

(2022) LeesWijs happening 2022, Abstracts.
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- Journal Article
- A4
Leesmotivatie in de B-stroom : van moeten naar willen

Eline Decraene (UGent) , Soetkin Werbrouck (UGent) and Amelie Rogiers (UGent)

(2022) FONS (BRUGGE). 18. p.40-43
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- Journal Article
- A1
Illuminating learning from informative texts in secondary education : a switching replication design study

Amelie Rogiers (UGent) , Emmelien Merchie (UGent) and Hilde Van Keer (UGent)

(2021) CONTEMPORARY EDUCATIONAL PSYCHOLOGY. 64.
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- Journal Article
- A2
Opening the black box of students’ text-learning processes : a process mining perspective

Amelie Rogiers (UGent) , Emmelien Merchie (UGent) and Hilde Van Keer (UGent)

(2020) FRONTLINE LEARNING RESEARCH. 8(3). p.40-62
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- Book Chapter
- open access
A lifespan developmental perspective on strategic processing

Amelie Rogiers (UGent) , Emmelien Merchie (UGent) , Fien De Smedt (UGent) , Liesje De Backer (UGent) and Hilde Van Keer (UGent)

(2020) Handbook of strategies and strategic processing : conceptualization, intervention, measurement, and analysis. In Educational Psychology Handbook p.47-62
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- Journal Article
- A4
- open access
(Teksten) leren kan je leren

Amelie Rogiers (UGent)

(2020) FONS. 5(2). p.7-12
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- Journal Article
- A1
What they say is what they do? Comparing task-specific self-reports, think-aloud protocols, and study traces for measuring secondary school students’ text-learning strategies

Amelie Rogiers (UGent) , Emmelien Merchie (UGent) and Hilde Van Keer (UGent)

(2020) EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION. 35(2). p.315-332
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- Journal Article
- A1
Learner profile stability and change : the impact of the explicit strategy instruction program 'Learning Light'

Amelie Rogiers (UGent) , Emmelien Merchie (UGent) and Hilde Van Keer (UGent)

(2020) JOURNAL OF EDUCATIONAL RESEARCH. 113(1). p.26-45
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- Journal Article
- A1
The profile of the skilled reader : an investigation into the role of reading enjoyment and student characteristics

Amelie Rogiers (UGent) , Emmelien Merchie (UGent) and Hilde Van Keer (UGent)

(2020) INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH. 99.
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- Journal Article
- A1
- open access
Assessing and mapping reading and writing motivation in third to eight graders : a self-determination theory perspective

Fien De Smedt (UGent) , Amelie Rogiers (UGent) , Sofie Heirweg, Emmelien Merchie (UGent) and Hilde Van Keer (UGent)

(2020) FRONTIERS IN PSYCHOLOGY. 11.

Academic Bibliography

Setting the Stage: An Experimental Study on Test Introductions and Their Effects on Test-Takers

What you say is what you get? An Experimental Study on the Role of Test Introduction in Test-Takers’ Motivation, Anxiety and Performance.

Krachtig informatiegeletterd: Een meervoudige gevalsstudie naar informatiegeletterdheid en digitale vaardigheden in het secundair onderwijs

Toetsintroductie in beeld : samenhang met testangst, motivatie en prestatie bij grootschalige toetsen

Iedereen gemotiveerd? Een blik op inzet en toetsmotivatie bij leerlingen voor centrale toetsen

Looking into students’ test-taking motivation through the lens of their goals and motives

Centrale toetsen: kansen voor onderwijsontwikkeling

Iedereen aan boord voor graag en goed lezen

Vocational students’ reading motivation profiles and the relationship with reading comprehension

Leer leerlingen strategische lezers te worden

LeesWijs : een blik op leesmotivatie en leesbegrip in de B-stroom

Leesmotivatie in de B-stroom : van moeten naar willen

Illuminating learning from informative texts in secondary education : a switching replication design study

Opening the black box of students’ text-learning processes : a process mining perspective

A lifespan developmental perspective on strategic processing

(Teksten) leren kan je leren

What they say is what they do? Comparing task-specific self-reports, think-aloud protocols, and study traces for measuring secondary school students’ text-learning strategies

Learner profile stability and change : the impact of the explicit strategy instruction program 'Learning Light'

The profile of the skilled reader : an investigation into the role of reading enjoyment and student characteristics

Assessing and mapping reading and writing motivation in third to eight graders : a self-determination theory perspective

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