Ghent University Academic Bibliography

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Cognitive and motivational challenges in writing : studying the relation with writing performance across students' gender and achievement level

Fien De Smedt (UGent) , Emmelien Merchie (UGent) , Mariska Barendse (UGent) , Yves Rosseel (UGent) , Jessie De Naeghel and Hilde Van Keer (UGent)

(2018) READING RESEARCH QUARTERLY. 53(2). p.249-272
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- Conference Paper
- C3
Cognitive and motivational key factors of late primary students’ writing performance

Fien De Smedt (UGent) , Emmelien Merchie (UGent) , Mariska Barendse (UGent) , Yves Rosseel (UGent) , Jessie De Naeghel and Hilde Van Keer (UGent)

(2017)
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Promoting elementary school students’ autonomous reading motivation : effects of a teacher professional development workshop

Jessie De Naeghel, Hilde Van Keer, Maarten Vansteenkiste (UGent) , Leen Haerens (UGent) and Nathalie Aelterman (UGent)

(2016) JOURNAL OF EDUCATIONAL RESEARCH. 109(3). p.232-252
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- Journal Article
- A1
- open access
Estimation of indirect effects in the presence of unmeasured confounding for the mediator-outcome relationship in a multilevel 2-1-1 mediation model

Wouter Talloen (UGent) , Beatrijs Moerkerke (UGent) , Tom Loeys (UGent) , Jessie De Naeghel (UGent) , Hilde Van Keer (UGent) and Stijn Vansteelandt (UGent)

(2016) JOURNAL OF EDUCATIONAL AND BEHAVIORAL STATISTICS. 41(4). p.359-391
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- Journal Article
- A2
- open access
Strategies for promoting autonomous reading motivation: a multiple case study research in primary education

Jessie De Naeghel (UGent) , Hilde Van Keer (UGent) and Ruben Vanderlinde (UGent)

(2014) FRONTLINE LEARNING RESEARCH. 2(3). p.83-102

Academic Bibliography

Cognitive and motivational challenges in writing : studying the relation with writing performance across students' gender and achievement level

Cognitive and motivational key factors of late primary students’ writing performance

Promoting elementary school students’ autonomous reading motivation : effects of a teacher professional development workshop

Estimation of indirect effects in the presence of unmeasured confounding for the mediator-outcome relationship in a multilevel 2-1-1 mediation model

Strategies for promoting autonomous reading motivation: a multiple case study research in primary education

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