Ghent University Academic Bibliography

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- Conference Paper
- C3
Studying the impact of explicit writing instruction and collaborative writing on students’ argumentative writing skills

Yana Landrieu (UGent) , Fien De Smedt (UGent) , Hilde Van Keer (UGent) and Bram De Wever (UGent)

(2023) Writing Research Across Borders (WRAB 2023), Abstracts.
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Argumenteren? Niet zonder het hen aan te leren!

Yana Landrieu (UGent) , Fien De Smedt (UGent) , Hilde Van Keer (UGent) and Bram De Wever (UGent)

(2023) FONS (BRUGGE). 8(2). p.14-17
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Delving into psychosocial beliefs about lifelong learning : a comparison across educational levels

Lisse Van Nieuwenhove (UGent) and Bram De Wever (UGent)

(2023) INTERNATIONAL JOURNAL OF LIFELONG EDUCATION. 42(1). p.77-100
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- Conference Paper
- C3
Relating writing processes, text characteristics, and text quality in argumentative writing : a path-model

Fien De Smedt (UGent) , Yana Landrieu (UGent) , Nina Vandermeulen, Bram De Wever (UGent) and Hilde Van Keer (UGent)

(2023) Writing Research Across Borders (WRAB 2023), Abstracts.
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- Journal Article
- A1
- open access
The role of writing motives in the interplay between implicit theories, achievement goals, self-efficacy, and writing performance

Fien De Smedt (UGent) , Yana Landrieu (UGent) , Bram De Wever (UGent) and Hilde Van Keer (UGent)

(2023) FRONTIERS IN PSYCHOLOGY. 14.
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How are university students tackling collaborative source-based writing in an online CSCL-environment? A case study

Karen Putzeys (UGent) and Bram De Wever (UGent)

(2023) 2023 AERA Annual Meeting, Proceedings.
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- Conference Paper
Overview and design principles of Argumentativo

Yana Landrieu (UGent) , Fien De Smedt (UGent) , Hilde Van Keer (UGent) and Bram De Wever (UGent)

(2023)
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- Conference Paper
Relating implicit beliefs, achievement goals, self-efficacy, motives, and writing performance

Fien De Smedt (UGent) , Yana Landrieu (UGent) , Bram De Wever (UGent) and Hilde Van Keer (UGent)

(2023)
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- Conference Paper
Opening the black box of students' argumentative writing processes

Fien De Smedt (UGent) , Rianne Conijn, Nina Vandermeulen, Yana Landrieu (UGent) , Bram De Wever (UGent) and Hilde Van Keer (UGent)

(2023)
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- Conference Paper
ICT-skills of Flemish young adults according to PIAAC: the role of formal and non-formal education

Lisa Dewulf (UGent) , Lisse Van Nieuwenhove (UGent) , Fien De Smedt (UGent) and Bram De Wever (UGent)

(2023)

Academic Bibliography

Studying the impact of explicit writing instruction and collaborative writing on students’ argumentative writing skills

Argumenteren? Niet zonder het hen aan te leren!

Delving into psychosocial beliefs about lifelong learning : a comparison across educational levels

Relating writing processes, text characteristics, and text quality in argumentative writing : a path-model

The role of writing motives in the interplay between implicit theories, achievement goals, self-efficacy, and writing performance

How are university students tackling collaborative source-based writing in an online CSCL-environment? A case study

Overview and design principles of Argumentativo

Relating implicit beliefs, achievement goals, self-efficacy, motives, and writing performance

Opening the black box of students' argumentative writing processes

ICT-skills of Flemish young adults according to PIAAC: the role of formal and non-formal education

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