Ghent University Academic Bibliography

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Mind maps : processed as intuitively as thought? Investigating late elementary students’ eye-tracked visual behavior patterns in-depth

Emmelien Merchie (UGent) , Sofie Heirweg and Hilde Van Keer (UGent)

(2022) FRONTIERS IN PSYCHOLOGY. 13.
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The long road from teacher professional development to student improvement : a school-wide professionalization on self-regulated learning in primary education

Sofie Heirweg, Mona De Smul, Emmelien Merchie (UGent) , Geert Devos (UGent) and Hilde Van Keer (UGent)

(2022) RESEARCH PAPERS IN EDUCATION. 37(6). p.929-953
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Do you reap what you sow? The relationship between primary school students’ self-regulated learning and student, teacher, and school determinants

Sofie Heirweg, Mona De Smul, Emmelien Merchie (UGent) , Geert Devos (UGent) and Hilde Van Keer (UGent)

(2021) SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT. 32(1). p.118-140
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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.
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Mine the process : investigating the cyclical nature of upper primary school students’ self-regulated learning

Sofie Heirweg, Mona De Smul, Emmelien Merchie (UGent) , Geert Devos (UGent) and Hilde Van Keer (UGent)

(2020) INSTRUCTIONAL SCIENCE. 48(4). p.337-369

Academic Bibliography

Mind maps : processed as intuitively as thought? Investigating late elementary students’ eye-tracked visual behavior patterns in-depth

The long road from teacher professional development to student improvement : a school-wide professionalization on self-regulated learning in primary education

Do you reap what you sow? The relationship between primary school students’ self-regulated learning and student, teacher, and school determinants

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

Mine the process : investigating the cyclical nature of upper primary school students’ self-regulated learning

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