Ghent University Academic Bibliography

Your filters: cql: author="Verschueren, Karine" or (type any "bookEditor issueEditor" and editor="Verschueren, Karine")

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The effect of a teacher training based on Bloom's taxonomy on the need-based experiences, motivation, and engagement of cognitively gifted and typical students

Sabine Sypré (UGent) , Bart Soenens (UGent) , Maarten Vansteenkiste (UGent) and Karine Verschueren

(2025) EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION. 40(1).
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Motivational profiles among high-ability students from a self-determination perspective : stability, antecedents, and comparisons with average-ability students

Alicia Ramos, Maarten Vansteenkiste (UGent) , Jeroen Lavrijsen, Bart Soenens (UGent) and Karine Verschueren

(2025) LEARNING AND INDIVIDUAL DIFFERENCES. 118.
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Promoting engagement and motivation and reducing perceived underachievement of gifted male adolescents : a mixed-methods single-case experimental study

Sabine Sypré (UGent) , Patrick Onghena, Karine Verschueren, Maarten Vansteenkiste (UGent) and Bart Soenens (UGent)

(2025) GIFTED CHILD QUARTERLY. 70(2). p.194-222
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Predicting students' short- and long-term academic achievement in higher education : a cross-classified multilevel study

Jonas Willems, Jordi Heeren, Alicia Ramos, Nicolas Dirix (UGent) , Karine Verschueren, Wouter Duyck (UGent) , Lieve De Wachter, Marlies Lacante, Sofie Van Cauwenberghe (UGent) , Lien Demulder, et al.

(2025) LEARNING AND INDIVIDUAL DIFFERENCES. 120.
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Do teachers use distinct motivational styles for cognitively gifted learners? The role of effectiveness beliefs, fixed mindset, and misconceptions about giftedness

Sabine Sypré (UGent) , Joachim Waterschoot (UGent) , Bart Soenens (UGent) , Karine Verschueren and Maarten Vansteenkiste (UGent)

(2024) EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION. 39(2). p.999-1025
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When insecure self-worth drains students’ energy : academic contingent self-esteem and parents’ and teachers’ perceived conditional regard as predictors of school burnout

Jeroen Lavrijsen, Bart Soenens (UGent) , Maarten Vansteenkiste (UGent) and Karine Verschueren

(2023) JOURNAL OF YOUTH AND ADOLESCENCE. 52(4). p.810-825
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The how and the why of study choice processes in higher education : the role of parental involvement and the experience of having an authentic inner compass

Branko Vermote, Bart Soenens (UGent) , Maarten Vansteenkiste (UGent) , Jakke Coenye (UGent) , Karine Verschueren and Wim Beyers (UGent)

(2023) JOURNAL OF ADOLESCENCE. 95(8). p.1749-1763
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- Conference Paper
- C3
Kunnen maar niet willen? Onderpresteren bij cognitief sterk functionerende leerlingen

Karine Verschueren and Sabine Sypré (UGent)

(2022) Studiedag cognitief talent koesteren en uitdagen in de praktijk, Abstracts.
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Help! Een begaafde leerling in mijn klas

Karine Verschueren, Sabine Sypré (UGent) and Jeroen Lavrijsen

(2022) HGW 2022 : Ontmoetingsdag Handelingsgericht Werken, Abstracts.
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Snel van start : vroege predictoren van cognitieve begaafdheid bij kleuters

Jeroen Lavrijsen, Sabine Sypré (UGent) and Karine Verschueren

(2022) PEDAGOGISCHE STUDIEN. 99(1). p.1-19

Academic Bibliography

The effect of a teacher training based on Bloom's taxonomy on the need-based experiences, motivation, and engagement of cognitively gifted and typical students

Motivational profiles among high-ability students from a self-determination perspective : stability, antecedents, and comparisons with average-ability students

Promoting engagement and motivation and reducing perceived underachievement of gifted male adolescents : a mixed-methods single-case experimental study

Predicting students' short- and long-term academic achievement in higher education : a cross-classified multilevel study

Do teachers use distinct motivational styles for cognitively gifted learners? The role of effectiveness beliefs, fixed mindset, and misconceptions about giftedness

When insecure self-worth drains students’ energy : academic contingent self-esteem and parents’ and teachers’ perceived conditional regard as predictors of school burnout

The how and the why of study choice processes in higher education : the role of parental involvement and the experience of having an authentic inner compass

Kunnen maar niet willen? Onderpresteren bij cognitief sterk functionerende leerlingen

Help! Een begaafde leerling in mijn klas

Snel van start : vroege predictoren van cognitieve begaafdheid bij kleuters

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