Ghent University Academic Bibliography

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Using feedback requests to actively involve assessees in peer assessment : effects on the assessor’s feedback content and assessee’s agreement with feedback

Michiel Voet (UGent) , Mario Gielen, Ruth Boelens (UGent) and Bram De Wever (UGent)

(2018) EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION. 33(1). p.145-164
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Chinese education examined via the lens of self-determination

Shi Yu, Beiwen Chen (UGent) , Chantal Levesque-Bristol and Maarten Vansteenkiste (UGent)

(2018) EDUCATIONAL PSYCHOLOGY REVIEW. 30(1). p.177-214
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'Now you know what you’re doing right and wrong!' Peer feedback quality in synchronous peer assessment in secondary education

Tijs Rotsaert (UGent) , Ernesto Panadero, Tammy Schellens (UGent) and Annelies Raes

(2018) EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION. 33(2). p.255-275
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Anonymity as an instructional scaffold in peer assessment : its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills

Tijs Rotsaert (UGent) , Ernesto Panadero and Tammy Schellens (UGent)

(2018) EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION. 33(1). p.75-99
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Effects of social pressure and child failure on parents’ use of control : an experimental investigation

Dorien Wuyts (UGent) , Maarten Vansteenkiste (UGent) , Elien Mabbe (UGent) and Bart Soenens (UGent)

(2017) CONTEMPORARY EDUCATIONAL PSYCHOLOGY. 51. p.378-390
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Performance grading and motivational functioning and fear in physical education : a self-determination theory perspective

Christina Krijgsman (UGent) , Maarten Vansteenkiste (UGent) , Jan van Tartwijk, Jolien Maes (UGent) , Lars Borghouts, Greet Cardon (UGent) , Tim Mainhard and Leen Haerens (UGent)

(2017) LEARNING AND INDIVIDUAL DIFFERENCES. 55. p.202-211
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Attitude profiles explain differences in pre-service teachers' reading behavior and competence beliefs

Iris Vansteelandt (UGent) , Suzanne E Mol, Deeviet Caelen, Ingeborg Landuyt and Magda Mommaerts

(2017) LEARNING AND INDIVIDUAL DIFFERENCES. 54. p.109-115
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Is collaborative learners’ adoption of metacognitive regulation related to students’ content processing strategies and the level of transactivity in their peer discussions?

Liesje De Backer (UGent) , Hilde Van Keer (UGent) and Martin Valcke (UGent)

(2017) EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION. 32(4). p.617-642
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Program-specific prediction of academic achievement on the basis of cognitive and non-cognitive factors

Lot Fonteyne (UGent) , Wouter Duyck (UGent) and Filip De Fruyt (UGent)

(2017) LEARNING AND INDIVIDUAL DIFFERENCES. 56. p.34-48
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Optimal motivation in Peruvian high schools : should learners pursue and teachers promote mastery goals, performance-approach goals or both?

Lennia Mattos, Willy Lens, Maarten Vansteenkiste (UGent) and Athanasios Mouratidis

(2017) LEARNING AND INDIVIDUAL DIFFERENCES. 55. p.87-96

Academic Bibliography

Using feedback requests to actively involve assessees in peer assessment : effects on the assessor’s feedback content and assessee’s agreement with feedback

Chinese education examined via the lens of self-determination

'Now you know what you’re doing right and wrong!' Peer feedback quality in synchronous peer assessment in secondary education

Anonymity as an instructional scaffold in peer assessment : its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills

Effects of social pressure and child failure on parents’ use of control : an experimental investigation

Performance grading and motivational functioning and fear in physical education : a self-determination theory perspective

Attitude profiles explain differences in pre-service teachers' reading behavior and competence beliefs

Is collaborative learners’ adoption of metacognitive regulation related to students’ content processing strategies and the level of transactivity in their peer discussions?

Program-specific prediction of academic achievement on the basis of cognitive and non-cognitive factors

Optimal motivation in Peruvian high schools : should learners pursue and teachers promote mastery goals, performance-approach goals or both?

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