Ghent University Academic Bibliography

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Relations among motivation, behaviour, and performance in writing : a multiple‐group structural equation modeling study

Ana Camacho, Rui A. Alves, Fien De Smedt (UGent) , Hilde Van Keer (UGent) and Pietro Boscolo

(2021) BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY. 91(4). p.1456-1480
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Correlates of students’ internalization and defiance of classroom rules : a self-determination theory perspective

Nathalie Aelterman (UGent) , Maarten Vansteenkiste (UGent) and Leen Haerens (UGent)

(2019) BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY. 89(1). p.22-40
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Enriching the hierarchical model of achievement motivation: examining autonomous and controlling reasons underlying achievement goals

Aikaterini Michou, Maarten Vansteenkiste (UGent) , Athanasios Mouratidis and Willy Lens

(2014) BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY. 84(4). p.650-666
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Can we predict mathematical learning disabilities from symbolic and non-symbolic comparison tasks in kindergarten? Findings from a longitudinal study

Annemie Desoete (UGent) , Anneliesje Ceulemans (UGent) , Frauke De Weerdt (UGent) and Stefanie Pieters (UGent)

(2012) BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY. 82(1). p.64-81
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The synergistic relationship of perceived autonomy support and structure in the prediction of self-regulated learning

Eline Sierens, Maarten Vansteenkiste (UGent) , Luc Goossens, Bart Soenens (UGent) and Filip Dochy

(2009) BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY. 79(1). p.57-68
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Cognitive skills in mathematical problem solving in Grade 3

Annemie Desoete (UGent) and Herbert Roeyers (UGent)

(2005) BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY. 75. p.119-138
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Activity in children with ADHD during waiting situations in the classroom: A pilot study

Inge Antrop (UGent) , Ann Buysse (UGent) , Herbert Roeyers (UGent) and Paulette Van Oost (UGent)

(2005) BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY. 75. p.51-69
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Fostering reading comprehension in fifth grade by explicit instruction in reading strategies and peer tutoring

Hilde Van Keer (UGent)

(2004) BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY. 74. p.37-70
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Bullying in Flemish schools: an evaluation of anti-bullying intervention in primary and secondary schools

Veerle Stevens (UGent) , Ilse De Bourdeaudhuij (UGent) and Paulette Van Oost (UGent)

(2000) BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY. 70(2). p.195-210

Academic Bibliography

Relations among motivation, behaviour, and performance in writing : a multiple‐group structural equation modeling study

Correlates of students’ internalization and defiance of classroom rules : a self-determination theory perspective

Enriching the hierarchical model of achievement motivation: examining autonomous and controlling reasons underlying achievement goals

Can we predict mathematical learning disabilities from symbolic and non-symbolic comparison tasks in kindergarten? Findings from a longitudinal study

The synergistic relationship of perceived autonomy support and structure in the prediction of self-regulated learning

Cognitive skills in mathematical problem solving in Grade 3

Activity in children with ADHD during waiting situations in the classroom: A pilot study

Fostering reading comprehension in fifth grade by explicit instruction in reading strategies and peer tutoring

Bullying in Flemish schools: an evaluation of anti-bullying intervention in primary and secondary schools

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