Remy M J P Rikers
Datos Biográficos
| ID | 1500882 |
|---|---|
| NOMBRE | Remy M J P Rikers |
| NOMBRES | Remy M J P |
| APELLIDO | Rikers |
| FIRMA | RIKERS R M J P |
| AFILIACIONES | Utrecht University |
| ORCID | 0000-0002-4722-1455 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAS | 15 |
| TOTAL COMO AUTOR | 17 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2007 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
Disclosure is not enough
Cooperative Learning and Academic Writing Skills
Cognitive Load Theory (CLT) has primarily been applied to individual learning, while research on collaborative learning under CLT remains inconclusive. This experimental study investigated the effect of collective working memory on cognitive load, writing performance, and learning efficiency among 150 Indonesian undergraduates. Participants were assigned to either an individual learning (control) or cooperative learning (experimental) condition. …
Building relationships in higher education to support students’ motivation
Student-teacher relationships in higher education take place in two embedded social contexts: the in-class environment and the educational institute in which the in-class environment is situated. The interplay between the two contexts and their association with students’ motivation was studied in the current study. In a broad sample (N=597), perceptions of student-staff relationship quality, need-supportive teaching in class, and autonomous and c…
Samantha Green vs. Peter Stevens
Previous studies have shown that exposure to gender stereotypes has a detrimental impact on women’s performance. In chess, it has been demonstrated that the performance level of women is negatively influenced when they are exposed to negative stereotypes about their ability to play chess. However, it is still largely unclear whether the influence of a negative stereotype of women’s ability to play chess is only limited to their level of performan…
What is in a student-faculty relationship? A template analysis of students’ positive and negative critical incidents with faculty and staff in higher education
Supportive relationships between students and their educational faculty and staff can foster positive outcomes such as students’ involvement and development. However, research investigating how students perceive the quality of their relationships with educational faculty/staff (i.e., relationship quality) so far remains scarce. This study’s aim was to gain more insight into the construct of relationship quality in higher education using a qualita…
Relationship quality in higher education and the interplay with student engagement and loyalty
BackgroundTo date, studies that have investigated the bonds between students and their institution have emphasized the importance of student-staff relationships. Measuring the quality of those relationships (i.e., relationship quality) appears to help with investigating the relational ties students have with their higher education institutions. Growing interest has arisen in further investigating relationship quality in higher education, as it mi…
Formative assessment as practice
Formative assessment can be seen as an integral part of teaching and learning, as formative assessment affects students’ learning and vice versa. Students’ motivation can theoretically be placed at the centre of this reciprocal relationship, as formative assessment is assumed to affect students’ need satisfaction of autonomy, competence and relatedness, and consequently their autonomous motivation. In the current study, two assumptions were teste…
Does Level of Education Influence the Development of Adolescents’ Mindsets
In the present study, we compared the mindset of preuniversity students and (primary and secondary) vocational students. Participants comprised of 173 students attending preuniversity education and 101 students attending vocational education. All participants completed a mindset questionnaire. We expected, based on previous educational experiences, that preuniversity students would show on average a higher score (i.e., more of a growth mindset) t…
Building bridges in higher education
Alumni loyalty drivers in higher education
Alumni can be of enormous value for higher education institutions because of the time and money they can spend on their former institution. Going beyond prior research that has as yet mostly considered alumni giving, this study focuses on exploring drivers for non-monetary alumni behavior (i.e., alumni loyalty). Modeling analysis was conducted on 152 alumni responses from two Dutch universities of applied sciences. Based on social exchange theory…
Need-supportive teaching in higher education
The testing effect for mediator final test cues and related final test cues in online and laboratory experiments
The variability in the testing effect for related cues in online experiments could point toward moderators of the related cue short-term testing effect. The raw mediator testing effect advantage is smaller than in Carpenter's original experiment
Impact of binding study advice on study behavior and pre-university education qualification factors in a problem-based psychology bachelor program
In the Netherlands, university programs increasingly use the binding study advice (BSA) to select students after the first year. Students with insufficient progress after the first year and who therefore do not conform to pre-defined BSA norms have to quit their program. This study investigated whether the introduction of the BSA is associated with differences in first-year study behaviors and students' pre-university education qualifications whe…
Students' conceptions of constructivist learning in different programme years and different learning environments
Background Constructivist views of learning have brought conceptions of learning to attention again. Conceptions are considered important determinants of effective learning. Students can differ in their conceptions depending on their educational experience.Aims The present study investigated students' conceptions of constructivist learning. Do students with greater experience in their academic programme differ in their conceptions of constructivi…
Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning
This study investigated the role of self-directed learning (SDL) in problem-based learning (PBL) and examined how SDL relates to self-regulated learning (SRL). First, it is explained how SDL is implemented in PBL environments. Similarities between SDL and SRL are highlighted. However, both concepts differ on important aspects. SDL includes an additional premise of giving students a broader role in the selection and evaluation of learning material…
Deliberate practice predicts performance over time in adolescent chess players and drop-outs
In this study, the longitudinal relation between deliberate practice and performance in chess was examined using a linear mixed models analysis. The practice activities and performance ratings of young elite chess players, who were either in, or had dropped out of the Dutch national chess training, were analysed since they had started playing chess seriously. The results revealed that deliberate practice (i.e. serious chess study alone and seriou…
The impact of students' conceptions of constructivist assumptions on academic achievement and drop-out
This study investigated the impact of students' conceptions of constructivist learning activities on academic achievement and drop-out. Although constructivism represents an influential view of learning, studies investigating how students conceptualize this perspective have not been conducted before. A structural equation modelling approach was adopted to test different models relating students' conceptions to their achievement in the university …
Deliberate practice predicts performance over time in adolescent chess players and drop-outs
In this study, the longitudinal relation between deliberate practice and performance in chess was examined using a linear mixed models analysis. The practice activities and performance ratings of young elite chess players, who were either in, or had dropped out of the Dutch national chess training, were analysed since they had started playing chess seriously. The results revealed that deliberate practice (i.e. serious chess study alone and seriou…
Need-supportive teaching in higher education
The impact of students' conceptions of constructivist assumptions on academic achievement and drop-out
This study investigated the impact of students' conceptions of constructivist learning activities on academic achievement and drop-out. Although constructivism represents an influential view of learning, studies investigating how students conceptualize this perspective have not been conducted before. A structural equation modelling approach was adopted to test different models relating students' conceptions to their achievement in the university …
Alumni loyalty drivers in higher education
Alumni can be of enormous value for higher education institutions because of the time and money they can spend on their former institution. Going beyond prior research that has as yet mostly considered alumni giving, this study focuses on exploring drivers for non-monetary alumni behavior (i.e., alumni loyalty). Modeling analysis was conducted on 152 alumni responses from two Dutch universities of applied sciences. Based on social exchange theory…
Impact of binding study advice on study behavior and pre-university education qualification factors in a problem-based psychology bachelor program
In the Netherlands, university programs increasingly use the binding study advice (BSA) to select students after the first year. Students with insufficient progress after the first year and who therefore do not conform to pre-defined BSA norms have to quit their program. This study investigated whether the introduction of the BSA is associated with differences in first-year study behaviors and students' pre-university education qualifications whe…
Relationship quality in higher education and the interplay with student engagement and loyalty
BackgroundTo date, studies that have investigated the bonds between students and their institution have emphasized the importance of student-staff relationships. Measuring the quality of those relationships (i.e., relationship quality) appears to help with investigating the relational ties students have with their higher education institutions. Growing interest has arisen in further investigating relationship quality in higher education, as it mi…
The impact of students' conceptions of constructivist assumptions on academic achievement and drop-out
This study investigated the impact of students' conceptions of constructivist learning activities on academic achievement and drop-out. Although constructivism represents an influential view of learning, studies investigating how students conceptualize this perspective have not been conducted before. A structural equation modelling approach was adopted to test different models relating students' conceptions to their achievement in the university …
Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning
This study investigated the role of self-directed learning (SDL) in problem-based learning (PBL) and examined how SDL relates to self-regulated learning (SRL). First, it is explained how SDL is implemented in PBL environments. Similarities between SDL and SRL are highlighted. However, both concepts differ on important aspects. SDL includes an additional premise of giving students a broader role in the selection and evaluation of learning material…
Deliberate practice predicts performance over time in adolescent chess players and drop-outs
In this study, the longitudinal relation between deliberate practice and performance in chess was examined using a linear mixed models analysis. The practice activities and performance ratings of young elite chess players, who were either in, or had dropped out of the Dutch national chess training, were analysed since they had started playing chess seriously. The results revealed that deliberate practice (i.e. serious chess study alone and seriou…
Students' conceptions of constructivist learning in different programme years and different learning environments
Background Constructivist views of learning have brought conceptions of learning to attention again. Conceptions are considered important determinants of effective learning. Students can differ in their conceptions depending on their educational experience.Aims The present study investigated students' conceptions of constructivist learning. Do students with greater experience in their academic programme differ in their conceptions of constructivi…
Impact of binding study advice on study behavior and pre-university education qualification factors in a problem-based psychology bachelor program
In the Netherlands, university programs increasingly use the binding study advice (BSA) to select students after the first year. Students with insufficient progress after the first year and who therefore do not conform to pre-defined BSA norms have to quit their program. This study investigated whether the introduction of the BSA is associated with differences in first-year study behaviors and students' pre-university education qualifications whe…
The testing effect for mediator final test cues and related final test cues in online and laboratory experiments
The variability in the testing effect for related cues in online experiments could point toward moderators of the related cue short-term testing effect. The raw mediator testing effect advantage is smaller than in Carpenter's original experiment
Need-supportive teaching in higher education
Alumni loyalty drivers in higher education
Alumni can be of enormous value for higher education institutions because of the time and money they can spend on their former institution. Going beyond prior research that has as yet mostly considered alumni giving, this study focuses on exploring drivers for non-monetary alumni behavior (i.e., alumni loyalty). Modeling analysis was conducted on 152 alumni responses from two Dutch universities of applied sciences. Based on social exchange theory…
Does Level of Education Influence the Development of Adolescents’ Mindsets
In the present study, we compared the mindset of preuniversity students and (primary and secondary) vocational students. Participants comprised of 173 students attending preuniversity education and 101 students attending vocational education. All participants completed a mindset questionnaire. We expected, based on previous educational experiences, that preuniversity students would show on average a higher score (i.e., more of a growth mindset) t…
Building bridges in higher education
Formative assessment as practice
Formative assessment can be seen as an integral part of teaching and learning, as formative assessment affects students’ learning and vice versa. Students’ motivation can theoretically be placed at the centre of this reciprocal relationship, as formative assessment is assumed to affect students’ need satisfaction of autonomy, competence and relatedness, and consequently their autonomous motivation. In the current study, two assumptions were teste…
Samantha Green vs. Peter Stevens
Previous studies have shown that exposure to gender stereotypes has a detrimental impact on women’s performance. In chess, it has been demonstrated that the performance level of women is negatively influenced when they are exposed to negative stereotypes about their ability to play chess. However, it is still largely unclear whether the influence of a negative stereotype of women’s ability to play chess is only limited to their level of performan…
What is in a student-faculty relationship? A template analysis of students’ positive and negative critical incidents with faculty and staff in higher education
Supportive relationships between students and their educational faculty and staff can foster positive outcomes such as students’ involvement and development. However, research investigating how students perceive the quality of their relationships with educational faculty/staff (i.e., relationship quality) so far remains scarce. This study’s aim was to gain more insight into the construct of relationship quality in higher education using a qualita…
Relationship quality in higher education and the interplay with student engagement and loyalty
BackgroundTo date, studies that have investigated the bonds between students and their institution have emphasized the importance of student-staff relationships. Measuring the quality of those relationships (i.e., relationship quality) appears to help with investigating the relational ties students have with their higher education institutions. Growing interest has arisen in further investigating relationship quality in higher education, as it mi…
Building relationships in higher education to support students’ motivation
Student-teacher relationships in higher education take place in two embedded social contexts: the in-class environment and the educational institute in which the in-class environment is situated. The interplay between the two contexts and their association with students’ motivation was studied in the current study. In a broad sample (N=597), perceptions of student-staff relationship quality, need-supportive teaching in class, and autonomous and c…
Cooperative Learning and Academic Writing Skills
Cognitive Load Theory (CLT) has primarily been applied to individual learning, while research on collaborative learning under CLT remains inconclusive. This experimental study investigated the effect of collective working memory on cognitive load, writing performance, and learning efficiency among 150 Indonesian undergraduates. Participants were assigned to either an individual learning (control) or cooperative learning (experimental) condition. …
Disclosure is not enough
Psychology (15 obras) · Pedagogy (10 obras) · Mathematics education (9 obras) · Social Psychology (8 obras) · Higher education (6 obras) · Communication in Education and Healthcare (4 obras) · Computer Science (4 obras) · Educational Strategies and Epistemologies (4 obras) · Medical education (4 obras) · Motivation and Self-Concept in Sports (4 obras)