Henk T Van Der Molen
Biographic Data
| ID | 116580 |
|---|---|
| NAME | Henk T Van Der Molen |
| GIVEN NAMES | Henk T |
| FAMILY NAME | Van Der Molen |
| SIGNATURE | VAN DER MOLEN H T |
| AFFILIATIONS | Erasmus University Rotterdam |
| ORCID | 0000-0002-2189-0677 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 41 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 3 |
The relationship between organizational trust, resistance to change and adaptive and proactive employees' agility in an unplanned and planned change context
Modern organizations need to adapt quickly to on‐going changes. The present study sought to examine employees' agility during periods of sudden, unplanned, and during periods of planned change. It was investigated to what extent one's trust in the organization and resistance to change could predict proactive agility and adaptive agility. Data came from employees ( N = 188) in two different organizations, one undergoing an unplanned change and one…
A measure of professional identity development for professional education
The purpose of this study was to create a new scale with a validated construct to measure professional identity development in students being prepared to become new practitioners. Using the new survey instrument (named the Professional Identity Five-Factor Scale), data were collected from a polytechnic with students enrolled in a wide range of professions. The confirmatory factor analysis found the construct valid and stable across independent sa…
To what extent does problem-based learning contribute to students' professional identity development
Antecedents of organizational citizenship behavior among Turkish white-collar employees in The Netherlands and Turkey
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…
Antecedents of organizational citizenship behavior among blue- and white-collar workers in Turkey
Increase in counselling communication skills after basic and advanced microskills training
Background Mastering counselling communication skills is one of the requirements that lead to the diploma of a registered European psychologist. The microcounseling method proves to be effective in training these skills.Aim Research into the effectiveness of the microcounseling method often reports overall effect sizes only. The aim of this study was to investigate the adequate use of separate counselling communication skills (seven basic skills:…
Developing criteria for expatriate effectiveness: Time to jump off the adjustment bandwagon
Predicting Expatriate Job Performance for Selection Purposes: A Quantitative Review
This article meta-analytically reviews empirical studies on the prediction of expatriate job performance. Using 30 primary studies (total N = 4,046), it was found that predictive validities of the Big Five were similar to Big Five validities reported for domestic employees. Extraversion, emotional stability, agreeableness, and conscientiousness were predictive of expatriate job performance; openness was not. Other predictors that were found to re…
Simulations for the Assessment of Counselling Skills
Assessment of students’ communication skills after a course in counselling, in which the students are prepared for work practice, requires another assessment method than the traditional written examination. In this paper we describe the construction and evaluation of simulations. The results of an investigation into the quality of the simulations show that they enable objective assessment of students’ mastery of skills in the situation which is s…
Three methods for the assessment of communication skills
Assessment of students' communication skills after a course in problem-clarifying skills requires an assessment method different from the traditional written examination. In this article we describe the construction and evaluation of simulations, video tests and paper-and-pencil tests. The results of an investigation into the quality of the tests show that they all have their advantages and disadvantages. The simulation is valid, but students' sc…
Predicting Expatriate Job Performance for Selection Purposes: A Quantitative Review
This article meta-analytically reviews empirical studies on the prediction of expatriate job performance. Using 30 primary studies (total N = 4,046), it was found that predictive validities of the Big Five were similar to Big Five validities reported for domestic employees. Extraversion, emotional stability, agreeableness, and conscientiousness were predictive of expatriate job performance; openness was not. Other predictors that were found to re…
Developing criteria for expatriate effectiveness: Time to jump off the adjustment bandwagon
A measure of professional identity development for professional education
The purpose of this study was to create a new scale with a validated construct to measure professional identity development in students being prepared to become new practitioners. Using the new survey instrument (named the Professional Identity Five-Factor Scale), data were collected from a polytechnic with students enrolled in a wide range of professions. The confirmatory factor analysis found the construct valid and stable across independent sa…
To what extent does problem-based learning contribute to students' professional identity development
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…
Antecedents of organizational citizenship behavior among blue- and white-collar workers in Turkey
Increase in counselling communication skills after basic and advanced microskills training
Background Mastering counselling communication skills is one of the requirements that lead to the diploma of a registered European psychologist. The microcounseling method proves to be effective in training these skills.Aim Research into the effectiveness of the microcounseling method often reports overall effect sizes only. The aim of this study was to investigate the adequate use of separate counselling communication skills (seven basic skills:…
Three methods for the assessment of communication skills
Assessment of students' communication skills after a course in problem-clarifying skills requires an assessment method different from the traditional written examination. In this article we describe the construction and evaluation of simulations, video tests and paper-and-pencil tests. The results of an investigation into the quality of the tests show that they all have their advantages and disadvantages. The simulation is valid, but students' sc…
Simulations for the Assessment of Counselling Skills
Assessment of students’ communication skills after a course in counselling, in which the students are prepared for work practice, requires another assessment method than the traditional written examination. In this paper we describe the construction and evaluation of simulations. The results of an investigation into the quality of the simulations show that they enable objective assessment of students’ mastery of skills in the situation which is s…
Three methods for the assessment of communication skills
Assessment of students' communication skills after a course in problem-clarifying skills requires an assessment method different from the traditional written examination. In this article we describe the construction and evaluation of simulations, video tests and paper-and-pencil tests. The results of an investigation into the quality of the tests show that they all have their advantages and disadvantages. The simulation is valid, but students' sc…
Developing criteria for expatriate effectiveness: Time to jump off the adjustment bandwagon
Predicting Expatriate Job Performance for Selection Purposes: A Quantitative Review
This article meta-analytically reviews empirical studies on the prediction of expatriate job performance. Using 30 primary studies (total N = 4,046), it was found that predictive validities of the Big Five were similar to Big Five validities reported for domestic employees. Extraversion, emotional stability, agreeableness, and conscientiousness were predictive of expatriate job performance; openness was not. Other predictors that were found to re…
Increase in counselling communication skills after basic and advanced microskills training
Background Mastering counselling communication skills is one of the requirements that lead to the diploma of a registered European psychologist. The microcounseling method proves to be effective in training these skills.Aim Research into the effectiveness of the microcounseling method often reports overall effect sizes only. The aim of this study was to investigate the adequate use of separate counselling communication skills (seven basic skills:…
Antecedents of organizational citizenship behavior among blue- and white-collar workers in Turkey
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…
To what extent does problem-based learning contribute to students' professional identity development
Antecedents of organizational citizenship behavior among Turkish white-collar employees in The Netherlands and Turkey
A measure of professional identity development for professional education
The purpose of this study was to create a new scale with a validated construct to measure professional identity development in students being prepared to become new practitioners. Using the new survey instrument (named the Professional Identity Five-Factor Scale), data were collected from a polytechnic with students enrolled in a wide range of professions. The confirmatory factor analysis found the construct valid and stable across independent sa…
The relationship between organizational trust, resistance to change and adaptive and proactive employees' agility in an unplanned and planned change context
Modern organizations need to adapt quickly to on‐going changes. The present study sought to examine employees' agility during periods of sudden, unplanned, and during periods of planned change. It was investigated to what extent one's trust in the organization and resistance to change could predict proactive agility and adaptive agility. Data came from employees ( N = 188) in two different organizations, one undergoing an unplanned change and one…
Psychology (11 works) · Social Psychology (8 works) · Medical education (6 works) · Mathematics education (5 works) · Medicine (5 works) · Pedagogy (5 works) · Political science (5 works) · Job Satisfaction and Organizational Behavior (4 works) · Social Psychology (4 works) · Applied Psychology (3 works)