Sven De Maeyer
Biographic Data
| ID | 1454017 |
|---|---|
| NAME | Sven De Maeyer |
| GIVEN NAMES | Sven |
| FAMILY NAME | De Maeyer |
| SIGNATURE | DE MAEYER S |
| AFFILIATIONS | University of Antwerp |
| ORCID | 0000-0003-2888-1631 |
| VERIFIED | Yes |
| TOTAL WORKS | 37 |
| TOTAL CITATIONS | 31 |
| AUTHOR COUNT | 37 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Uncovering video-based learning processes: Cued-retrospective reporting versus concurrent and retrospective reporting
Students’ willingness to engage with feedback from central tests: The influence of cognitive and non-cognitive student characteristics
School leaders’ and teachers’ attributions in making sense of norm-referenced school performance data. Do benchmarks matter
Exploring learner profiles among low-educated adults in second-chance education: Individual differences in quantity and quality of learning motivation and learning strategies
Re-imagining educational quality. The need for a multidimensional approach in evaluating educational quality through TIMSS data
Measurement invariance of the action competence in sustainable development questionnaire: Can we compare between groups
There is a need for valid and reliable instruments to assess learning outcomes in education for sustainable development (ESD). Measurement invariance (MI) needs to be established before results of these instruments can be validly compared between groups. Despite its importance, establishing MI is an often overlooked validation step. To provide an example of testing for MI in the field of ESD, thereby setting a precedent for subsequent studies, th…
Writing Process Feedback Based on Keystroke Logging and Comparison With Exemplars: Effects on the Quality and Process of Synthesis Texts
This intervention study aimed to test the effect of writing process feedback. Sixty-five Grade 10 students received a personal report based on keystroke logging data, including information on several writing process aspects. Participants compared their writing process to exemplar processes of equally scoring (position-setting condition) or higher-scoring students (feed-forward condition). The effect of the feedback on writing performance and proc…
Honing action competence in sustainable development: What happens in classrooms matters
Effectiveness of education for sustainability: The importance of an action-oriented approach
Science education is increasingly integrating a focus on socio-scientific issues. Policy makers and scholars also suggest education for sustainable development (ESD) is important for tackling current and future sustainability issues. ESD may foster students’ action competence in sustainable development (ACiSD; knowledgeability, willingness, capacity expectations and outcome expectancy) regarding contributing to sustainability action. However, rep…
Assessing the Development of L2 Speaking Skills in Inside-School and Outside-School Settings Through Growth Modelling
This study investigates the differential effects of a task-based inside-school intervention and an outside-school project intervention on the development of speaking skills of 56 beginner second language (L2)-learners. The study extends previous research by looking at development across multiple occasions instead of two (i.e., a pretest and posttest), and by assessing speaking development by means of a non-intrusive task eliciting an informal con…
Validity of Comparative Judgment Scores: How Assessors Evaluate Aspects of Text Quality When Comparing Argumentative Texts
The advantage of comparative judgment is that it is particularly suited to assess multidimensional and complex constructs as text quality. This is because assessors are asked to compare texts holistically and to make a quality judgment for each text in a pairwise comparison based upon on the most salient and critical differences. Also, the resulted rank order is based on the judgment of all assessors, representing the shared consensus. In order t…
Enabling effective education for sustainable development: Investigating the connection between the school organization and students’ action competence
In this study, we investigate the relation between the school organization and outcomes of education for sustainable development, namely students’ action competence in sustainable development. Data were collected among 629 students. At the organizational level, we collected data among 207 school staff concerning organizational characteristics including school resources, sustainable leadership, pluralistic communication, supportive relations, coll…
How students perform synthesis tasks: An empirical study into dynamic process configurations
In this study we examine process configurations in synthesis tasks. We study whether these configurations are students traits or vary within students per task. In a national survey with a representative sample of 658 Dutch upper-secondary school students, we collected writing tasks, registered students’ writing behaviors (via keylogging) and their task perceptions and assessed the quality of their texts. Each participant completed two informative…
Taking a free ride: How team learning affects social loafing
Although collaboration is increasingly required in today's academic and work contexts, there are many ways in which teamwork can be impaired by dysfunctional inefficiencies and process loss.An important form of process loss is the tendency for individual members of a team to exert less effort than their fellow team members (i.e., social loafing).Since teams need to sustain the effort of team members as a collaborative resource, it is imperative t…
Self-report questionnaires scrutinised: Do eye movements reveal individual differences in cognitive processes while completing a questionnaire
Completing questionnaires is a complex task in which multiple cognitive processes play an important role. Despite critiques of the reliability of questionnaires, our research strived to gain more insight into the process of completing questionnaires by using eye-tracking. We investigated how both the question and the categories of answers were being processed and how processing the question influenced the processing of the categories of answers. …
The Complexity of Comparative Judgments in Assessing Argumentative Writing: An Eye Tracking Study
Comparative judgment (CJ) has been recently introduced in the educational field as a means of assessing competences. In this judgement process, assessors are presented with two pieces of student work and are asked to choose which one is better in relation to the competencies being assessed. However, since student work is heterogeneous and highly information loaded, it raises the question as to whether this type of assessment is too complex for as…
Teacher beliefs, self-efficacy and professional vision: Disentangling their relationship in the context of inclusive teaching
Educating student teachers to teach highly diverse groups of pupils has become one of the central tasks of teacher education programmes. Research on inclusive education has pointed to the need for more studies around student teachers’ inclusive teaching competence. This study explores the extent to which student teachers’ beliefs and self-efficacy related to inclusive teaching practices predict their professional vision of two inclusive classroom…
Development and validation of an instrument for measuring action competence in sustainable development within early adolescents: The action competence in sustainable development questionnaire (ACiSD-Q…
Action competence consists of the knowledge, willingness, and self-efficacy for contributing to a controversial issue such as sustainable development. As such, action competence in sustainable development (ACiSD) is a desired outcome of education for sustainable development (ESD). Still, the scarce instruments for measuring ACiSD that have been developed to date, are not specifically designed for early adolescence, when civic involvement is devel…
Measuring professional action competence in education for sustainable development (PACesd)
Based on the concept of action competence, the current study introduces an integrated framework of Professional Action Competence in Education for Sustainable Development (PACesd) described by three defining features: willingness, knowledge of pedagogical approaches, and self-efficacy. To validate this framework, we developed a questionnaire measurement instrument: ‘PACesd-Q’. This questionnaire was administered to a sample of 557 primary and sec…
Redefining action competence: The case of sustainable development
The concept of Action Competence (AC) has been interpreted in different ways in various domains of the educational sciences. Given the rising scholarly attention to AC, these diverse interpretations are problematic because they hinder a common understanding of the concept among scholars. We unravel the interpretation of AC as a competence of people versus that of an educational approach. We call the latter education for sustainable development (E…
Actions for sustainable development through young students’ eyes
Young students have raised their voices in debates on what action for sustainable development (SD) is necessary. Nevertheless, research that gives voice to 10 to 13-year-olds while looking into SD issues in all their complexity of interrelated environmental, social, and socio-economic perspectives, is scarce. This study aims to give voice to these youngsters, asking them directly how they suggest they can contribute to SD. Building on the concept…
Connecting teacher collaboration to inclusive practices using a social network approach
A full array of emotions: An exploratory mixed methods study of teachers’ emotions during a school inspection visit
Measuring pre-service teachers' professional vision of inclusive classrooms: A video-based comparative judgement instrument
A longitudinal study of learning conceptions on the transition between primary and secondary education
Research shows that learning conceptions are susceptible to change during possible critical transitions in students’ school careers: such as the transition from primary to secondary education and the transition from secondary to higher education. This study aims to determine whether students’ learning conceptions developed during the four years of transition between primary and secondary education. The study consists of four measure moments in a …
Measuring pre-service teachers' professional vision of inclusive classrooms: A video-based comparative judgement instrument
Connecting teacher collaboration to inclusive practices using a social network approach
How are learning strategies reflected in the eyes? Combining results from self-reports and eye-tracking
BackgroundUp until now, empirical studies in the Student Approaches to Learning field have mainly been focused on the use of self-report instruments, such as interviews and questionnaires, to uncover differences in students' general preferences towards learning strategies, but have focused less on the use of task-specific and online measures.AimsThis study aimed at extending current research on students' learning strategies by combining general a…
Effectiveness of education for sustainability: The importance of an action-oriented approach
Science education is increasingly integrating a focus on socio-scientific issues. Policy makers and scholars also suggest education for sustainable development (ESD) is important for tackling current and future sustainability issues. ESD may foster students’ action competence in sustainable development (ACiSD; knowledgeability, willingness, capacity expectations and outcome expectancy) regarding contributing to sustainability action. However, rep…
Measuring professional action competence in education for sustainable development (PACesd)
Based on the concept of action competence, the current study introduces an integrated framework of Professional Action Competence in Education for Sustainable Development (PACesd) described by three defining features: willingness, knowledge of pedagogical approaches, and self-efficacy. To validate this framework, we developed a questionnaire measurement instrument: ‘PACesd-Q’. This questionnaire was administered to a sample of 557 primary and sec…
Actions for sustainable development through young students’ eyes
Young students have raised their voices in debates on what action for sustainable development (SD) is necessary. Nevertheless, research that gives voice to 10 to 13-year-olds while looking into SD issues in all their complexity of interrelated environmental, social, and socio-economic perspectives, is scarce. This study aims to give voice to these youngsters, asking them directly how they suggest they can contribute to SD. Building on the concept…
Differential use of learning strategies in first-year higher education: The impact of personality, academic motivation, and teaching strategies
BackgroundAlthough the evidence in support of the variability of students' learning strategies has expanded in recent years, less is known about the explanatory base of these individual differences in terms of the joint influences of personal and contextual characteristics.AimsPrevious studies have often investigated how student learning is associated with either personal or contextual factors. This study takes an integrative research perspective…
Development and validation of an instrument for measuring action competence in sustainable development within early adolescents: The action competence in sustainable development questionnaire (ACiSD-Q…
Action competence consists of the knowledge, willingness, and self-efficacy for contributing to a controversial issue such as sustainable development. As such, action competence in sustainable development (ACiSD) is a desired outcome of education for sustainable development (ESD). Still, the scarce instruments for measuring ACiSD that have been developed to date, are not specifically designed for early adolescence, when civic involvement is devel…
Enquiry into the side effects of school inspection in a ‘low-stakes’ inspection context
This article describes a qualitative study into the occurrence of the side effects of school inspection through in-depth interviews in five case schools. The study investigates the extent to which strategic activities, disturbing effects and emotional side effects occur in the case schools. The study also aims to understand features that may explain these side effects. Most research to date has been conducted in England, which is considered a ‘hi…
Effects of teachers' instructional development on students' study approaches in higher education
Evidence regarding the impact of teachers' instructional development on student learning in higher education is scarce. In this study the authors investigate the impact of an instructional development programme for beginning university teachers on students' approach to studying. They also explore whether this impact is dependent on class size and student level (first years versus non-first years). Quantitative data were gathered from more than 10…
Instructional development for teachers in higher education: Effects on students' perceptions of the teaching-learning environment
Background. Although instructional development for teachers has become an important topic in higher education, little is known about its actual impact. In particular, evidence regarding the impact of teachers' instructional development on students' perceptions of the teaching-learning environment is scarce.Aims. The impact of an instructional development programme for beginning university teachers on students' perceptions of the teaching and lear…
Evaluation and participation in secondary education: Designing and validating a self-evaluation instrument for teachers to solicit feedback from pupils
Attitudes towards school self-evaluation
Instructional development for teachers in higher education: Effects on students' perceptions of the teaching-learning environment
Background. Although instructional development for teachers has become an important topic in higher education, little is known about its actual impact. In particular, evidence regarding the impact of teachers' instructional development on students' perceptions of the teaching-learning environment is scarce.Aims. The impact of an instructional development programme for beginning university teachers on students' perceptions of the teaching and lear…
The relation between order of acquisition, segmental frequency and function: The case of word-initial consonants in Dutch
The impact of input frequency (IF) and functional load (FL) of segments in the ambient language on the acquisition order of word-initial consonants is investigated. Several definitions of IF/FL are compared and implemented. The impact of IF/FL and their components are computed using a longitudinal corpus of interactions between thirty Dutch-speaking children (age range: 0 ; 6–2 ; 0) and their primary caretaker(s). The corpus study reveals signifi…
Analysing change in learning strategies over time: A comparison of three statistical techniques
Differential use of learning strategies in first-year higher education: The impact of personality, academic motivation, and teaching strategies
BackgroundAlthough the evidence in support of the variability of students' learning strategies has expanded in recent years, less is known about the explanatory base of these individual differences in terms of the joint influences of personal and contextual characteristics.AimsPrevious studies have often investigated how student learning is associated with either personal or contextual factors. This study takes an integrative research perspective…
Effects of teachers' instructional development on students' study approaches in higher education
Evidence regarding the impact of teachers' instructional development on student learning in higher education is scarce. In this study the authors investigate the impact of an instructional development programme for beginning university teachers on students' approach to studying. They also explore whether this impact is dependent on class size and student level (first years versus non-first years). Quantitative data were gathered from more than 10…
Vowel pronunciation in open syllables in spontaneously spoken Standard Dutch: Exploring a phonological constraint in a listening task
According to the Bimoraic Constraint (Kager 1989) and the Minimal Rhyme Constraint (Booij 1995), Dutch syllables by default end in either a tense vowel or a lax vowel followed by a consonant. Syllables ending in a lax vowel do not meet the phonological requirements of a felicitous syllable. The present paper reports on a listening task in which this phonological constraint is explored. Three linguists were asked to categorize 3984 vowels in open …
The quality of high school students’ problem solving from an expertise development perspective
The ability to solve problems is a key skill and is essential to our day-to-day lives, at home, at school and at work. The present study explores the quality of managerial problem-solving of participants who are in secondary education. We studied 10th, 11th, and 12th graders following a business track in the Netherlands. Participants were asked to represent, diagnose and solve business cases. The transcripts (handwritten ‘case solutions’) of all …
Evaluation of entrepreneurial competence through scaled behavioural indicators: Validation of an instrument
Enquiry into the side effects of school inspection in a ‘low-stakes’ inspection context
This article describes a qualitative study into the occurrence of the side effects of school inspection through in-depth interviews in five case schools. The study investigates the extent to which strategic activities, disturbing effects and emotional side effects occur in the case schools. The study also aims to understand features that may explain these side effects. Most research to date has been conducted in England, which is considered a ‘hi…
Measuring pre-service teachers' professional vision of inclusive classrooms: A video-based comparative judgement instrument
A longitudinal study of learning conceptions on the transition between primary and secondary education
Research shows that learning conceptions are susceptible to change during possible critical transitions in students’ school careers: such as the transition from primary to secondary education and the transition from secondary to higher education. This study aims to determine whether students’ learning conceptions developed during the four years of transition between primary and secondary education. The study consists of four measure moments in a …
How are learning strategies reflected in the eyes? Combining results from self-reports and eye-tracking
BackgroundUp until now, empirical studies in the Student Approaches to Learning field have mainly been focused on the use of self-report instruments, such as interviews and questionnaires, to uncover differences in students' general preferences towards learning strategies, but have focused less on the use of task-specific and online measures.AimsThis study aimed at extending current research on students' learning strategies by combining general a…
A full array of emotions: An exploratory mixed methods study of teachers’ emotions during a school inspection visit
Redefining action competence: The case of sustainable development
The concept of Action Competence (AC) has been interpreted in different ways in various domains of the educational sciences. Given the rising scholarly attention to AC, these diverse interpretations are problematic because they hinder a common understanding of the concept among scholars. We unravel the interpretation of AC as a competence of people versus that of an educational approach. We call the latter education for sustainable development (E…
Actions for sustainable development through young students’ eyes
Young students have raised their voices in debates on what action for sustainable development (SD) is necessary. Nevertheless, research that gives voice to 10 to 13-year-olds while looking into SD issues in all their complexity of interrelated environmental, social, and socio-economic perspectives, is scarce. This study aims to give voice to these youngsters, asking them directly how they suggest they can contribute to SD. Building on the concept…
Connecting teacher collaboration to inclusive practices using a social network approach
The Complexity of Comparative Judgments in Assessing Argumentative Writing: An Eye Tracking Study
Comparative judgment (CJ) has been recently introduced in the educational field as a means of assessing competences. In this judgement process, assessors are presented with two pieces of student work and are asked to choose which one is better in relation to the competencies being assessed. However, since student work is heterogeneous and highly information loaded, it raises the question as to whether this type of assessment is too complex for as…
Teacher beliefs, self-efficacy and professional vision: Disentangling their relationship in the context of inclusive teaching
Educating student teachers to teach highly diverse groups of pupils has become one of the central tasks of teacher education programmes. Research on inclusive education has pointed to the need for more studies around student teachers’ inclusive teaching competence. This study explores the extent to which student teachers’ beliefs and self-efficacy related to inclusive teaching practices predict their professional vision of two inclusive classroom…
Development and validation of an instrument for measuring action competence in sustainable development within early adolescents: The action competence in sustainable development questionnaire (ACiSD-Q…
Action competence consists of the knowledge, willingness, and self-efficacy for contributing to a controversial issue such as sustainable development. As such, action competence in sustainable development (ACiSD) is a desired outcome of education for sustainable development (ESD). Still, the scarce instruments for measuring ACiSD that have been developed to date, are not specifically designed for early adolescence, when civic involvement is devel…
Measuring professional action competence in education for sustainable development (PACesd)
Based on the concept of action competence, the current study introduces an integrated framework of Professional Action Competence in Education for Sustainable Development (PACesd) described by three defining features: willingness, knowledge of pedagogical approaches, and self-efficacy. To validate this framework, we developed a questionnaire measurement instrument: ‘PACesd-Q’. This questionnaire was administered to a sample of 557 primary and sec…
Assessing the Development of L2 Speaking Skills in Inside-School and Outside-School Settings Through Growth Modelling
This study investigates the differential effects of a task-based inside-school intervention and an outside-school project intervention on the development of speaking skills of 56 beginner second language (L2)-learners. The study extends previous research by looking at development across multiple occasions instead of two (i.e., a pretest and posttest), and by assessing speaking development by means of a non-intrusive task eliciting an informal con…
Validity of Comparative Judgment Scores: How Assessors Evaluate Aspects of Text Quality When Comparing Argumentative Texts
The advantage of comparative judgment is that it is particularly suited to assess multidimensional and complex constructs as text quality. This is because assessors are asked to compare texts holistically and to make a quality judgment for each text in a pairwise comparison based upon on the most salient and critical differences. Also, the resulted rank order is based on the judgment of all assessors, representing the shared consensus. In order t…
Enabling effective education for sustainable development: Investigating the connection between the school organization and students’ action competence
In this study, we investigate the relation between the school organization and outcomes of education for sustainable development, namely students’ action competence in sustainable development. Data were collected among 629 students. At the organizational level, we collected data among 207 school staff concerning organizational characteristics including school resources, sustainable leadership, pluralistic communication, supportive relations, coll…
Psychology (34 works) · Pedagogy (18 works) · Mathematics education (17 works) · Social Psychology (17 works) · Computer Science (12 works) · Political science (11 works) · Applied Psychology (8 works) · Environmental Education and Sustainability (8 works) · Developmental psychology (7 works) · Educational Environments and Student Outcomes (7 works)