Dirk Tempelaar
Biographic Data
| ID | 1500639 |
|---|---|
| NAME | Dirk Tempelaar |
| GIVEN NAMES | Dirk |
| FAMILY NAME | Tempelaar |
| SIGNATURE | TEMPELAAR D |
| AFFILIATIONS | Maastricht University |
| ORCID | 0000-0001-8156-4614 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 17 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Testing the Relative Universalism of Psychological Theories
Advancing Control-Value Theory (CVT) requires demonstrating not only its explanatory power but also its capacity for relative universalism—the notion that psychological mechanisms are functionally universal yet contextually parameterized. Although CVT has been examined across diverse demographic and cultural groups, such variable-centered comparisons often overlook substantial within-group heterogeneity. To strengthen CVT’s theoretical generaliza…
Exploring new dimensions of learning growth orientation
This study examines an expanded framework for understanding growth orientation in learning, grounded in the self-theories-based meaning system. Growth orientation models emphasize task-based and personal-best goals, alongside the concept of a growth mindset, as central to learning growth orientation. However, research suggests that additional self-beliefs, such as academic motivation and effort beliefs, may enrich the depth and predictive power o…
The unrecognized potential of potential‐based achievement goals
BACKGROUND: For over a decade, growth-oriented achievement goal constructs like potential-based goals and personal best goals have remained relatively unnoticed. This empirical study aims to highlight that goal theorists might be limiting themselves by not incorporating potential-based goals into their frameworks. AIMS: The primary objective of this research was to underscore the significant yet underappreciated role of potential-based goals in e…
Understanding self-regulation strategies in problem-based learning through dispositional learning analytics
In the ongoing discussion about how learning analytics can effectively support self-regulated student learning and which types of data are most suitable for this purpose, this empirical study aligns with the framework who advocated the inclusion of both behavioral trace data and survey data in learning analytics studies. By incorporating learning dispositions in our learning analytics modeling, this research aims to investigate and understand how…
Academic boredom(s)
Should we refer to boredom or boredoms? Research on the emotion of boredom sets itself apart from studies on other emotions by posing the question: is boredom a singular concept or does it have multiple facets? In this manuscript presenting empirical research on academic boredom, our aim is to demonstrate the justification for claiming a distinct position. Person-centered models examining university students' achievement emotions reveal the exist…
Dispositional Learning Analytics for Supporting Individualized Learning Feedback
An important goal of learning analytics (LA) is to improve learning by providing students with meaningful feedback. Feedback is often generated by prediction models of student success using data about students and their learning processes based on digital traces of learning activities. However, early in the learning process, when feedback is most fruitful, trace-data-based prediction models often have limited information about the initial ability…
Supporting the less-adaptive student
How can we best facilitate students most in need of learning support, entering a challenging quantitative methods module at the start of their bachelor programme? In this empirical study into blended learning and the role of assessment for and as learning, we investigate learning processes of students with different learning profiles. Specifically, we contrast learning episodes of two cluster analysis-based profiles, one profile more directed to …
The Pivotal Role of Effort Beliefs in Mediating Implicit Theories of Intelligence and Achievement Goals and Academic Motivations
The role of cultural dimensions of international and Dutch students on academic and social integration and academic performance in the Netherlands
The structural relationship between students' epistemological beliefs and conceptions of teaching and learning
The aim of the present study was to explore the relationship between students’ epistemological beliefs and conceptions of teaching and learning. The results showed that the epistemological beliefs dimension ‘learning effort/process’ was positively related to the constructivist conception of teaching and learning, and negatively related to the traditional conception of teaching and learning, indicating that students recognize the importance of sel…
The role of cultural dimensions of international and Dutch students on academic and social integration and academic performance in the Netherlands
The Pivotal Role of Effort Beliefs in Mediating Implicit Theories of Intelligence and Achievement Goals and Academic Motivations
Academic boredom(s)
Should we refer to boredom or boredoms? Research on the emotion of boredom sets itself apart from studies on other emotions by posing the question: is boredom a singular concept or does it have multiple facets? In this manuscript presenting empirical research on academic boredom, our aim is to demonstrate the justification for claiming a distinct position. Person-centered models examining university students' achievement emotions reveal the exist…
The structural relationship between students' epistemological beliefs and conceptions of teaching and learning
The aim of the present study was to explore the relationship between students’ epistemological beliefs and conceptions of teaching and learning. The results showed that the epistemological beliefs dimension ‘learning effort/process’ was positively related to the constructivist conception of teaching and learning, and negatively related to the traditional conception of teaching and learning, indicating that students recognize the importance of sel…
The structural relationship between students' epistemological beliefs and conceptions of teaching and learning
The aim of the present study was to explore the relationship between students’ epistemological beliefs and conceptions of teaching and learning. The results showed that the epistemological beliefs dimension ‘learning effort/process’ was positively related to the constructivist conception of teaching and learning, and negatively related to the traditional conception of teaching and learning, indicating that students recognize the importance of sel…
The role of cultural dimensions of international and Dutch students on academic and social integration and academic performance in the Netherlands
The Pivotal Role of Effort Beliefs in Mediating Implicit Theories of Intelligence and Achievement Goals and Academic Motivations
Supporting the less-adaptive student
How can we best facilitate students most in need of learning support, entering a challenging quantitative methods module at the start of their bachelor programme? In this empirical study into blended learning and the role of assessment for and as learning, we investigate learning processes of students with different learning profiles. Specifically, we contrast learning episodes of two cluster analysis-based profiles, one profile more directed to …
Dispositional Learning Analytics for Supporting Individualized Learning Feedback
An important goal of learning analytics (LA) is to improve learning by providing students with meaningful feedback. Feedback is often generated by prediction models of student success using data about students and their learning processes based on digital traces of learning activities. However, early in the learning process, when feedback is most fruitful, trace-data-based prediction models often have limited information about the initial ability…
Academic boredom(s)
Should we refer to boredom or boredoms? Research on the emotion of boredom sets itself apart from studies on other emotions by posing the question: is boredom a singular concept or does it have multiple facets? In this manuscript presenting empirical research on academic boredom, our aim is to demonstrate the justification for claiming a distinct position. Person-centered models examining university students' achievement emotions reveal the exist…
Understanding self-regulation strategies in problem-based learning through dispositional learning analytics
In the ongoing discussion about how learning analytics can effectively support self-regulated student learning and which types of data are most suitable for this purpose, this empirical study aligns with the framework who advocated the inclusion of both behavioral trace data and survey data in learning analytics studies. By incorporating learning dispositions in our learning analytics modeling, this research aims to investigate and understand how…
The unrecognized potential of potential‐based achievement goals
BACKGROUND: For over a decade, growth-oriented achievement goal constructs like potential-based goals and personal best goals have remained relatively unnoticed. This empirical study aims to highlight that goal theorists might be limiting themselves by not incorporating potential-based goals into their frameworks. AIMS: The primary objective of this research was to underscore the significant yet underappreciated role of potential-based goals in e…
Testing the Relative Universalism of Psychological Theories
Advancing Control-Value Theory (CVT) requires demonstrating not only its explanatory power but also its capacity for relative universalism—the notion that psychological mechanisms are functionally universal yet contextually parameterized. Although CVT has been examined across diverse demographic and cultural groups, such variable-centered comparisons often overlook substantial within-group heterogeneity. To strengthen CVT’s theoretical generaliza…
Exploring new dimensions of learning growth orientation
This study examines an expanded framework for understanding growth orientation in learning, grounded in the self-theories-based meaning system. Growth orientation models emphasize task-based and personal-best goals, alongside the concept of a growth mindset, as central to learning growth orientation. However, research suggests that additional self-beliefs, such as academic motivation and effort beliefs, may enrich the depth and predictive power o…
Psychology (7 works) · Computer Science (6 works) · Mathematics education (5 works) · Social Psychology (5 works) · Grit, Self-Efficacy, and Motivation (4 works) · Machine learning (4 works) · Predictive power (4 works) · Academic achievement (3 works) · Artificial Intelligence (3 works) · Education, Achievement, and Giftedness (3 works)