Judith Gulikers
Biographic Data
| ID | 1500764 |
|---|---|
| NAME | Judith Gulikers |
| GIVEN NAMES | Judith |
| FAMILY NAME | Gulikers |
| SIGNATURE | GULIKERS J |
| AFFILIATIONS | Wageningen University The Netherlands |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Making sense of healthy and sustainable food: Adolescents’ voices on what it means, why it matters, and future change
Despite growing research on school food interventions aimed at promoting sustainable and healthy diets, the perspectives of adolescents regarding those interventions remain underexplored. This study explores adolescents’ understanding, perceived importance, and proposed strategies for (facilitating) healthy and sustainable food choices. A mixed-methods study was conducted among 296 adolescents (aged 12–16) at four Dutch secondary schools. Data wa…
Understanding peer feedback uptake: The role of perceived peer feedback literacy and situational factors
Background Although the significance of responding to peer feedback for enhancing learning is well-established, research on the prediction of perceived peer feedback literacy and situational factors on students' uptake behaviors remains limited. Aim This study aims to explore how perceived Peer Feedback Literacy (PFL) and perceived situational factors (i.e., perceived essay quality, understanding of received feedback, and agreement with received …
Transdisciplinary learning environments that stimulate co-creation and co-learning between students and external partners: An empirical exploration
To effectively prepare students for navigating complex societal and sustainability challenges, higher education institutions are increasingly experimenting with transdisciplinary learning environments (TLEs) in which students collaborate with external stakeholders across disciplinary and sectoral boundaries. This empirical study explores how TLEs in Dutch higher education are designed to support co-creation and co-learning between students and so…
The food environment through the eyes of adolescents: Exploring socioecological factors and opportunities for healthy and sustainable food choices
While navigating the food offer in their homes, schools and other food outlets, adolescents balance more healthy and sustainable food choices at home with more autonomous, but less healthy and less sustainable, choices outside of their homes. To support adolescents in making more healthy and sustainable choices, environments in and around schools should be designed to promote healthy and sustainable options that are affordable, while also facilit…
Experts' perceptions on motivators and barriers of healthy and sustainable dietary behaviors among adolescents: The SWITCH project
The interplay of influences shaping dietary behaviors of adolescents needs to be well-understood to develop effective strategies stimulating healthy and sustainable behaviors. This study aimed to identify the most relevant, urgent, changeable and effective motivators and barriers of healthy and sustainable dietary behaviors among adolescents (10-19 years), as perceived by an inter- and transdisciplinary expert panel. Experts working in practice (…
Stimulating boundary crossing learning in a multi-stakeholder learning environment for sustainable development
Purpose Sustainable development requires multiple stakeholders to work and learn across practices, in other words, it requires boundary crossing competence. To prepare students for their future sustainability professions, higher education should facilitate the development of boundary crossing competence in its curricula. This study aims to confirm whether boundary crossing learning can be stimulated by workshop-based support in multi-stakeholder …
What are we Really Aiming for? Identifying Concrete Student Behavior in Co-Regulatory Formative Assessment Processes in the Classroom
Formative assessment has the potential to incite co-regulatory activities that foster student’s development of self-regulatory skills. Teacher often intend to use formative assessment to foster self-regulation. However, this requires purposeful interaction between students and teachers. To improve co-regulatory formative assessment implementation, research and professional development needs to pay attention to what co-regulatory formative assessm…
Fostering oral presentation performance: Does the quality of feedback differ when provided by the teacher, peers or peers guided by tutor
Previous research revealed significant differences in the effectiveness of various feedback sources for encouraging students’ oral presentation performance. While former studies emphasised the superiority of teacher feedback, it remains unclear whether the quality of feedback actually differs between commonly used sources in higher education. Therefore, this study examines feedback processes conducted directly after 95 undergraduate students’ pre…
The impact of the feedback source on developing oral presentation competence
While previous research in higher education emphasized the essence of feedback by the teacher, the peer or the self, it remains unclear whether the acquisition of students' oral presentation competence differs depending on the feedback source. This quasi-experimental study examines the effectiveness of the feedback source on 144 first-year undergraduate students' progression in cognition, behaviour and attitude towards presenting, as three interr…
How authenticity and self‐directedness and student perceptions thereof predict competence development in hands‐on simulations
Hands‐on simulations are increasingly used in vocational oriented curricula to create meaningful, occupation‐related learning experiences. However, more insight is required about precisely what characteristics in hands‐on simulations enhance outcomes that students need for their future occupation, such as competencies. This study aims to examine how constructivist pedagogical–didactic design principles affect competence development of senior voca…
Factors influencing assessment quality in higher vocational education
The development of assessments that are fit to assess professional competence in higher vocational education requires a reconsideration of assessment methods, quality criteria and (self)evaluation. This article examines the self-evaluations of nine courses of a large higher vocational education institute. Per course, 4–11 teachers and 3–10 students participated. The purpose of this article is to critically examine the quality of assessment in hig…
Experts' perceptions on motivators and barriers of healthy and sustainable dietary behaviors among adolescents: The SWITCH project
The interplay of influences shaping dietary behaviors of adolescents needs to be well-understood to develop effective strategies stimulating healthy and sustainable behaviors. This study aimed to identify the most relevant, urgent, changeable and effective motivators and barriers of healthy and sustainable dietary behaviors among adolescents (10-19 years), as perceived by an inter- and transdisciplinary expert panel. Experts working in practice (…
The impact of the feedback source on developing oral presentation competence
While previous research in higher education emphasized the essence of feedback by the teacher, the peer or the self, it remains unclear whether the acquisition of students' oral presentation competence differs depending on the feedback source. This quasi-experimental study examines the effectiveness of the feedback source on 144 first-year undergraduate students' progression in cognition, behaviour and attitude towards presenting, as three interr…
How authenticity and self‐directedness and student perceptions thereof predict competence development in hands‐on simulations
Hands‐on simulations are increasingly used in vocational oriented curricula to create meaningful, occupation‐related learning experiences. However, more insight is required about precisely what characteristics in hands‐on simulations enhance outcomes that students need for their future occupation, such as competencies. This study aims to examine how constructivist pedagogical–didactic design principles affect competence development of senior voca…
Factors influencing assessment quality in higher vocational education
The development of assessments that are fit to assess professional competence in higher vocational education requires a reconsideration of assessment methods, quality criteria and (self)evaluation. This article examines the self-evaluations of nine courses of a large higher vocational education institute. Per course, 4–11 teachers and 3–10 students participated. The purpose of this article is to critically examine the quality of assessment in hig…
How authenticity and self‐directedness and student perceptions thereof predict competence development in hands‐on simulations
Hands‐on simulations are increasingly used in vocational oriented curricula to create meaningful, occupation‐related learning experiences. However, more insight is required about precisely what characteristics in hands‐on simulations enhance outcomes that students need for their future occupation, such as competencies. This study aims to examine how constructivist pedagogical–didactic design principles affect competence development of senior voca…
Fostering oral presentation performance: Does the quality of feedback differ when provided by the teacher, peers or peers guided by tutor
Previous research revealed significant differences in the effectiveness of various feedback sources for encouraging students’ oral presentation performance. While former studies emphasised the superiority of teacher feedback, it remains unclear whether the quality of feedback actually differs between commonly used sources in higher education. Therefore, this study examines feedback processes conducted directly after 95 undergraduate students’ pre…
The impact of the feedback source on developing oral presentation competence
While previous research in higher education emphasized the essence of feedback by the teacher, the peer or the self, it remains unclear whether the acquisition of students' oral presentation competence differs depending on the feedback source. This quasi-experimental study examines the effectiveness of the feedback source on 144 first-year undergraduate students' progression in cognition, behaviour and attitude towards presenting, as three interr…
What are we Really Aiming for? Identifying Concrete Student Behavior in Co-Regulatory Formative Assessment Processes in the Classroom
Formative assessment has the potential to incite co-regulatory activities that foster student’s development of self-regulatory skills. Teacher often intend to use formative assessment to foster self-regulation. However, this requires purposeful interaction between students and teachers. To improve co-regulatory formative assessment implementation, research and professional development needs to pay attention to what co-regulatory formative assessm…
Stimulating boundary crossing learning in a multi-stakeholder learning environment for sustainable development
Purpose Sustainable development requires multiple stakeholders to work and learn across practices, in other words, it requires boundary crossing competence. To prepare students for their future sustainability professions, higher education should facilitate the development of boundary crossing competence in its curricula. This study aims to confirm whether boundary crossing learning can be stimulated by workshop-based support in multi-stakeholder …
Experts' perceptions on motivators and barriers of healthy and sustainable dietary behaviors among adolescents: The SWITCH project
The interplay of influences shaping dietary behaviors of adolescents needs to be well-understood to develop effective strategies stimulating healthy and sustainable behaviors. This study aimed to identify the most relevant, urgent, changeable and effective motivators and barriers of healthy and sustainable dietary behaviors among adolescents (10-19 years), as perceived by an inter- and transdisciplinary expert panel. Experts working in practice (…
Transdisciplinary learning environments that stimulate co-creation and co-learning between students and external partners: An empirical exploration
To effectively prepare students for navigating complex societal and sustainability challenges, higher education institutions are increasingly experimenting with transdisciplinary learning environments (TLEs) in which students collaborate with external stakeholders across disciplinary and sectoral boundaries. This empirical study explores how TLEs in Dutch higher education are designed to support co-creation and co-learning between students and so…
The food environment through the eyes of adolescents: Exploring socioecological factors and opportunities for healthy and sustainable food choices
While navigating the food offer in their homes, schools and other food outlets, adolescents balance more healthy and sustainable food choices at home with more autonomous, but less healthy and less sustainable, choices outside of their homes. To support adolescents in making more healthy and sustainable choices, environments in and around schools should be designed to promote healthy and sustainable options that are affordable, while also facilit…
Making sense of healthy and sustainable food: Adolescents’ voices on what it means, why it matters, and future change
Despite growing research on school food interventions aimed at promoting sustainable and healthy diets, the perspectives of adolescents regarding those interventions remain underexplored. This study explores adolescents’ understanding, perceived importance, and proposed strategies for (facilitating) healthy and sustainable food choices. A mixed-methods study was conducted among 296 adolescents (aged 12–16) at four Dutch secondary schools. Data wa…
Understanding peer feedback uptake: The role of perceived peer feedback literacy and situational factors
Background Although the significance of responding to peer feedback for enhancing learning is well-established, research on the prediction of perceived peer feedback literacy and situational factors on students' uptake behaviors remains limited. Aim This study aims to explore how perceived Peer Feedback Literacy (PFL) and perceived situational factors (i.e., perceived essay quality, understanding of received feedback, and agreement with received …
Psychology (7 works) · Mathematics education (5 works) · Medicine (5 works) · Pedagogy (5 works) · Student Assessment and Feedback (5 works) · Perception (4 works) · Social Psychology (4 works) · Curriculum (3 works) · Food choice (3 works) · Peer Assessment (3 works)