Bieke De Fraine
Biographic Data
| ID | 1501201 |
|---|---|
| NAME | Bieke De Fraine |
| GIVEN NAMES | Bieke |
| FAMILY NAME | De Fraine |
| SIGNATURE | DE FRAINE B |
| AFFILIATIONS | KU Leuven |
| ORCID | 0000-0002-6351-2631 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 73 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 5 |
Learning goal orientation in high-ability and average-ability students: Developmental trajectories, contextual predictors, and long-term educational outcomes
Learning goal orientation is a prominent motivational construct that has been linked to positive student outcomes. For high-ability students, a lack of mastery learning goals has been theoretically and empirically associated with underachievement. However, longitudinal research examining the development and outcomes of their learning goal orientation over time, and comparing this development to that of average ability peers, is lacking. In this s…
Effet des classes et des écoles sur les performances en mathématiques des élèves de 4e année du primaire de la Province orientale en République démocratique du Congo
Cette étude examine l’impact des classes et des écoles sur les performances en mathématiques des élèves de 4 e année du primaire dans deux villes de la République démocratique du Congo en recourant à l’analyse multiniveau. Elle révèle que 71 %, 16 % et 13 % de la variance totale se situent respectivement aux niveaux élève, classe et école. L’étude montre en outre qu’au-delà de l’effet des caractéristiques individuelles, les caractéristiques de la…
Effortless or less effort? Effects of tracks on students' engagement
BackgroundIt is found that assigning students to a lower track during secondary education negatively affects their academic performance. As an explanation, it is often mentioned that an anti-school culture in lower tracks undermines students' effort and involvement.AimsThis study assessed whether going to a lower track affects student engagement. For if an anti-school culture is to blame for limiting lower track students' performance, lower track…
Can group composition effects explain socioeconomic and ethnic achievement gaps in primary education
Long-term effects of primary schools on non-cognitive outcomes of students at age 17
Long‐term effects of primary schools on mathematics achievement of students at age 17
In the field of educational effectiveness research, school effects are generally studied in the short term (i.e. during the same phase of schooling). The aim of this study is to investigate long‐term primary school effects on students’ achievement in mathematics at the end of secondary education. We also investigate which primary school characteristics are of importance in the long term. Data from the longitudinal Si BO project, in which a cohort…
Time-Varying Treatments in Observational Studies: Marginal Structural Models of the Effects of Early Grade Retention on Math Achievement
One of the main objectives of many empirical studies in the social and behavioral sciences is to assess the causal effect of a treatment or intervention on the occurrence of a certain event. The randomized controlled trial is generally considered the gold standard to evaluate such causal effects. However, for ethical or practical reasons, social scientists are often bound to the use of nonexperimental, observational designs. When the treatment an…
Do the teacher and school factors of the dynamic model affect high- and low-achieving student groups to the same extent? a cross-country study
Background. The dynamic model of educational effectiveness (DMEE) is a comprehensive theoretical framework including factors that are important for school learning, based on consistent findings within educational effectiveness research. Purpose. This study investigates the impact of teacher and school factors of DMEE on mathematics and science achievement, and identifies factors with equalising qualities in terms of helping low-achieving student …
The long-term differential achievement effects of school socioeconomic composition in primary education: A propensity score matching approach
BackgroundThe effects of school socio-economic composition on student achievement growth trajectories have been a hot topic of discussion among politicians around the world for many years. However, the bulk of research investigating school socio-economic composition effects has been limited in important ways.AimsIn an attempt to overcome the flaws in earlier research on school socio-economic composition effects, this study used data from a large …
Effects of kindergarten retention for at-risk children’s mathematics development
When a child does not seem to be ready for primary school, a popular practice is to grant the child more time by letting it repeat kindergarten. However, previous quasi-experimental research demonstrated negative, though diminishing, effects of kindergarten retention on academic learning during the first years of primary school. The present study extends the existing evidence by addressing children’s post-treatment school trajectories. Analysing …
The gender gap in student engagement: The role of teachers' autonomy support, structure, and involvement
BackgroundThe gender gap in education in favour of girls is a widely known phenomenon. Boys generally have higher dropout rates, obtain lower grades, and show lower engagement. Insight into factors related to these academic outcomes could help to address the gender gap.AimsThis study investigated, for Dutch language classes, (1) how boys and girls differ in behavioural engagement, (2) which teacher support dimensions (autonomy support, structure,…
I choose so I am: A Logistic Analysis of Major Selection in University and Successful Completion of the First Year
This study examines the choice of a university major with a special focus on the type of major chosen in the first year and success/failure at the end of this first year, using a sample of 2284 students in Flanders, Belgium. Extending previous research, the effects of prior subject uptake, occupational interests, prior mathematics and Dutch achievement, gender, socioeconomic status, academic self-concept and future aspirations on major selection …
Educational effectiveness research (EER): A state-of-the-art review
Research and scholarship into educational effectiveness research (EER) is comprehensively reviewed from the UK, The Netherlands, the US, Cyprus, Belgium, Sweden, France, Germany, New Zealand, Australia, and other societies, dating from the field’s origins in the 1970s. Issues include its history, methodological and theoretical advances, scientific properties of school effects, processes at school and classroom level behind these effects, the some…
School-based social capital: The missing link between schools' socioeconomic composition and collective teacher efficacy
Inequality in language achievement growth? An investigation into the impact of pupil socio‐ethnic background and school socio‐ethnic composition
This paper investigates how pupils' growth trajectories in three language domains (reading fluency, spelling, and reading comprehension) are related to their own socioeconomic and ethnic background and to the socioeconomic and ethnic composition of their primary school. Using multilevel piecewise growth curve analysis, the growth trajectories of approximately 5000 pupils from 170 primary schools were estimated. The results indicate that a pupil's…
Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure
BackgroundThe multidimensionality of the academic self-concept in terms of domain specificity has been well established in previous studies, whereas its multidimensionality in terms of motivational functions (the so-called affect-competence separation) needs further examination.AimThis study aims at exploring differential effects of enjoyment and competence beliefs on two external validity criteria in the field of mathematics.SampleData analysed …
Learning environment and students’ mathematics attitude
Disentangling instructional roles: The case of teaching and summative assessment
While in some higher education contexts a separation of teaching and summative assessment is assumed to be self-evident, in other contexts the opposite is regarded to be obvious. In this article the different arguments supporting either position are analyzed. Based on a systematic literature review, arguments for and against are classified at the micro-, meso- and macro-level. Articles specifically discuss the way in which making use of an extern…
Causal ordering of academic self-concept and achievement: Effects of type of achievement measure
Background. The relation between academic self-concept and achievement has been examined in a large number of studies. The majority of these studies have found evidence for a reciprocal effects model. However, there is an ongoing debate on how students' achievement should be measured and whether the type of achievement indicator (grades, tests, teacher ratings) affects the causal pattern found in these studies.Aims. The study aims at clarifying h…
The Consequence of Ignoring a Level of Nesting in Multilevel Analysis: A Comment
This short contribution is a comment on M. Moerbeek's exploration of consequences of ignoring a level of clustering in a multilevel model, which was published in the first issue of the 2004 volume of Multivariate Behavioral Research. After having recapitulated the framework and extended the results of Moerbeek's study, we formulate two critical notes. First, we point at the incompleteness of the conclusions drawn by Moerbeek from the analytical w…
The effect of schools and classes on language achievement
This study addresses the effects of secondary schools and classes on language achievement in Flanders, Belgium. The results of a three‐level analysis (students within classes within schools) indicate that the group composition at the class level is very important. In classes with a high average initial cognitive ability or a large proportion of girls, the language achievement is higher. These compositional effects are discussed with reference to …
The gender gap in student engagement: The role of teachers' autonomy support, structure, and involvement
BackgroundThe gender gap in education in favour of girls is a widely known phenomenon. Boys generally have higher dropout rates, obtain lower grades, and show lower engagement. Insight into factors related to these academic outcomes could help to address the gender gap.AimsThis study investigated, for Dutch language classes, (1) how boys and girls differ in behavioural engagement, (2) which teacher support dimensions (autonomy support, structure,…
Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure
BackgroundThe multidimensionality of the academic self-concept in terms of domain specificity has been well established in previous studies, whereas its multidimensionality in terms of motivational functions (the so-called affect-competence separation) needs further examination.AimThis study aims at exploring differential effects of enjoyment and competence beliefs on two external validity criteria in the field of mathematics.SampleData analysed …
The effect of schools and classes on language achievement
This study addresses the effects of secondary schools and classes on language achievement in Flanders, Belgium. The results of a three‐level analysis (students within classes within schools) indicate that the group composition at the class level is very important. In classes with a high average initial cognitive ability or a large proportion of girls, the language achievement is higher. These compositional effects are discussed with reference to …
The long-term differential achievement effects of school socioeconomic composition in primary education: A propensity score matching approach
BackgroundThe effects of school socio-economic composition on student achievement growth trajectories have been a hot topic of discussion among politicians around the world for many years. However, the bulk of research investigating school socio-economic composition effects has been limited in important ways.AimsIn an attempt to overcome the flaws in earlier research on school socio-economic composition effects, this study used data from a large …
School-based social capital: The missing link between schools' socioeconomic composition and collective teacher efficacy
I choose so I am: A Logistic Analysis of Major Selection in University and Successful Completion of the First Year
This study examines the choice of a university major with a special focus on the type of major chosen in the first year and success/failure at the end of this first year, using a sample of 2284 students in Flanders, Belgium. Extending previous research, the effects of prior subject uptake, occupational interests, prior mathematics and Dutch achievement, gender, socioeconomic status, academic self-concept and future aspirations on major selection …
Do the teacher and school factors of the dynamic model affect high- and low-achieving student groups to the same extent? a cross-country study
Background. The dynamic model of educational effectiveness (DMEE) is a comprehensive theoretical framework including factors that are important for school learning, based on consistent findings within educational effectiveness research. Purpose. This study investigates the impact of teacher and school factors of DMEE on mathematics and science achievement, and identifies factors with equalising qualities in terms of helping low-achieving student …
Inequality in language achievement growth? An investigation into the impact of pupil socio‐ethnic background and school socio‐ethnic composition
This paper investigates how pupils' growth trajectories in three language domains (reading fluency, spelling, and reading comprehension) are related to their own socioeconomic and ethnic background and to the socioeconomic and ethnic composition of their primary school. Using multilevel piecewise growth curve analysis, the growth trajectories of approximately 5000 pupils from 170 primary schools were estimated. The results indicate that a pupil's…
Causal ordering of academic self-concept and achievement: Effects of type of achievement measure
Background. The relation between academic self-concept and achievement has been examined in a large number of studies. The majority of these studies have found evidence for a reciprocal effects model. However, there is an ongoing debate on how students' achievement should be measured and whether the type of achievement indicator (grades, tests, teacher ratings) affects the causal pattern found in these studies.Aims. The study aims at clarifying h…
Effortless or less effort? Effects of tracks on students' engagement
BackgroundIt is found that assigning students to a lower track during secondary education negatively affects their academic performance. As an explanation, it is often mentioned that an anti-school culture in lower tracks undermines students' effort and involvement.AimsThis study assessed whether going to a lower track affects student engagement. For if an anti-school culture is to blame for limiting lower track students' performance, lower track…
Long‐term effects of primary schools on mathematics achievement of students at age 17
In the field of educational effectiveness research, school effects are generally studied in the short term (i.e. during the same phase of schooling). The aim of this study is to investigate long‐term primary school effects on students’ achievement in mathematics at the end of secondary education. We also investigate which primary school characteristics are of importance in the long term. Data from the longitudinal Si BO project, in which a cohort…
The effect of schools and classes on language achievement
This study addresses the effects of secondary schools and classes on language achievement in Flanders, Belgium. The results of a three‐level analysis (students within classes within schools) indicate that the group composition at the class level is very important. In classes with a high average initial cognitive ability or a large proportion of girls, the language achievement is higher. These compositional effects are discussed with reference to …
The Consequence of Ignoring a Level of Nesting in Multilevel Analysis: A Comment
This short contribution is a comment on M. Moerbeek's exploration of consequences of ignoring a level of clustering in a multilevel model, which was published in the first issue of the 2004 volume of Multivariate Behavioral Research. After having recapitulated the framework and extended the results of Moerbeek's study, we formulate two critical notes. First, we point at the incompleteness of the conclusions drawn by Moerbeek from the analytical w…
Causal ordering of academic self-concept and achievement: Effects of type of achievement measure
Background. The relation between academic self-concept and achievement has been examined in a large number of studies. The majority of these studies have found evidence for a reciprocal effects model. However, there is an ongoing debate on how students' achievement should be measured and whether the type of achievement indicator (grades, tests, teacher ratings) affects the causal pattern found in these studies.Aims. The study aims at clarifying h…
Disentangling instructional roles: The case of teaching and summative assessment
While in some higher education contexts a separation of teaching and summative assessment is assumed to be self-evident, in other contexts the opposite is regarded to be obvious. In this article the different arguments supporting either position are analyzed. Based on a systematic literature review, arguments for and against are classified at the micro-, meso- and macro-level. Articles specifically discuss the way in which making use of an extern…
Learning environment and students’ mathematics attitude
Educational effectiveness research (EER): A state-of-the-art review
Research and scholarship into educational effectiveness research (EER) is comprehensively reviewed from the UK, The Netherlands, the US, Cyprus, Belgium, Sweden, France, Germany, New Zealand, Australia, and other societies, dating from the field’s origins in the 1970s. Issues include its history, methodological and theoretical advances, scientific properties of school effects, processes at school and classroom level behind these effects, the some…
School-based social capital: The missing link between schools' socioeconomic composition and collective teacher efficacy
Inequality in language achievement growth? An investigation into the impact of pupil socio‐ethnic background and school socio‐ethnic composition
This paper investigates how pupils' growth trajectories in three language domains (reading fluency, spelling, and reading comprehension) are related to their own socioeconomic and ethnic background and to the socioeconomic and ethnic composition of their primary school. Using multilevel piecewise growth curve analysis, the growth trajectories of approximately 5000 pupils from 170 primary schools were estimated. The results indicate that a pupil's…
Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure
BackgroundThe multidimensionality of the academic self-concept in terms of domain specificity has been well established in previous studies, whereas its multidimensionality in terms of motivational functions (the so-called affect-competence separation) needs further examination.AimThis study aims at exploring differential effects of enjoyment and competence beliefs on two external validity criteria in the field of mathematics.SampleData analysed …
Effects of kindergarten retention for at-risk children’s mathematics development
When a child does not seem to be ready for primary school, a popular practice is to grant the child more time by letting it repeat kindergarten. However, previous quasi-experimental research demonstrated negative, though diminishing, effects of kindergarten retention on academic learning during the first years of primary school. The present study extends the existing evidence by addressing children’s post-treatment school trajectories. Analysing …
The gender gap in student engagement: The role of teachers' autonomy support, structure, and involvement
BackgroundThe gender gap in education in favour of girls is a widely known phenomenon. Boys generally have higher dropout rates, obtain lower grades, and show lower engagement. Insight into factors related to these academic outcomes could help to address the gender gap.AimsThis study investigated, for Dutch language classes, (1) how boys and girls differ in behavioural engagement, (2) which teacher support dimensions (autonomy support, structure,…
I choose so I am: A Logistic Analysis of Major Selection in University and Successful Completion of the First Year
This study examines the choice of a university major with a special focus on the type of major chosen in the first year and success/failure at the end of this first year, using a sample of 2284 students in Flanders, Belgium. Extending previous research, the effects of prior subject uptake, occupational interests, prior mathematics and Dutch achievement, gender, socioeconomic status, academic self-concept and future aspirations on major selection …
Time-Varying Treatments in Observational Studies: Marginal Structural Models of the Effects of Early Grade Retention on Math Achievement
One of the main objectives of many empirical studies in the social and behavioral sciences is to assess the causal effect of a treatment or intervention on the occurrence of a certain event. The randomized controlled trial is generally considered the gold standard to evaluate such causal effects. However, for ethical or practical reasons, social scientists are often bound to the use of nonexperimental, observational designs. When the treatment an…
Do the teacher and school factors of the dynamic model affect high- and low-achieving student groups to the same extent? a cross-country study
Background. The dynamic model of educational effectiveness (DMEE) is a comprehensive theoretical framework including factors that are important for school learning, based on consistent findings within educational effectiveness research. Purpose. This study investigates the impact of teacher and school factors of DMEE on mathematics and science achievement, and identifies factors with equalising qualities in terms of helping low-achieving student …
The long-term differential achievement effects of school socioeconomic composition in primary education: A propensity score matching approach
BackgroundThe effects of school socio-economic composition on student achievement growth trajectories have been a hot topic of discussion among politicians around the world for many years. However, the bulk of research investigating school socio-economic composition effects has been limited in important ways.AimsIn an attempt to overcome the flaws in earlier research on school socio-economic composition effects, this study used data from a large …
Long-term effects of primary schools on non-cognitive outcomes of students at age 17
Long‐term effects of primary schools on mathematics achievement of students at age 17
In the field of educational effectiveness research, school effects are generally studied in the short term (i.e. during the same phase of schooling). The aim of this study is to investigate long‐term primary school effects on students’ achievement in mathematics at the end of secondary education. We also investigate which primary school characteristics are of importance in the long term. Data from the longitudinal Si BO project, in which a cohort…
Can group composition effects explain socioeconomic and ethnic achievement gaps in primary education
Effet des classes et des écoles sur les performances en mathématiques des élèves de 4e année du primaire de la Province orientale en République démocratique du Congo
Cette étude examine l’impact des classes et des écoles sur les performances en mathématiques des élèves de 4 e année du primaire dans deux villes de la République démocratique du Congo en recourant à l’analyse multiniveau. Elle révèle que 71 %, 16 % et 13 % de la variance totale se situent respectivement aux niveaux élève, classe et école. L’étude montre en outre qu’au-delà de l’effet des caractéristiques individuelles, les caractéristiques de la…
Effortless or less effort? Effects of tracks on students' engagement
BackgroundIt is found that assigning students to a lower track during secondary education negatively affects their academic performance. As an explanation, it is often mentioned that an anti-school culture in lower tracks undermines students' effort and involvement.AimsThis study assessed whether going to a lower track affects student engagement. For if an anti-school culture is to blame for limiting lower track students' performance, lower track…
Learning goal orientation in high-ability and average-ability students: Developmental trajectories, contextual predictors, and long-term educational outcomes
Learning goal orientation is a prominent motivational construct that has been linked to positive student outcomes. For high-ability students, a lack of mastery learning goals has been theoretically and empirically associated with underachievement. However, longitudinal research examining the development and outcomes of their learning goal orientation over time, and comparing this development to that of average ability peers, is lacking. In this s…
Psychology (20 works) · Mathematics education (16 works) · Mathematics (11 works) · School Choice and Performance (11 works) · Academic achievement (9 works) · Developmental psychology (9 works) · Parental Involvement in Education (8 works) · Sociology (8 works) · Statistics (8 works) · Computer Science (6 works)