Jeffrey M Devries
Biographic Data
| ID | 1502514 |
|---|---|
| NAME | Jeffrey M Devries |
| GIVEN NAMES | Jeffrey M |
| FAMILY NAME | Devries |
| SIGNATURE | DEVRIES J M |
| AFFILIATIONS | TU Dortmund University |
| ORCID | 0000-0001-8923-6615 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
How expectations, feedback, and course materials relate to intellectual humility in higher education
Promoting intellectual humility is a traditional virtue espoused in higher education institutions, but very little research has been conducted to identify specific teacher–student interactions associated with it. In this article, we develop a framework for supporting intellectual humility through learning opportunities and quality interactions. In a large sample of students (n = 923) at a diverse West Coast public university, students were asked …
Student and teacher intellectual humility at a diverse research university
The development of intellectual humility (IH) is increasingly important to institutions of higher learning and society in general. IH disposes individuals to reflect on their own fallibility and relates to their willingness to change their beliefs in light of new evidence. This study explores the complementary role of students’ perceptions of their own and their instructors’ IH. It compares them across different course subjects and types in a lar…
Exploring the links between gender-(a)typical career aspirations and educational choices
Developmental psychologists often focus on specific male- or female-dominated job categories (e.g., sciences, technology, engineering, and mathematics or math-intensive jobs) to understand the causes of persistent gender-typical educational and career choices. However, the proportion of men and women can vary substantially within the same category (e.g., biology vs. physics). Accordingly, this study examined heterogeneous developmental trajectori…
Measuring Oral Reading Fluency (ORF) Computer-Based and Paper-Based
Internationally, teachers use oral reading fluency (ORF) measurements to monitor learning progress in reading and adapt instruction to the individual needs of students. In ORF measures, the child reads aloud single syllables, words, or short passages, and the teacher rates in parallel at which items the child makes a mistake. Since administering paper-based ORF requires increased effort on the part of teachers, computer-based test administration …
Subject-Specific Self-Concept and Global Self-Esteem Mediate Risk Factors for Lower Competency in Mathematics and Reading
Self-concept and self-esteem are strongly tied to both academic achievement and risk factors for lower academic achievement. The German National Educational Panel Study (NEPS) provides large-scale representative longitudinal data for mathematics, reasoning as well as risk factors, self-concept and self-esteem. Based on measurements in grades five to nine, this paper produces theory-based partially mediated latent growth models with multiple indic…
Individualized Assignments, Group Work and Discussions
Varied teaching techniques are an important aspect of a successful classroom. Student and classroom factors such as ability level, lower socioeconomic status and/or native language can interact with teaching techniques. Previous work suggests that each teaching technique may be more effective for different students or in different classroom situations, but few studies have directly examined which factors relate to effective teaching techniques. T…
Measurement Invariance of a Direct Behavior Rating Multi Item Scale across Occasions
Direct Behavior Rating (DBR) as a behavioral progress monitoring tool can be designed as longitudinal assessment with only short intervals between measurement points. The reliability of these instruments has been mostly evaluated in observational studies with small samples based on generalizability theory. However, for a standardized use in the pedagogical field, a larger and broader sample is required in order to assess measurement invariance be…
Exploring the links between gender-(a)typical career aspirations and educational choices
Developmental psychologists often focus on specific male- or female-dominated job categories (e.g., sciences, technology, engineering, and mathematics or math-intensive jobs) to understand the causes of persistent gender-typical educational and career choices. However, the proportion of men and women can vary substantially within the same category (e.g., biology vs. physics). Accordingly, this study examined heterogeneous developmental trajectori…
Subject-Specific Self-Concept and Global Self-Esteem Mediate Risk Factors for Lower Competency in Mathematics and Reading
Self-concept and self-esteem are strongly tied to both academic achievement and risk factors for lower academic achievement. The German National Educational Panel Study (NEPS) provides large-scale representative longitudinal data for mathematics, reasoning as well as risk factors, self-concept and self-esteem. Based on measurements in grades five to nine, this paper produces theory-based partially mediated latent growth models with multiple indic…
Measurement Invariance of a Direct Behavior Rating Multi Item Scale across Occasions
Direct Behavior Rating (DBR) as a behavioral progress monitoring tool can be designed as longitudinal assessment with only short intervals between measurement points. The reliability of these instruments has been mostly evaluated in observational studies with small samples based on generalizability theory. However, for a standardized use in the pedagogical field, a larger and broader sample is required in order to assess measurement invariance be…
Measurement Invariance of a Direct Behavior Rating Multi Item Scale across Occasions
Direct Behavior Rating (DBR) as a behavioral progress monitoring tool can be designed as longitudinal assessment with only short intervals between measurement points. The reliability of these instruments has been mostly evaluated in observational studies with small samples based on generalizability theory. However, for a standardized use in the pedagogical field, a larger and broader sample is required in order to assess measurement invariance be…
Individualized Assignments, Group Work and Discussions
Varied teaching techniques are an important aspect of a successful classroom. Student and classroom factors such as ability level, lower socioeconomic status and/or native language can interact with teaching techniques. Previous work suggests that each teaching technique may be more effective for different students or in different classroom situations, but few studies have directly examined which factors relate to effective teaching techniques. T…
Subject-Specific Self-Concept and Global Self-Esteem Mediate Risk Factors for Lower Competency in Mathematics and Reading
Self-concept and self-esteem are strongly tied to both academic achievement and risk factors for lower academic achievement. The German National Educational Panel Study (NEPS) provides large-scale representative longitudinal data for mathematics, reasoning as well as risk factors, self-concept and self-esteem. Based on measurements in grades five to nine, this paper produces theory-based partially mediated latent growth models with multiple indic…
Measuring Oral Reading Fluency (ORF) Computer-Based and Paper-Based
Internationally, teachers use oral reading fluency (ORF) measurements to monitor learning progress in reading and adapt instruction to the individual needs of students. In ORF measures, the child reads aloud single syllables, words, or short passages, and the teacher rates in parallel at which items the child makes a mistake. Since administering paper-based ORF requires increased effort on the part of teachers, computer-based test administration …
Student and teacher intellectual humility at a diverse research university
The development of intellectual humility (IH) is increasingly important to institutions of higher learning and society in general. IH disposes individuals to reflect on their own fallibility and relates to their willingness to change their beliefs in light of new evidence. This study explores the complementary role of students’ perceptions of their own and their instructors’ IH. It compares them across different course subjects and types in a lar…
Exploring the links between gender-(a)typical career aspirations and educational choices
Developmental psychologists often focus on specific male- or female-dominated job categories (e.g., sciences, technology, engineering, and mathematics or math-intensive jobs) to understand the causes of persistent gender-typical educational and career choices. However, the proportion of men and women can vary substantially within the same category (e.g., biology vs. physics). Accordingly, this study examined heterogeneous developmental trajectori…
How expectations, feedback, and course materials relate to intellectual humility in higher education
Promoting intellectual humility is a traditional virtue espoused in higher education institutions, but very little research has been conducted to identify specific teacher–student interactions associated with it. In this article, we develop a framework for supporting intellectual humility through learning opportunities and quality interactions. In a large sample of students (n = 923) at a diverse West Coast public university, students were asked …
Psychology (6 works) · Mathematics education (4 works) · Developmental psychology (3 works) · Early Childhood Education and Development (3 works) · Academic achievement (2 works) · Computer Science (2 works) · Education and Critical Thinking Development (2 works) · Higher education (2 works) · Humility (2 works) · Linguistics (2 works)