Marieke Meeuwisse
Biographic Data
| ID | 160047 |
|---|---|
| NAME | Marieke Meeuwisse |
| GIVEN NAMES | Marieke |
| FAMILY NAME | Meeuwisse |
| SIGNATURE | MEEUWISSE M |
| AFFILIATIONS | Erasmus University Rotterdam |
| ORCID | 0000-0002-4930-9581 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Sense of belonging and professional identity in first year students’ peer networks
Background Students’ sense of belonging in higher education (HE) and professional identity can support adjustment and academic success during the challenging transition to HE. However, little is known about how these constructs co-develop over time, and how peer networks play a role in this process. Aims This study investigates the dynamic and reciprocal development of students’ sense of belonging, professional identity, and peer networks during …
Measuring the Sense of Belonging of Students With and Without a Migration Background in Dutch Higher Education: Design and Psychometric Quality of the UB-ARCS Scale
Student populations in higher education have diversified internationally. Enhancing students’ sense of belonging is linked to educational success; yet, the applicability of existing measures in the diversified context is questioned. We developed and validated a sense of belonging measure in a population of students with and without a migration background. Study 1 involved creating the measure and testing its factor structure, reliability, and mea…
First-year students’ sense of belonging in higher education: Examining measurement invariance and longitudinal development across migration background and generation status
Sense of belonging is crucial in higher education (HE), enhancing students’ well-being and academic success. However, its longitudinal development during the first year remains under-researched, including differences across students’ migration background and generation status in HE. It is unclear whether observed changes reflect true shifts in the construct's meaning over time and between groups. This study examined the longitudinal and multigrou…
The role of student background characteristics and sense of belonging in the development of peer networks at the transition to higher education
The ReSearching Identity Podcast Project: Developing a Brief and Inclusive Professional Identity Intervention for Higher Education
Impact of School Population Composition, Workload, and Teachers’ Utility Values on Teaching Quality: Insights From the Dutch Talis-2018 Data
Several studies show that teaching quality is an important predictor of students’ academic achievement. However, less is known about factors that are important for teaching quality. In the present study, it was hypothesized that school population composition [i.e., students’ socioeconomic status (SES) and migration background], workload, and teachers’ utility values toward teaching would be important factors related to their teaching quality. The…
Curricular fit perspective on motivation in higher education
In this article, we present a curricular perspective that can be used to understand students’ focus on assessment in higher education. We propose that the degree of alignment between the objectives and assessment of the curriculum plays a crucial role in students’ motivation. In case of perfect alignment, all objectives have an equitable probability of being assessed. Thus, all learning contributes to performance equitably. Consequently, the moti…
Measuring Parental Literacy Beliefs in a Socio-Economically, Linguistically and Ethnically Diverse Sample
Research Findings: The current study examined the use of a newly developed instrument for measuring parental literacy beliefs in a highly diverse urban Dutch sample of 35 parents, participating in a family literacy program. The instrument was used to explore a new conceptualization of parental literacy beliefs and associations between beliefs and parental demographic characteristics. Data were analyzed using both quantitative and qualitative tech…
Assessment policies and academic progress: Differences in performance and selection for progress
Despite the benefits swift academic progress holds for many stakeholders, there is scarce literature on how academic progress may be improved by changes to assessment policies. Therefore, we investigated academic progress of first-year students after an alteration of characteristics of the assessment policies in three large course programmes: business administration (n = 2048) changed the stakes; medicine (n = 1630) changed the stakes and perform…
A head start in higher education: The Effect of a Transition Intervention on Interaction, Sense of Belonging, and Academic Performance
Given the challenging transition from secondary school into higher education, this quasi-experimental study measured the effects of a pre-academic programme (i.e. before starting at university) on student–faculty interactions, student–peer interactions, sense of belonging, and first-year academic performance. Fifty-eight first-year students participated in a pre-academic programme (i.e. the experimental group) focused on changing their perception…
Assessment policies and academic performance within a single course: The role of motivation and self-regulation
Despite the frequently reported association of characteristics of assessment policies with academic performance, the mechanisms through which these policies affect performance are largely unknown. Therefore, the current research investigated performance, motivation and self-regulation for two groups of students following the same statistics course, but under two assessment policies: education and child studies (ECS) students studied under an asse…
The family-study interface and academic outcomes: Differences and similarities between ethnic minority and ethnic majority students
The present study investigated possible differences in the family-study interface between ethnic minority and ethnic majority students as an explanation for the poorer study results of ethnic minority students compared with those of majority students. We used a model for family-study conflict and facilitation derived from family-work and work-study models. This model held true for the full sample and both non-Western ethnic minority students (N =…
Academic performance differences among ethnic groups: Do the daily use and management of time offer explanations
Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups
The purpose of this paper was to investigate a model for describing the relationships between the extent to which learning environments are activating and students’ interaction with teachers and peers, sense of belonging, and study success. It was tested whether this model holds true for both ethnic minority students and ethnic majority students. A total of 523 students from four different universities completed a questionnaire. Structural equati…
Reasons for withdrawal from higher vocational education. A comparison of ethnic minority and majority non-completers
The present study explored possible differences in reasons for withdrawing from higher vocational education between ethnic minority and majority non‐completers in the Netherlands. Tinto's model on the departure process was used as a theoretical framework. A total of 1017 non‐completers filled in a questionnaire regarding their reasons for withdrawal. An exploratory factor analysis resulted in six factors representing these reasons. Multivariate a…
A head start in higher education: The Effect of a Transition Intervention on Interaction, Sense of Belonging, and Academic Performance
Given the challenging transition from secondary school into higher education, this quasi-experimental study measured the effects of a pre-academic programme (i.e. before starting at university) on student–faculty interactions, student–peer interactions, sense of belonging, and first-year academic performance. Fifty-eight first-year students participated in a pre-academic programme (i.e. the experimental group) focused on changing their perception…
Reasons for withdrawal from higher vocational education. A comparison of ethnic minority and majority non-completers
The present study explored possible differences in reasons for withdrawing from higher vocational education between ethnic minority and majority non‐completers in the Netherlands. Tinto's model on the departure process was used as a theoretical framework. A total of 1017 non‐completers filled in a questionnaire regarding their reasons for withdrawal. An exploratory factor analysis resulted in six factors representing these reasons. Multivariate a…
The ReSearching Identity Podcast Project: Developing a Brief and Inclusive Professional Identity Intervention for Higher Education
Academic performance differences among ethnic groups: Do the daily use and management of time offer explanations
Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups
The purpose of this paper was to investigate a model for describing the relationships between the extent to which learning environments are activating and students’ interaction with teachers and peers, sense of belonging, and study success. It was tested whether this model holds true for both ethnic minority students and ethnic majority students. A total of 523 students from four different universities completed a questionnaire. Structural equati…
Reasons for withdrawal from higher vocational education. A comparison of ethnic minority and majority non-completers
The present study explored possible differences in reasons for withdrawing from higher vocational education between ethnic minority and majority non‐completers in the Netherlands. Tinto's model on the departure process was used as a theoretical framework. A total of 1017 non‐completers filled in a questionnaire regarding their reasons for withdrawal. An exploratory factor analysis resulted in six factors representing these reasons. Multivariate a…
Academic performance differences among ethnic groups: Do the daily use and management of time offer explanations
The family-study interface and academic outcomes: Differences and similarities between ethnic minority and ethnic majority students
The present study investigated possible differences in the family-study interface between ethnic minority and ethnic majority students as an explanation for the poorer study results of ethnic minority students compared with those of majority students. We used a model for family-study conflict and facilitation derived from family-work and work-study models. This model held true for the full sample and both non-Western ethnic minority students (N =…
Assessment policies and academic performance within a single course: The role of motivation and self-regulation
Despite the frequently reported association of characteristics of assessment policies with academic performance, the mechanisms through which these policies affect performance are largely unknown. Therefore, the current research investigated performance, motivation and self-regulation for two groups of students following the same statistics course, but under two assessment policies: education and child studies (ECS) students studied under an asse…
A head start in higher education: The Effect of a Transition Intervention on Interaction, Sense of Belonging, and Academic Performance
Given the challenging transition from secondary school into higher education, this quasi-experimental study measured the effects of a pre-academic programme (i.e. before starting at university) on student–faculty interactions, student–peer interactions, sense of belonging, and first-year academic performance. Fifty-eight first-year students participated in a pre-academic programme (i.e. the experimental group) focused on changing their perception…
Measuring Parental Literacy Beliefs in a Socio-Economically, Linguistically and Ethnically Diverse Sample
Research Findings: The current study examined the use of a newly developed instrument for measuring parental literacy beliefs in a highly diverse urban Dutch sample of 35 parents, participating in a family literacy program. The instrument was used to explore a new conceptualization of parental literacy beliefs and associations between beliefs and parental demographic characteristics. Data were analyzed using both quantitative and qualitative tech…
Assessment policies and academic progress: Differences in performance and selection for progress
Despite the benefits swift academic progress holds for many stakeholders, there is scarce literature on how academic progress may be improved by changes to assessment policies. Therefore, we investigated academic progress of first-year students after an alteration of characteristics of the assessment policies in three large course programmes: business administration (n = 2048) changed the stakes; medicine (n = 1630) changed the stakes and perform…
Impact of School Population Composition, Workload, and Teachers’ Utility Values on Teaching Quality: Insights From the Dutch Talis-2018 Data
Several studies show that teaching quality is an important predictor of students’ academic achievement. However, less is known about factors that are important for teaching quality. In the present study, it was hypothesized that school population composition [i.e., students’ socioeconomic status (SES) and migration background], workload, and teachers’ utility values toward teaching would be important factors related to their teaching quality. The…
Curricular fit perspective on motivation in higher education
In this article, we present a curricular perspective that can be used to understand students’ focus on assessment in higher education. We propose that the degree of alignment between the objectives and assessment of the curriculum plays a crucial role in students’ motivation. In case of perfect alignment, all objectives have an equitable probability of being assessed. Thus, all learning contributes to performance equitably. Consequently, the moti…
The role of student background characteristics and sense of belonging in the development of peer networks at the transition to higher education
The ReSearching Identity Podcast Project: Developing a Brief and Inclusive Professional Identity Intervention for Higher Education
Sense of belonging and professional identity in first year students’ peer networks
Background Students’ sense of belonging in higher education (HE) and professional identity can support adjustment and academic success during the challenging transition to HE. However, little is known about how these constructs co-develop over time, and how peer networks play a role in this process. Aims This study investigates the dynamic and reciprocal development of students’ sense of belonging, professional identity, and peer networks during …
Measuring the Sense of Belonging of Students With and Without a Migration Background in Dutch Higher Education: Design and Psychometric Quality of the UB-ARCS Scale
Student populations in higher education have diversified internationally. Enhancing students’ sense of belonging is linked to educational success; yet, the applicability of existing measures in the diversified context is questioned. We developed and validated a sense of belonging measure in a population of students with and without a migration background. Study 1 involved creating the measure and testing its factor structure, reliability, and mea…
First-year students’ sense of belonging in higher education: Examining measurement invariance and longitudinal development across migration background and generation status
Sense of belonging is crucial in higher education (HE), enhancing students’ well-being and academic success. However, its longitudinal development during the first year remains under-researched, including differences across students’ migration background and generation status in HE. It is unclear whether observed changes reflect true shifts in the construct's meaning over time and between groups. This study examined the longitudinal and multigrou…
Psychology (12 works) · Pedagogy (9 works) · Social Psychology (9 works) · Higher education (8 works) · Higher Education Research Studies (8 works) · Sociology (8 works) · Mathematics education (6 works) · Political science (6 works) · Ethnic group (5 works) · Evaluation of Teaching Practices (4 works)