Bjørn Jansen
Biographic Data
| ID | 247611 |
|---|---|
| NAME | Bjørn Jansen |
| GIVEN NAMES | Bjørn |
| FAMILY NAME | Jansen |
| SIGNATURE | JANSEN B |
| AFFILIATIONS | University of Amsterdam |
| ORCID | 0000-0001-9262-933X |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Promoting self-regulated learning during the covid-mandated remote learning period
The Covid-19 pandemic challenged teachers to foster self-regulated learning (SRL) in remote education contexts where direct guidance was limited. This study explored how Dutch primary school teachers adapted their SRL support under these conditions. Semi-structured interviews with 10 teachers revealed major challenges, including monitoring student engagement, supporting emotional well-being, and differentiating instruction. Teachers relied mainly…
Academic motivation–achievement cycle and the behavioural pathways
BACKGROUND: The purported reciprocity between motivation and academic achievement in education has largely been supported by correlational data. AIMS: Our first aim was to determine experimentally whether motivation and achievement are reciprocally related. The second objective was to investigate a potential behavioural mediation pathway between motivation and achievement by measuring the objective effort expended on learning. Finally, we studied…
Self-regulated learning
This paper describes the development and initial validation of the Cognition and Emotion/Motivation Regulation (CEMOR) questionnaire, a task-specific questionnaire for upper elementary school students that measures self-regulated learning (SRL). Using a multistep procedure, 22 items were developed, divided over five theory-informed dimensions (Planning, Monitoring, Cognition Control, Emotion/Motivation Control, and Reflecting). The CEMOR was appl…
Growing up with Radicalized Parents
The online version contains supplementary material available at 10.1007/s40653-024-00656-z
Trajectories of early adolescents' perceptions of school motivation and effort during the pandemic in Perú
In this longitudinal, observational study, following 883 adolescents (aged 11-15 years, grades 6th - 8th) we tracked changes in perceived school motivation and effort across four time points during the two years of remote education in Perú as a consequence of COVID-19 (retrospective reports before the pandemic, May 2020, July 2021, and November 2021). Compared to before the pandemic, levels of perceived school motivation and effort dropped sharpl…
Development and socialization of self-regulation from infancy to adolescence
Self-regulation has been intensely studied across developmental science disciplines in virtue of its significance to understanding and fostering adaptive functioning throughout life. Whereas research has predominantly focused on self-regulatory abilities, age-related changes in goals and motivation that underlie self-regulation have been largely neglected. In a systematic meta-review, we disentangle the development of self-regulatory abilities fr…
Relating teenagers’ science interest network characteristics to later science course enrolment
Recently, students’ interest in science has been conceptualized as a network model: the science interest network model (SINM) in which affective, behavioural and cognitive components interact together; building on science interest being a dynamic relational construct. In the current study, we combine the Australian Programme for International Student Assessment (PISA) 2006 and Longitudinal Surveys of Australian Youth 2008 data (N = 4758) to inves…
Developmental and gender related differences in response switches after nonrepresentative negative feedback
In many decision making tasks negative feedback is probabilistic and, as a consequence, may be given when the decision is actually correct. This feedback can be referred to as nonrepresentative negative feedback. In the current study, we investigated developmental and gender related differences in such switching after nonrepresentative negative feedback. Participants performed a new probabilistic negative feedback task in which properties of choi…
Age-related changes in decision making
Advantageous decision making progressively develops into early adulthood, most specifically in complex and motivationally salient decision situations in which direct feedback on gains and losses is provided (Figner & Weber, 2011). However, the factors that underlie this developmental improvement in decision making are still not well understood. The current study therefore investigates 2 potential factors, long-term memory and working memory, by a…
Rule transition on the balance scale task
For various domains in proportional reasoning cognitive development is characterized as a progression through a series of increasingly complex rules. A multiplicative relationship between two task features, such as weight and distance information of blocks placed at both sides of the fulcrum of a balance scale, appears difficult to discover. During development, children change their beliefs about the balance scale several times: from a focus on t…
Local Foods
Local, organic food initiatives and their potentials for transforming the conventional food system
L'objectif de cet article est de discuter l'importance des initiatives locales dans la distribution de produits biologiques. Le sujet est abordé d'une part en fonction de la relation entre ce type d'initiatives et le système agroalimentaire conventionnel et d'autre part en fonction de la possibilité du développement d'un système agroalimentaire plus durable. Basé sur trois études scandinaves, concernant des produits biologiques en Norvège et au D…
Rules and development in triad classification task performance
Constrained and Unconstrained Multivariate Normal Finite Mixture Modeling of Piagetian Data
We present the results of multivariate normal mixture modeling of Piagetian data. The sample consists of 101 children, who carried out a (pseudo-)conservation computer task on four occasions. We fitted both cross-sectional mixture models, and longitudinal models based on a Markovian transition model. Piagetian theory of cognitive development provides a strong basis for the number and interpretation of the components in the mixtures. Most studies …
Evidence for the Phase Transition from Rule I to Rule II on the Balance Scale Task
Statistical Test of the Rule Assessment Methodology by Latent Class Analysis
Local, organic food initiatives and their potentials for transforming the conventional food system
L'objectif de cet article est de discuter l'importance des initiatives locales dans la distribution de produits biologiques. Le sujet est abordé d'une part en fonction de la relation entre ce type d'initiatives et le système agroalimentaire conventionnel et d'autre part en fonction de la possibilité du développement d'un système agroalimentaire plus durable. Basé sur trois études scandinaves, concernant des produits biologiques en Norvège et au D…
Age-related changes in decision making
Advantageous decision making progressively develops into early adulthood, most specifically in complex and motivationally salient decision situations in which direct feedback on gains and losses is provided (Figner & Weber, 2011). However, the factors that underlie this developmental improvement in decision making are still not well understood. The current study therefore investigates 2 potential factors, long-term memory and working memory, by a…
Local Foods
Statistical Test of the Rule Assessment Methodology by Latent Class Analysis
Evidence for the Phase Transition from Rule I to Rule II on the Balance Scale Task
Rules and development in triad classification task performance
Constrained and Unconstrained Multivariate Normal Finite Mixture Modeling of Piagetian Data
We present the results of multivariate normal mixture modeling of Piagetian data. The sample consists of 101 children, who carried out a (pseudo-)conservation computer task on four occasions. We fitted both cross-sectional mixture models, and longitudinal models based on a Markovian transition model. Piagetian theory of cognitive development provides a strong basis for the number and interpretation of the components in the mixtures. Most studies …
Local Foods
Local, organic food initiatives and their potentials for transforming the conventional food system
L'objectif de cet article est de discuter l'importance des initiatives locales dans la distribution de produits biologiques. Le sujet est abordé d'une part en fonction de la relation entre ce type d'initiatives et le système agroalimentaire conventionnel et d'autre part en fonction de la possibilité du développement d'un système agroalimentaire plus durable. Basé sur trois études scandinaves, concernant des produits biologiques en Norvège et au D…
Rule transition on the balance scale task
For various domains in proportional reasoning cognitive development is characterized as a progression through a series of increasingly complex rules. A multiplicative relationship between two task features, such as weight and distance information of blocks placed at both sides of the fulcrum of a balance scale, appears difficult to discover. During development, children change their beliefs about the balance scale several times: from a focus on t…
Age-related changes in decision making
Advantageous decision making progressively develops into early adulthood, most specifically in complex and motivationally salient decision situations in which direct feedback on gains and losses is provided (Figner & Weber, 2011). However, the factors that underlie this developmental improvement in decision making are still not well understood. The current study therefore investigates 2 potential factors, long-term memory and working memory, by a…
Developmental and gender related differences in response switches after nonrepresentative negative feedback
In many decision making tasks negative feedback is probabilistic and, as a consequence, may be given when the decision is actually correct. This feedback can be referred to as nonrepresentative negative feedback. In the current study, we investigated developmental and gender related differences in such switching after nonrepresentative negative feedback. Participants performed a new probabilistic negative feedback task in which properties of choi…
Relating teenagers’ science interest network characteristics to later science course enrolment
Recently, students’ interest in science has been conceptualized as a network model: the science interest network model (SINM) in which affective, behavioural and cognitive components interact together; building on science interest being a dynamic relational construct. In the current study, we combine the Australian Programme for International Student Assessment (PISA) 2006 and Longitudinal Surveys of Australian Youth 2008 data (N = 4758) to inves…
Trajectories of early adolescents' perceptions of school motivation and effort during the pandemic in Perú
In this longitudinal, observational study, following 883 adolescents (aged 11-15 years, grades 6th - 8th) we tracked changes in perceived school motivation and effort across four time points during the two years of remote education in Perú as a consequence of COVID-19 (retrospective reports before the pandemic, May 2020, July 2021, and November 2021). Compared to before the pandemic, levels of perceived school motivation and effort dropped sharpl…
Development and socialization of self-regulation from infancy to adolescence
Self-regulation has been intensely studied across developmental science disciplines in virtue of its significance to understanding and fostering adaptive functioning throughout life. Whereas research has predominantly focused on self-regulatory abilities, age-related changes in goals and motivation that underlie self-regulation have been largely neglected. In a systematic meta-review, we disentangle the development of self-regulatory abilities fr…
Self-regulated learning
This paper describes the development and initial validation of the Cognition and Emotion/Motivation Regulation (CEMOR) questionnaire, a task-specific questionnaire for upper elementary school students that measures self-regulated learning (SRL). Using a multistep procedure, 22 items were developed, divided over five theory-informed dimensions (Planning, Monitoring, Cognition Control, Emotion/Motivation Control, and Reflecting). The CEMOR was appl…
Growing up with Radicalized Parents
The online version contains supplementary material available at 10.1007/s40653-024-00656-z
Promoting self-regulated learning during the covid-mandated remote learning period
The Covid-19 pandemic challenged teachers to foster self-regulated learning (SRL) in remote education contexts where direct guidance was limited. This study explored how Dutch primary school teachers adapted their SRL support under these conditions. Semi-structured interviews with 10 teachers revealed major challenges, including monitoring student engagement, supporting emotional well-being, and differentiating instruction. Teachers relied mainly…
Academic motivation–achievement cycle and the behavioural pathways
BACKGROUND: The purported reciprocity between motivation and academic achievement in education has largely been supported by correlational data. AIMS: Our first aim was to determine experimentally whether motivation and achievement are reciprocally related. The second objective was to investigate a potential behavioural mediation pathway between motivation and achievement by measuring the objective effort expended on learning. Finally, we studied…
Psychology (13 works) · Developmental psychology (6 works) · Child and Animal Learning Development (5 works) · Cognitive psychology (5 works) · Mathematics (5 works) · Computer Science (4 works) · Bayesian Modeling and Causal Inference (3 works) · Behavioral Health and Interventions (3 works) · Early Childhood Education and Development (3 works) · Innovative Teaching and Learning Methods (3 works)