Nienke Van Atteveldt
Biographic Data
| ID | 2745816 |
|---|---|
| NAME | Nienke Van Atteveldt |
| GIVEN NAMES | Nienke |
| FAMILY NAME | Van Atteveldt |
| SIGNATURE | VAN ATTEVELDT N |
| AFFILIATIONS | Vrije Universiteit Amsterdam |
| ORCID | 0000-0002-3387-6151 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Social context and daily fluctuations in adolescents’ mindset: The role of parental beliefs, appraisal of increasing marks, and feedback
Mindset is generally conceptualized as a stable trait, but recent research suggests that the social context may play a pivotal role in its development and adjustment (de Ruiter & Thomaes, 2023; King, 2020); Lou & Li, 2023). Empirical investigations have primarily focused on the social context of teachers and peers with less attention to the role of parents. This study seeks to explore the relationship between parents and their adolescents’ intell…
Context matters: Norm salience toward aggression moderates the association between parental education and childhood aggressive behavior development
This longitudinal study investigated whether classroom norm salience toward aggression moderated the association between parental education and children’s overt aggressive behavior development from third to sixth grade of elementary school. Children ( N = 1,205, 51% girls) from 46 Dutch elementary schools were annually followed from third to sixth grade. Norm salience was operationalized by within-classroom correlations between individual childre…
Kind actions, kind reactions? The impact of considerate behavior on children’s social preferences
Being considerate of other people's needs is an important way in which people show they care about others. Do young children pick up on this social signal? Across three preregistered studies ( N = 254; 125 boys, 129 girls, 87%-89% Dutch), we investigated children's evaluation of and behavior toward considerate and inconsiderate peers. An internal meta-analysis of Studies 1 and 2 showed that children (4-7 years) did not like considerate peers more…
Academic motivation–achievement cycle and the behavioural pathways: A short‐timeframe experiment with manipulated perceived achievement
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…
Similarities in mindset between adolescents’ friends and cooperation partners
Peers, in terms of both friends and cooperation partners, are a very important aspect of the social context of adolescents. They may affect adolescents' intelligence mindsets and therefore their school motivation and success. Being friends or cooperating with a peer with a similar mindset might either enhance (in case of a growth mindset) or hinder (in case of a fixed mindset) adolescents' motivation to learn. In this cross-sectional social netwo…
Explore your brain: A randomized controlled trial into the effectiveness of a growth mindset intervention with psychosocial and psychophysiological components
BackgroundAlthough past research demonstrated growth mindset interventions to improve school outcomes, effects were small. This may be due to the theoretical nature of psychosocial techniques (e.g., reading about brain plasticity), which may not be optimally convincing for students.AimsTo address this issue and improve effectiveness, we developed a growth mindset intervention, which combined psychosocial and psychophysiological components. The la…
Letter–speech sound integration in typical reading development during the first years of formal education
This study investigated the neural basis of letter and speech sound (LS) integration in 53 typical readers (35 girls, all White) during the first 2 years of reading education (ages 7–9). Changes in both sensory (multisensory vs unisensory) and linguistic (congruent vs incongruent) aspects of LS integration were examined. The left superior temporal cortex and bilateral inferior frontal cortex showed increasing activation for multisensory over unis…
Mindset profiles of secondary school students: Associations with academic achievement, motivation and school burnout symptoms
BackgroundAccording to Dweck's mindset theory, implicit beliefs (a.k.a. mindset) have an organizing function, bringing together mindset, achievement goals and effort beliefs in a broader meaning system. Two commonly described meaning systems are a growth-mindset meaning system with mastery goals and positive effort beliefs, and a fixed-mindset meaning system with performance goals and negative effort beliefs.AimsBecause of assumed heterogeneity w…
Trajectories of early adolescents' perceptions of school motivation and effort during the pandemic in Perú: A four time point longitudinal observational study
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…
Students’ Beliefs About the Nature of Intelligence (Mindset)
Important adolescents' career-related decisions might be influenced by their beliefs about malleability of intelligence and learning (mindset). We combined quantitative and qualitative data to provide in-depth insights in the beliefs that 13-14-year-olds hold about learning and intelligence, the factors influencing these beliefs, and the consequences of these beliefs in relation to classroom behaviour and study choices. To establish students' min…
Explore your brain: A randomized controlled trial into the effectiveness of a growth mindset intervention with psychosocial and psychophysiological components
BackgroundAlthough past research demonstrated growth mindset interventions to improve school outcomes, effects were small. This may be due to the theoretical nature of psychosocial techniques (e.g., reading about brain plasticity), which may not be optimally convincing for students.AimsTo address this issue and improve effectiveness, we developed a growth mindset intervention, which combined psychosocial and psychophysiological components. The la…
Mindset profiles of secondary school students: Associations with academic achievement, motivation and school burnout symptoms
BackgroundAccording to Dweck's mindset theory, implicit beliefs (a.k.a. mindset) have an organizing function, bringing together mindset, achievement goals and effort beliefs in a broader meaning system. Two commonly described meaning systems are a growth-mindset meaning system with mastery goals and positive effort beliefs, and a fixed-mindset meaning system with performance goals and negative effort beliefs.AimsBecause of assumed heterogeneity w…
Students’ Beliefs About the Nature of Intelligence (Mindset)
Important adolescents' career-related decisions might be influenced by their beliefs about malleability of intelligence and learning (mindset). We combined quantitative and qualitative data to provide in-depth insights in the beliefs that 13-14-year-olds hold about learning and intelligence, the factors influencing these beliefs, and the consequences of these beliefs in relation to classroom behaviour and study choices. To establish students' min…
Students’ Beliefs About the Nature of Intelligence (Mindset)
Important adolescents' career-related decisions might be influenced by their beliefs about malleability of intelligence and learning (mindset). We combined quantitative and qualitative data to provide in-depth insights in the beliefs that 13-14-year-olds hold about learning and intelligence, the factors influencing these beliefs, and the consequences of these beliefs in relation to classroom behaviour and study choices. To establish students' min…
Trajectories of early adolescents' perceptions of school motivation and effort during the pandemic in Perú: A four time point longitudinal observational study
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…
Letter–speech sound integration in typical reading development during the first years of formal education
This study investigated the neural basis of letter and speech sound (LS) integration in 53 typical readers (35 girls, all White) during the first 2 years of reading education (ages 7–9). Changes in both sensory (multisensory vs unisensory) and linguistic (congruent vs incongruent) aspects of LS integration were examined. The left superior temporal cortex and bilateral inferior frontal cortex showed increasing activation for multisensory over unis…
Mindset profiles of secondary school students: Associations with academic achievement, motivation and school burnout symptoms
BackgroundAccording to Dweck's mindset theory, implicit beliefs (a.k.a. mindset) have an organizing function, bringing together mindset, achievement goals and effort beliefs in a broader meaning system. Two commonly described meaning systems are a growth-mindset meaning system with mastery goals and positive effort beliefs, and a fixed-mindset meaning system with performance goals and negative effort beliefs.AimsBecause of assumed heterogeneity w…
Social context and daily fluctuations in adolescents’ mindset: The role of parental beliefs, appraisal of increasing marks, and feedback
Mindset is generally conceptualized as a stable trait, but recent research suggests that the social context may play a pivotal role in its development and adjustment (de Ruiter & Thomaes, 2023; King, 2020); Lou & Li, 2023). Empirical investigations have primarily focused on the social context of teachers and peers with less attention to the role of parents. This study seeks to explore the relationship between parents and their adolescents’ intell…
Context matters: Norm salience toward aggression moderates the association between parental education and childhood aggressive behavior development
This longitudinal study investigated whether classroom norm salience toward aggression moderated the association between parental education and children’s overt aggressive behavior development from third to sixth grade of elementary school. Children ( N = 1,205, 51% girls) from 46 Dutch elementary schools were annually followed from third to sixth grade. Norm salience was operationalized by within-classroom correlations between individual childre…
Kind actions, kind reactions? The impact of considerate behavior on children’s social preferences
Being considerate of other people's needs is an important way in which people show they care about others. Do young children pick up on this social signal? Across three preregistered studies ( N = 254; 125 boys, 129 girls, 87%-89% Dutch), we investigated children's evaluation of and behavior toward considerate and inconsiderate peers. An internal meta-analysis of Studies 1 and 2 showed that children (4-7 years) did not like considerate peers more…
Academic motivation–achievement cycle and the behavioural pathways: A short‐timeframe experiment with manipulated perceived achievement
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…
Similarities in mindset between adolescents’ friends and cooperation partners
Peers, in terms of both friends and cooperation partners, are a very important aspect of the social context of adolescents. They may affect adolescents' intelligence mindsets and therefore their school motivation and success. Being friends or cooperating with a peer with a similar mindset might either enhance (in case of a growth mindset) or hinder (in case of a fixed mindset) adolescents' motivation to learn. In this cross-sectional social netwo…
Explore your brain: A randomized controlled trial into the effectiveness of a growth mindset intervention with psychosocial and psychophysiological components
BackgroundAlthough past research demonstrated growth mindset interventions to improve school outcomes, effects were small. This may be due to the theoretical nature of psychosocial techniques (e.g., reading about brain plasticity), which may not be optimally convincing for students.AimsTo address this issue and improve effectiveness, we developed a growth mindset intervention, which combined psychosocial and psychophysiological components. The la…
Developmental psychology (9 works) · Psychology (9 works) · Education, Achievement, and Giftedness (6 works) · Social Psychology (6 works) · Mindset (5 works) · Academic achievement (3 works) · Cognitive psychology (3 works) · Computer Science (3 works) · Motivation and Self-Concept in Sports (3 works) · Social Psychology (3 works)