Marie‐christine Opdenakker
Biographic Data
| ID | 2745926 |
|---|---|
| NAME | Marie‐christine Opdenakker |
| GIVEN NAMES | Marie‐christine |
| FAMILY NAME | Opdenakker |
| SIGNATURE | OPDENAKKER M C |
| AFFILIATIONS | University of Groningen |
| ORCID | 0000-0001-7079-0245 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 86 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Self-efficacy of VET students, variations across student groups, efficacy domains and the impact of a citizenship education program
Mejorar el esfuerzo y los logros
Aunque a menudo se encuentra que la capacidad y los logros previos son los mejores indicadores de los logros posteriores (Reynolds y Walberg, 1992), la investigación también ha demostrado que los factores motivacionales tienen influencias importantes en el aprendizaje de los estudiantes (Wang, Haertel y Walberg, 1993). La forma en que un estudiante acepta la escuela y su papel en la sociedad determina el esfuerzo que el estudiante está dispuesto …
Teaching reading strategies in history lessons
Need supportive teaching in practice
Research on self-determination theory (SDT) has shown that positive learning outcomes accrue in classrooms that support students’ needs for autonomy, competence, and relatedness. Studies on what need supportive teaching entails in practice are, however, scarce. In the present study, we aimed to gain in-depth understanding of typical manifestations of the positive (autonomy support, structure, involvement) and negative (autonomy thwart, chaos, dis…
Teacher-student interpersonal relationships do change and affect academic motivation
BackgroundResearch has shown that the teacher-student interpersonal relationship (TSIR) is important for student motivation. Although TSIR has received a growing interest, there are only few studies that focus on changes and links between TSIR and student academic motivation in a longitudinal fashion in non-Western contexts.AimsThis study investigated changes in TSIR and links with academic motivation as perceived by first-grade secondary school …
Changes in Teachers’ Involvement Versus Rejection and Links with Academic Motivation During the First Year of Secondary Education
Observed lesson structure during the first year of secondary education
Relationship between Learning Environment Characteristics and Academic Engagement
The relationship between learning environment characteristics and academic engagement of 777 Grade 6 children located in 41 learning environments was explored. Questionnaires were used to tap learning environment perceptions of children, their academic engagement, and their ethnic-cultural background. The basis of the learning environment questionnaire was the International System for Teacher Observation and Feedback (ISTOF). Factor analysis indi…
Do school context, student composition and school leadership affect school practice and outcomes in secondary education
This study examined effects of school context, student composition and school leadership on school practice and outcomes in secondary education in Flanders. The study reveals that relations between school characteristics do exist and that it is possible to explain an important part of the differences in mean effort and mathematics achievement of schools by means of these school characteristics. Furthermore, it was found that school size positivel…
Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice
Socioeconomic status and student achievement in a multilevel model of flemish timss-1999 data
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 …
Relationship between School Composition and Characteristics of School Process and their Effect on Mathematics Achievement
This study explores the relationship between school composition and characteristics of school process and investigates their effect on mathematics achievement in Belgian (Flemish) secondary education by means of multilevel analysis. Attention is paid to the differential effectiveness of both types of school characteristics. The study confirms that there are important relationships between school composition and school process variables in seconda…
Relationship between School Composition and Characteristics of School Process and their Effect on Mathematics Achievement
This study explores the relationship between school composition and characteristics of school process and investigates their effect on mathematics achievement in Belgian (Flemish) secondary education by means of multilevel analysis. Attention is paid to the differential effectiveness of both types of school characteristics. The study confirms that there are important relationships between school composition and school process variables in seconda…
Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice
Do school context, student composition and school leadership affect school practice and outcomes in secondary education
This study examined effects of school context, student composition and school leadership on school practice and outcomes in secondary education in Flanders. The study reveals that relations between school characteristics do exist and that it is possible to explain an important part of the differences in mean effort and mathematics achievement of schools by means of these school characteristics. Furthermore, it was found that school size positivel…
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 …
Observed lesson structure during the first year of secondary education
Need supportive teaching in practice
Research on self-determination theory (SDT) has shown that positive learning outcomes accrue in classrooms that support students’ needs for autonomy, competence, and relatedness. Studies on what need supportive teaching entails in practice are, however, scarce. In the present study, we aimed to gain in-depth understanding of typical manifestations of the positive (autonomy support, structure, involvement) and negative (autonomy thwart, chaos, dis…
Teacher-student interpersonal relationships do change and affect academic motivation
BackgroundResearch has shown that the teacher-student interpersonal relationship (TSIR) is important for student motivation. Although TSIR has received a growing interest, there are only few studies that focus on changes and links between TSIR and student academic motivation in a longitudinal fashion in non-Western contexts.AimsThis study investigated changes in TSIR and links with academic motivation as perceived by first-grade secondary school …
Changes in Teachers’ Involvement Versus Rejection and Links with Academic Motivation During the First Year of Secondary Education
Relationship between School Composition and Characteristics of School Process and their Effect on Mathematics Achievement
This study explores the relationship between school composition and characteristics of school process and investigates their effect on mathematics achievement in Belgian (Flemish) secondary education by means of multilevel analysis. Attention is paid to the differential effectiveness of both types of school characteristics. The study confirms that there are important relationships between school composition and school process variables in seconda…
Socioeconomic status and student achievement in a multilevel model of flemish timss-1999 data
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 …
Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice
Do school context, student composition and school leadership affect school practice and outcomes in secondary education
This study examined effects of school context, student composition and school leadership on school practice and outcomes in secondary education in Flanders. The study reveals that relations between school characteristics do exist and that it is possible to explain an important part of the differences in mean effort and mathematics achievement of schools by means of these school characteristics. Furthermore, it was found that school size positivel…
Relationship between Learning Environment Characteristics and Academic Engagement
The relationship between learning environment characteristics and academic engagement of 777 Grade 6 children located in 41 learning environments was explored. Questionnaires were used to tap learning environment perceptions of children, their academic engagement, and their ethnic-cultural background. The basis of the learning environment questionnaire was the International System for Teacher Observation and Feedback (ISTOF). Factor analysis indi…
Observed lesson structure during the first year of secondary education
Changes in Teachers’ Involvement Versus Rejection and Links with Academic Motivation During the First Year of Secondary Education
Teacher-student interpersonal relationships do change and affect academic motivation
BackgroundResearch has shown that the teacher-student interpersonal relationship (TSIR) is important for student motivation. Although TSIR has received a growing interest, there are only few studies that focus on changes and links between TSIR and student academic motivation in a longitudinal fashion in non-Western contexts.AimsThis study investigated changes in TSIR and links with academic motivation as perceived by first-grade secondary school …
Need supportive teaching in practice
Research on self-determination theory (SDT) has shown that positive learning outcomes accrue in classrooms that support students’ needs for autonomy, competence, and relatedness. Studies on what need supportive teaching entails in practice are, however, scarce. In the present study, we aimed to gain in-depth understanding of typical manifestations of the positive (autonomy support, structure, involvement) and negative (autonomy thwart, chaos, dis…
Teaching reading strategies in history lessons
Mejorar el esfuerzo y los logros
Aunque a menudo se encuentra que la capacidad y los logros previos son los mejores indicadores de los logros posteriores (Reynolds y Walberg, 1992), la investigación también ha demostrado que los factores motivacionales tienen influencias importantes en el aprendizaje de los estudiantes (Wang, Haertel y Walberg, 1993). La forma en que un estudiante acepta la escuela y su papel en la sociedad determina el esfuerzo que el estudiante está dispuesto …
Self-efficacy of VET students, variations across student groups, efficacy domains and the impact of a citizenship education program
Mathematics education (12 works) · Psychology (12 works) · Pedagogy (7 works) · Parental Involvement in Education (6 works) · Computer Science (5 works) · Multilevel model (5 works) · Academic achievement (4 works) · Early Childhood Education and Development (4 works) · Social Psychology (4 works) · Class (philosophy (3 works)