Greetje Van Der Werf
Biographic Data
| ID | 2745967 |
|---|---|
| NAME | Greetje Van Der Werf |
| GIVEN NAMES | Greetje |
| FAMILY NAME | Van Der Werf |
| SIGNATURE | VAN DER WERF G |
| AFFILIATIONS | University of Groningen |
| ORCID | 0000-0002-2889-5788 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 105 |
| WORKS AS AUTHOR | 19 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1987 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 6 |
The effects of the Ycdi! mentoring program on secondary and higher education students' social-emotional skills
In this article, the outcomes of two studies on the effects of the You Can Do It (YCDI!) Mentoring Program on the social-emotional skills of students in secondary and higher professional education students are presented. The YCDI! Mentoring Program focuses on increasing students’ five key skills (the 5Keys), being the level of confidence, persistence, organisation, getting along and emotional resilience (Bernard, 2005). Both studies used a pretes…
Track recommendation bias
Bias in track recommendations is an important mechanism, which causes education inequity in a tracked educational system (streaming). If teacher biases in track recommendations change over time, inequity in society and in the education system may also change. We investigated changes in track recommendation bias over time for gender, immigration status and socioeconomic status (SES), based on a longitudinal empirical study of nine cohorts of Dutch…
An investigation of the relationship between teachers’ expectations and teachers’ perceptions of student attributes
Little is known about factors other than students’ abilities and background variables that shape teachers’ achievement expectations. This study was aimed at investigating the role of teachers’ perceptions of students attributes (working habits, popularity, self-confidence, student–teacher relationships, and classroom behavior) in shaping teachers’ expectations. The sample analyzed consisted of 5316 students and 469 classes in grade 6 in Dutch pri…
The effects of activating prior topic and metacognitive knowledge on text comprehension scores
BackgroundResearch on prior knowledge activation has consistently shown that activating learners' prior knowledge has beneficial effects on learning. If learners activate their prior knowledge, this activated knowledge serves as a framework for establishing relationships between the knowledge they already possess and new information provided to them. Thus far, prior knowledge activation has dealt primarily with topic knowledge in specific domains…
Accurate, inaccurate, or biased teacher expectations
BackgroundIn several tracked educational systems, realizing optimal placements in classes in the first year of secondary education depends on the accuracy of teacher expectations.AimsThe aim of this study was to investigate between-teacher differences in their expectations regarding the academic aptitude of their students.SampleThe sample consisted of 500 teachers (classes) who provided their expectations of 7,550 students in the final grade of D…
State of the art – teacher effectiveness and professional learning
One of the key findings from decades of educational effectiveness research is the importance of the classroom level as a predictor of pupil outcomes. In this review, we therefore look at synthesising our best evidence from research on effective teaching, and its corollary, teacher development. In the 1st section, we will look at key findings from 35 years of research on effective teaching using a process-product research that has led to the ident…
Differences in students’ school motivation
Emotions, self-regulated learning, and achievement in mathematics
The purpose of the current study was twofold: (a) to investigate the developmental trends of 4 academic emotions (anxiety, boredom, enjoyment, and pride) and (b) to examine whether changes in emotions are linked to the changes in students' self-regulatory strategies (shallow, deep, and meta-cognitive) and achievement in mathematics. Four hundred and ninety-five Grade 7 students completed measures assessing their emotions and self-regulatory strat…
Students leaving the STEM pipeline
The main aim of the present study was to investigate why some students do not continue in science-oriented studies in higher education despite that their previous career in secondary education proved that they were interested and suitably qualified to do so. We introduced a new approach to deal with these students’ attitudes towards science, technology, engineering and mathematics (STEM) studies. That is, the study was based on the multi-attribut…
The Role of Personality in Relation to Gender Differences in School Subject Choices in Pre-University Education
What Teachers Think about Self-Regulated Learning
In order to foster self-regulated learning (SRL), teachers should provide students with learning strategies, as well as with constructivist learning environments that allow them to self-regulate their learning. These two components complement each other. When investigating teachers' promotion of SRL, not only teacher behavior, but also teachers' beliefs as well as their knowledge about SRL are relevant aspects to consider. Therefore, this study s…
Who succeeds in advanced mathematics and science courses
Few students (particularly few girls) currently choose to take their Final School Examination (FSE) in advanced mathematics, chemistry and physics, a combination of subjects that is the best preparation for a science‐oriented study in higher education. Are these subjects attainable by more students than is currently the case? This study examined 6033 students in upper secondary education, including 720 students who took their FSE in advanced math…
Dynamics of Peer Relationships Across the First Two Years of Junior High as a Function of Gender and Changes in Classroom Composition
This article examines the dynamics of peer relationships across the first 2 grades of Dutch junior high schools (average age 13-14). Specifically, we studied how gender and compositional changes in classrooms structured the changes in peer relationships between the 2 grades. Expectations were derived from past research, and we tested whether these held when methods for data analysis were applied that control appropriately for the dependence struc…
Who ‘fits’ the science and technology profile? Personality differences in secondary education
Perceived Social Support and Early Adolescents’ Achievement
Although a bulk of literature shows that perceived social support (PSS) influences academic achievement, the mechanisms through which this effect operates received little empirical attention. The present study examined the multiple mediational effects of motivational beliefs (competence beliefs and subjective value) and emotions (anxiety and enjoyment) that may account for the empirical link between PSS (from parents, peers and teachers) and math…
Students' daily emotions in the classroom
Background. Recent literature on emotions in education has shown that competence‐ and value‐related beliefs are important sources of students' emotions; nevertheless, the role of these antecedents in students' daily functioning in the classroom is not yet well‐known. More importantly, to date we know little about intra‐individual variability in students' daily emotions. Aims. The objectives of the study were (1) to examine within‐student variabil…
Social Comparison in the Classroom
This article reviews research conducted on social comparison processes in the classroom since Festinger proposed his theory of social comparison. It covers the theoretical framework of social comparison theory, and it is organized around the following themes: motives for social comparison, dimensions of social comparison, direction of social comparison, and consequences of social comparison. The overall picture is an emerging one in which pupils …
Predicting Peer Acceptance in Dutch Youth
This article uses an ecological approach to predict students’ peer acceptance within junior high school classes. The authors investigate whether various characteristics (self-perception of physical attractiveness and athletic competence, cognitive ability, agreeableness, extraversion, age, parents’ education, number of siblings, siblings at same school, parental control, percentage of classmates who attended the same primary school, ethnicity) pr…
Girls and Mathematics
Currently, in the Netherlands, the subject of mathematics is a topic of great interest. There has been a mathematical curriculum change in general secondary education at the highest level (grammar school). The new curriculum consists of two programs, math A and math B. Pupils can choose one or both of these programs. Math A is designed to make mathematics more appealing and life-like thus attracting more students, especially girls, to choose math…
Accurate, inaccurate, or biased teacher expectations
BackgroundIn several tracked educational systems, realizing optimal placements in classes in the first year of secondary education depends on the accuracy of teacher expectations.AimsThe aim of this study was to investigate between-teacher differences in their expectations regarding the academic aptitude of their students.SampleThe sample consisted of 500 teachers (classes) who provided their expectations of 7,550 students in the final grade of D…
An investigation of the relationship between teachers’ expectations and teachers’ perceptions of student attributes
Little is known about factors other than students’ abilities and background variables that shape teachers’ achievement expectations. This study was aimed at investigating the role of teachers’ perceptions of students attributes (working habits, popularity, self-confidence, student–teacher relationships, and classroom behavior) in shaping teachers’ expectations. The sample analyzed consisted of 5316 students and 469 classes in grade 6 in Dutch pri…
Track recommendation bias
Bias in track recommendations is an important mechanism, which causes education inequity in a tracked educational system (streaming). If teacher biases in track recommendations change over time, inequity in society and in the education system may also change. We investigated changes in track recommendation bias over time for gender, immigration status and socioeconomic status (SES), based on a longitudinal empirical study of nine cohorts of Dutch…
What Teachers Think about Self-Regulated Learning
In order to foster self-regulated learning (SRL), teachers should provide students with learning strategies, as well as with constructivist learning environments that allow them to self-regulate their learning. These two components complement each other. When investigating teachers' promotion of SRL, not only teacher behavior, but also teachers' beliefs as well as their knowledge about SRL are relevant aspects to consider. Therefore, this study s…
Perceived Social Support and Early Adolescents’ Achievement
Although a bulk of literature shows that perceived social support (PSS) influences academic achievement, the mechanisms through which this effect operates received little empirical attention. The present study examined the multiple mediational effects of motivational beliefs (competence beliefs and subjective value) and emotions (anxiety and enjoyment) that may account for the empirical link between PSS (from parents, peers and teachers) and math…
Predicting Peer Acceptance in Dutch Youth
This article uses an ecological approach to predict students’ peer acceptance within junior high school classes. The authors investigate whether various characteristics (self-perception of physical attractiveness and athletic competence, cognitive ability, agreeableness, extraversion, age, parents’ education, number of siblings, siblings at same school, parental control, percentage of classmates who attended the same primary school, ethnicity) pr…
Dynamics of Peer Relationships Across the First Two Years of Junior High as a Function of Gender and Changes in Classroom Composition
This article examines the dynamics of peer relationships across the first 2 grades of Dutch junior high schools (average age 13-14). Specifically, we studied how gender and compositional changes in classrooms structured the changes in peer relationships between the 2 grades. Expectations were derived from past research, and we tested whether these held when methods for data analysis were applied that control appropriately for the dependence struc…
The effects of activating prior topic and metacognitive knowledge on text comprehension scores
BackgroundResearch on prior knowledge activation has consistently shown that activating learners' prior knowledge has beneficial effects on learning. If learners activate their prior knowledge, this activated knowledge serves as a framework for establishing relationships between the knowledge they already possess and new information provided to them. Thus far, prior knowledge activation has dealt primarily with topic knowledge in specific domains…
Students leaving the STEM pipeline
The main aim of the present study was to investigate why some students do not continue in science-oriented studies in higher education despite that their previous career in secondary education proved that they were interested and suitably qualified to do so. We introduced a new approach to deal with these students’ attitudes towards science, technology, engineering and mathematics (STEM) studies. That is, the study was based on the multi-attribut…
Differences in students’ school motivation
The Role of Personality in Relation to Gender Differences in School Subject Choices in Pre-University Education
Students' daily emotions in the classroom
Background. Recent literature on emotions in education has shown that competence‐ and value‐related beliefs are important sources of students' emotions; nevertheless, the role of these antecedents in students' daily functioning in the classroom is not yet well‐known. More importantly, to date we know little about intra‐individual variability in students' daily emotions. Aims. The objectives of the study were (1) to examine within‐student variabil…
Girls and Mathematics
Currently, in the Netherlands, the subject of mathematics is a topic of great interest. There has been a mathematical curriculum change in general secondary education at the highest level (grammar school). The new curriculum consists of two programs, math A and math B. Pupils can choose one or both of these programs. Math A is designed to make mathematics more appealing and life-like thus attracting more students, especially girls, to choose math…
Predicting Peer Acceptance in Dutch Youth
This article uses an ecological approach to predict students’ peer acceptance within junior high school classes. The authors investigate whether various characteristics (self-perception of physical attractiveness and athletic competence, cognitive ability, agreeableness, extraversion, age, parents’ education, number of siblings, siblings at same school, parental control, percentage of classmates who attended the same primary school, ethnicity) pr…
Social Comparison in the Classroom
This article reviews research conducted on social comparison processes in the classroom since Festinger proposed his theory of social comparison. It covers the theoretical framework of social comparison theory, and it is organized around the following themes: motives for social comparison, dimensions of social comparison, direction of social comparison, and consequences of social comparison. The overall picture is an emerging one in which pupils …
Dynamics of Peer Relationships Across the First Two Years of Junior High as a Function of Gender and Changes in Classroom Composition
This article examines the dynamics of peer relationships across the first 2 grades of Dutch junior high schools (average age 13-14). Specifically, we studied how gender and compositional changes in classrooms structured the changes in peer relationships between the 2 grades. Expectations were derived from past research, and we tested whether these held when methods for data analysis were applied that control appropriately for the dependence struc…
Who ‘fits’ the science and technology profile? Personality differences in secondary education
Perceived Social Support and Early Adolescents’ Achievement
Although a bulk of literature shows that perceived social support (PSS) influences academic achievement, the mechanisms through which this effect operates received little empirical attention. The present study examined the multiple mediational effects of motivational beliefs (competence beliefs and subjective value) and emotions (anxiety and enjoyment) that may account for the empirical link between PSS (from parents, peers and teachers) and math…
Students' daily emotions in the classroom
Background. Recent literature on emotions in education has shown that competence‐ and value‐related beliefs are important sources of students' emotions; nevertheless, the role of these antecedents in students' daily functioning in the classroom is not yet well‐known. More importantly, to date we know little about intra‐individual variability in students' daily emotions. Aims. The objectives of the study were (1) to examine within‐student variabil…
Who succeeds in advanced mathematics and science courses
Few students (particularly few girls) currently choose to take their Final School Examination (FSE) in advanced mathematics, chemistry and physics, a combination of subjects that is the best preparation for a science‐oriented study in higher education. Are these subjects attainable by more students than is currently the case? This study examined 6033 students in upper secondary education, including 720 students who took their FSE in advanced math…
The Role of Personality in Relation to Gender Differences in School Subject Choices in Pre-University Education
What Teachers Think about Self-Regulated Learning
In order to foster self-regulated learning (SRL), teachers should provide students with learning strategies, as well as with constructivist learning environments that allow them to self-regulate their learning. These two components complement each other. When investigating teachers' promotion of SRL, not only teacher behavior, but also teachers' beliefs as well as their knowledge about SRL are relevant aspects to consider. Therefore, this study s…
Emotions, self-regulated learning, and achievement in mathematics
The purpose of the current study was twofold: (a) to investigate the developmental trends of 4 academic emotions (anxiety, boredom, enjoyment, and pride) and (b) to examine whether changes in emotions are linked to the changes in students' self-regulatory strategies (shallow, deep, and meta-cognitive) and achievement in mathematics. Four hundred and ninety-five Grade 7 students completed measures assessing their emotions and self-regulatory strat…
Students leaving the STEM pipeline
The main aim of the present study was to investigate why some students do not continue in science-oriented studies in higher education despite that their previous career in secondary education proved that they were interested and suitably qualified to do so. We introduced a new approach to deal with these students’ attitudes towards science, technology, engineering and mathematics (STEM) studies. That is, the study was based on the multi-attribut…
State of the art – teacher effectiveness and professional learning
One of the key findings from decades of educational effectiveness research is the importance of the classroom level as a predictor of pupil outcomes. In this review, we therefore look at synthesising our best evidence from research on effective teaching, and its corollary, teacher development. In the 1st section, we will look at key findings from 35 years of research on effective teaching using a process-product research that has led to the ident…
Differences in students’ school motivation
The effects of activating prior topic and metacognitive knowledge on text comprehension scores
BackgroundResearch on prior knowledge activation has consistently shown that activating learners' prior knowledge has beneficial effects on learning. If learners activate their prior knowledge, this activated knowledge serves as a framework for establishing relationships between the knowledge they already possess and new information provided to them. Thus far, prior knowledge activation has dealt primarily with topic knowledge in specific domains…
Accurate, inaccurate, or biased teacher expectations
BackgroundIn several tracked educational systems, realizing optimal placements in classes in the first year of secondary education depends on the accuracy of teacher expectations.AimsThe aim of this study was to investigate between-teacher differences in their expectations regarding the academic aptitude of their students.SampleThe sample consisted of 500 teachers (classes) who provided their expectations of 7,550 students in the final grade of D…
An investigation of the relationship between teachers’ expectations and teachers’ perceptions of student attributes
Little is known about factors other than students’ abilities and background variables that shape teachers’ achievement expectations. This study was aimed at investigating the role of teachers’ perceptions of students attributes (working habits, popularity, self-confidence, student–teacher relationships, and classroom behavior) in shaping teachers’ expectations. The sample analyzed consisted of 5316 students and 469 classes in grade 6 in Dutch pri…
Track recommendation bias
Bias in track recommendations is an important mechanism, which causes education inequity in a tracked educational system (streaming). If teacher biases in track recommendations change over time, inequity in society and in the education system may also change. We investigated changes in track recommendation bias over time for gender, immigration status and socioeconomic status (SES), based on a longitudinal empirical study of nine cohorts of Dutch…
The effects of the Ycdi! mentoring program on secondary and higher education students' social-emotional skills
In this article, the outcomes of two studies on the effects of the You Can Do It (YCDI!) Mentoring Program on the social-emotional skills of students in secondary and higher professional education students are presented. The YCDI! Mentoring Program focuses on increasing students’ five key skills (the 5Keys), being the level of confidence, persistence, organisation, getting along and emotional resilience (Bernard, 2005). Both studies used a pretes…
Psychology (18 works) · Mathematics education (11 works) · Education, Achievement, and Giftedness (10 works) · Social Psychology (9 works) · Developmental psychology (8 works) · Pedagogy (8 works) · Early Childhood Education and Development (7 works) · Social Psychology (7 works) · Computer Science (5 works) · Parental Involvement in Education (5 works)