Nienke Smit

Biographic Data

ID4460655
NAMENienke Smit
GIVEN NAMESNienke
FAMILY NAMESmit
SIGNATURESMIT N
AFFILIATIONSUtrecht University
ORCID0000-0002-2672-9794
VERIFIEDYes
TOTAL WORKS6
TOTAL CITATIONS12
WORKS AS AUTHOR6
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2017
LATEST PUBLICATION YEAR2026
H-INDEX2

  • Populist politics in the classroom

    Open AccessLotte Henrichs, Nienke Smit et al.ARTICLETeaching and Teacher Education2026

    In many Western democratic nations election outcomes indicate growing support for populist political movements. Support for populist viewpoints is also increasingly voiced in Dutch schools. We present results from a qualitatively analyzed survey study that was distributed immediately after election outcomes in the Netherlands, in 2023. Teachers and education professionals (n = 281) report how they responded to the election outcomes and describe w…

  • What it takes to tutor—A preregistered direct replication of the scaffolding experimental study by D. Wood et al. (1978)

    Open AccessNienke Smit, Renske de Kleijn et al.ARTICLEJournal of Educational Psychology2025

    Scaffolding, which can be summarized as the right instructional support at the right moment in time, is often mentioned as an important feature of effective teaching. The present study is a preregistered direct replication of the cornerstone experimental study by D. Wood et al. (1978), who found empirical evidence for the claim that a contingent use of verbal and nonverbal levels of instruction lies at the heart of scaffolding. D. Wood et al. (19…

  • What students need from their teacher

    Open AccessAfra Wilhelmina Maria Essen, Nienke Smit et al.ARTICLESocial Psychology of Education2025References: 3

    In this study, it was examined whether teachers’ cognitive adaptive support (i.e., support that is tailored to students’ understanding), as perceived by students, was associated with students’ intrinsic motivation and academic achievement, and whether satisfaction of students’ needs for autonomy, competence, and relatedness explain these associations. Multilevel analyses in a sample of n = 692 secondary education students from 35 classes revealed…

  • Complex dynamic systems theory as a foundation for process-oriented research on second language development

    Open AccessMarijn Van Dijk, Wander Lowie et al.ARTICLESecond language Research2024Cited by: 7References: 9

    In the past decades, complex dynamic systems theory (CDST) has been used as an important framework for studying second language development. CDST is a metatheory of change and focuses on processes. Even though it has been broadly accepted as an inspiring dimension of research in psychology, sociology and second language development, some scholars have raised questions about the methodologies used, the interpretation of the data, and the nature of…

  • The complex dynamics of adaptive teaching

    Open AccessNienke Smit, Marijn Van Dijk et al.ARTICLEIRAL - International Review of…2022

    Real-time verbal interactions between foreign language teachers and their students are of vital importance for language development, but classroom interactions are also multi-faceted and complex. The way a teacher understands and responds to learner utterances can be a powerful pedagogical strategy to scaffold learner language development. In this paper we present the Questions and Answers in English Language Teaching coding scheme which can be u…

  • A classroom observation tool for scaffolding reading comprehension

    Open AccessNienke Smit, Wim van De Grift et al.ARTICLESystem2017Cited by: 5References: 4