Lisse Van Nieuwenhove
Biographic Data
| ID | 4462175 |
|---|---|
| NAME | Lisse Van Nieuwenhove |
| GIVEN NAMES | Lisse |
| FAMILY NAME | Van Nieuwenhove |
| SIGNATURE | VAN NIEUWENHOVE L |
| AFFILIATIONS | Ghent University |
| ORCID | 0000-0002-5138-6965 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Situational barriers are keeping me from participating’, but are they situational? Examining low-educated adults’ psychosocial views on adult learning
Despite the attention devoted to situational and institutional barriers in studying participation in adult education, psychosocial barriers are often overlooked in research. However, low-educated, and non-participating adults are more likely to experience them. In this study, we examine low-educated, both participating and non-participating, adults' psychosocial views on learning. We interviewed 15 adults by using vignettes to elicit discussion o…
Teachers’ problem-solving skills in technology-rich environments: A call for workplace learning and opportunities to develop professionally
This study focuses on the problem solving skills in technology-rich environments of teachers. PIAAC (Programme for the International Assessment of Adult Competencies) data on adults’ (n = 11,294) competencies, is used to investigate how problem solving skills of teachers are associated with sociodemographic, work-related, and everyday-life related background factors. In addition, the problem solving skills in technology-rich environments of teach…
Delving into psychosocial beliefs about lifelong learning: A comparison across educational levels
Low-educated adults do not often engage in lifelong learning. The current study examines whether and how psychosocial beliefs about lifelong learning differ between adults with different levels of educational attainment. The Theory of Planned Behaviour, which focuses on three specific psychosocial beliefs (related to Perceived Behavioural Control, Perceived Social Norms, and Attitudes) is used as a theoretical framework. In total, 563 adults comp…
Why are low-educated adults underrepresented in adult education? Studying the role of educational background in expressing learning needs and barriers
The shift to a knowledge society has transformed the way we live and work, which is especially challenging to adults with low education levels. Adult education could be the answer, but low-educated adults participate least in adult education. The present study uses data from the Programme for the International Assessment of Adult Competencies to investigate participation needs and barriers of low-, medium- and high-educated adults across 15 Europ…
Situational barriers are keeping me from participating’, but are they situational? Examining low-educated adults’ psychosocial views on adult learning
Despite the attention devoted to situational and institutional barriers in studying participation in adult education, psychosocial barriers are often overlooked in research. However, low-educated, and non-participating adults are more likely to experience them. In this study, we examine low-educated, both participating and non-participating, adults' psychosocial views on learning. We interviewed 15 adults by using vignettes to elicit discussion o…
Delving into psychosocial beliefs about lifelong learning: A comparison across educational levels
Low-educated adults do not often engage in lifelong learning. The current study examines whether and how psychosocial beliefs about lifelong learning differ between adults with different levels of educational attainment. The Theory of Planned Behaviour, which focuses on three specific psychosocial beliefs (related to Perceived Behavioural Control, Perceived Social Norms, and Attitudes) is used as a theoretical framework. In total, 563 adults comp…
Why are low-educated adults underrepresented in adult education? Studying the role of educational background in expressing learning needs and barriers
The shift to a knowledge society has transformed the way we live and work, which is especially challenging to adults with low education levels. Adult education could be the answer, but low-educated adults participate least in adult education. The present study uses data from the Programme for the International Assessment of Adult Competencies to investigate participation needs and barriers of low-, medium- and high-educated adults across 15 Europ…
Teachers’ problem-solving skills in technology-rich environments: A call for workplace learning and opportunities to develop professionally
This study focuses on the problem solving skills in technology-rich environments of teachers. PIAAC (Programme for the International Assessment of Adult Competencies) data on adults’ (n = 11,294) competencies, is used to investigate how problem solving skills of teachers are associated with sociodemographic, work-related, and everyday-life related background factors. In addition, the problem solving skills in technology-rich environments of teach…
Delving into psychosocial beliefs about lifelong learning: A comparison across educational levels
Low-educated adults do not often engage in lifelong learning. The current study examines whether and how psychosocial beliefs about lifelong learning differ between adults with different levels of educational attainment. The Theory of Planned Behaviour, which focuses on three specific psychosocial beliefs (related to Perceived Behavioural Control, Perceived Social Norms, and Attitudes) is used as a theoretical framework. In total, 563 adults comp…
Situational barriers are keeping me from participating’, but are they situational? Examining low-educated adults’ psychosocial views on adult learning
Despite the attention devoted to situational and institutional barriers in studying participation in adult education, psychosocial barriers are often overlooked in research. However, low-educated, and non-participating adults are more likely to experience them. In this study, we examine low-educated, both participating and non-participating, adults' psychosocial views on learning. We interviewed 15 adults by using vignettes to elicit discussion o…
Psychology (4 works) · Developmental psychology (3 works) · Pedagogy (3 works) · Adult education (2 works) · Global Educational Policies and Reforms (2 works) · Innovative Education and Learning Practices (2 works) · Lifelong learning (2 works) · Medical education (2 works) · Medicine (2 works) · Psychosocial (2 works)