Fien De Smedt
Biographic Data
| ID | 5706595 |
|---|---|
| NAME | Fien De Smedt |
| GIVEN NAMES | Fien |
| FAMILY NAME | De Smedt |
| SIGNATURE | DE SMEDT F |
| AFFILIATIONS | Ghent University |
| ORCID | 0000-0003-2603-6688 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Enhancing collaborative writing through scripted regulation: Effects on regulation-related interactions and text quality in source-based tasks
Time tells: Longitudinal changes in teachers’ beliefs and behaviour when implementing reading innovations
To explore how teachers’ beliefs and behaviour change throughout implementation processes, N = 47 teachers participated in a 6-month professional development (PD) programme, and then implemented a differentiated reading innovation over one school year (totalling 15 months). Teachers’ beliefs (acceptability, feasibility, self-efficacy) and behaviour (fidelity, innovation use, adaptivity) were assessed after PD (T2), after 3 (T3), 6 (T4), and 9 mon…
Designing Synchronous Online Learning and Teaching Lab: An Online Professional Development Program to Foster the Technical and Social Competences of Synchronous Online Teachers
Synchronous Online Teaching (SOT) is becoming increasingly popular, but research shows many teachers are inadequately prepared, calling for greater investment in professional development (PD). Additionally, there is a significant gap in research systematically describing the design of evidence-based PD initiatives. Consequently, researchers and educators lack an understanding of the essential components of these interventions, which obstructs the…
Assessing the Quality of Argumentative Texts: Examining the General Agreement Between Different Rating Procedures and Exploring Inferences of (Dis)agreement Cases
Assessing argumentative writing skills is not a straightforward task, as multiple elements need to be considered. In function of providing feedback to students and keeping track of their progress, evaluating argumentative texts in a suitable, valid and efficient way is important. In this state-of-the-art exploratory study, 130 argumentative texts written by eleventh graders were assessed by means of three different rating procedures (i.e., absolu…
Identifying regulation profiles during computer-supported collaborative learning and examining their relation with students' performance, motivation, and self-efficacy for learning
Do cognitive processes and motives for argumentative writing converge in writer profiles
The aim of this study is twofold: (1) to distinguish writer profiles on the basis of students’ cognitive processes and motives for argumentative writing and (2) to study differences in the distribution of students’ background characteristics and in students’ writing outcomes across writer profiles. Participants were students who are enrolled in the academic track of upper-secondary education (aged 16–18). The current study uses questionnaire data…
Skill or will? The respective contribution of motivational and behavioural characteristics to secondary school students' reading comprehension
Background A significant number of secondary school students struggle with comprehending texts proficiently. Enhancing their reading comprehension requires knowledge about how this ability is related to various motivational and behavioural characteristics. The central aim of this study was therefore to investigate the (in)direct relationships between ninth‐grade students' motivational (i.e., reading motivation and reading self‐concept) and behavi…
Relations among motivation, behaviour, and performance in writing: A multiple‐group structural equation modeling study
BACKGROUND: Writing is a particularly demanding activity, which poses unique motivational challenges for students. Despite the wealth of research on the relation between writing motivation and writing performance, little is known about the role of students' writing frequency in writing motivation and writing performance. AIMS: We aimed to: (1) examine structural relations among two motivational variables (i.e., self-efficacy and attitudes), a beh…
Cognitive and Motivational Challenges in Writing: Studying the Relation With Writing Performance Across Students' Gender and Achievement Level
In the past, several assessment reports on writing repeatedly showed that elementary school students do not develop the essential writing skills to be successful in school. In this respect, prior research has pointed to the fact that cognitive and motivational challenges are at the root of the rather basic level of elementary students' writing performance. Additionally, previous research has revealed gender and achievement‐level differences in el…
Cognitive and Motivational Challenges in Writing: Studying the Relation With Writing Performance Across Students' Gender and Achievement Level
In the past, several assessment reports on writing repeatedly showed that elementary school students do not develop the essential writing skills to be successful in school. In this respect, prior research has pointed to the fact that cognitive and motivational challenges are at the root of the rather basic level of elementary students' writing performance. Additionally, previous research has revealed gender and achievement‐level differences in el…
Cognitive and Motivational Challenges in Writing: Studying the Relation With Writing Performance Across Students' Gender and Achievement Level
In the past, several assessment reports on writing repeatedly showed that elementary school students do not develop the essential writing skills to be successful in school. In this respect, prior research has pointed to the fact that cognitive and motivational challenges are at the root of the rather basic level of elementary students' writing performance. Additionally, previous research has revealed gender and achievement‐level differences in el…
Skill or will? The respective contribution of motivational and behavioural characteristics to secondary school students' reading comprehension
Background A significant number of secondary school students struggle with comprehending texts proficiently. Enhancing their reading comprehension requires knowledge about how this ability is related to various motivational and behavioural characteristics. The central aim of this study was therefore to investigate the (in)direct relationships between ninth‐grade students' motivational (i.e., reading motivation and reading self‐concept) and behavi…
Relations among motivation, behaviour, and performance in writing: A multiple‐group structural equation modeling study
BACKGROUND: Writing is a particularly demanding activity, which poses unique motivational challenges for students. Despite the wealth of research on the relation between writing motivation and writing performance, little is known about the role of students' writing frequency in writing motivation and writing performance. AIMS: We aimed to: (1) examine structural relations among two motivational variables (i.e., self-efficacy and attitudes), a beh…
Assessing the Quality of Argumentative Texts: Examining the General Agreement Between Different Rating Procedures and Exploring Inferences of (Dis)agreement Cases
Assessing argumentative writing skills is not a straightforward task, as multiple elements need to be considered. In function of providing feedback to students and keeping track of their progress, evaluating argumentative texts in a suitable, valid and efficient way is important. In this state-of-the-art exploratory study, 130 argumentative texts written by eleventh graders were assessed by means of three different rating procedures (i.e., absolu…
Identifying regulation profiles during computer-supported collaborative learning and examining their relation with students' performance, motivation, and self-efficacy for learning
Do cognitive processes and motives for argumentative writing converge in writer profiles
The aim of this study is twofold: (1) to distinguish writer profiles on the basis of students’ cognitive processes and motives for argumentative writing and (2) to study differences in the distribution of students’ background characteristics and in students’ writing outcomes across writer profiles. Participants were students who are enrolled in the academic track of upper-secondary education (aged 16–18). The current study uses questionnaire data…
Designing Synchronous Online Learning and Teaching Lab: An Online Professional Development Program to Foster the Technical and Social Competences of Synchronous Online Teachers
Synchronous Online Teaching (SOT) is becoming increasingly popular, but research shows many teachers are inadequately prepared, calling for greater investment in professional development (PD). Additionally, there is a significant gap in research systematically describing the design of evidence-based PD initiatives. Consequently, researchers and educators lack an understanding of the essential components of these interventions, which obstructs the…
Time tells: Longitudinal changes in teachers’ beliefs and behaviour when implementing reading innovations
To explore how teachers’ beliefs and behaviour change throughout implementation processes, N = 47 teachers participated in a 6-month professional development (PD) programme, and then implemented a differentiated reading innovation over one school year (totalling 15 months). Teachers’ beliefs (acceptability, feasibility, self-efficacy) and behaviour (fidelity, innovation use, adaptivity) were assessed after PD (T2), after 3 (T3), 6 (T4), and 9 mon…
Enhancing collaborative writing through scripted regulation: Effects on regulation-related interactions and text quality in source-based tasks
Psychology (8 works) · Computer Science (7 works) · Mathematics education (7 works) · Linguistics (6 works) · Writing and Handwriting Education (5 works) · Innovative Teaching and Learning Methods (4 works) · Reading and Literacy Development (4 works) · Cognition (3 works) · Discourse Analysis in Language Studies (3 works) · Pedagogy (3 works)