Anouke Bakx
Biographic Data
| ID | 5706775 |
|---|---|
| NAME | Anouke Bakx |
| GIVEN NAMES | Anouke |
| FAMILY NAME | Bakx |
| SIGNATURE | BAKX A |
| AFFILIATIONS | Fontys University of Applied Sciences |
| ORCID | 0000-0003-2983-2962 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 18 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Emotional and social well‐being of gifted adolescents
This study examined the social functioning of people with characteristics of giftedness compared to non‐gifted year‐level peers within higher‐level secondary education. Mental health problems, emotional intelligence, feelings of competence, feelings of (social) (in)adequacy and ego development were surveyed among four groups of adolescents (N range from 252 to 545 secondary school students) of varying intellectual capacity, extending from the hig…
Parents, teachers, and policy makers in educational interventions for gifted students
Gifted students often encounter challenges in receiving the education that they need. To enhance adequate educational interventions for gifted students, it is important to explicitly consider the involvement of and interactions between key actors, such as parents, teachers, and policy makers. This systematic review study sought to explore the involvement of these key actors in educational interventions for gifted students, and to illuminate the c…
School Leaders in Gifted Education
Effective collaboration among various actors is essential to optimally support the educational needs of gifted students. School leaders play an essential role in creating an environment and policies that foster this collaboration. This exploratory mixed-methods study investigated school leaders’ perceptions of the involvement of and interactions with actor groups (parents, teachers, and other school leaders) in the system surrounding gifted stude…
Teacher expectations
According to self-determination theory, all students benefit from need-supportive teaching (i.e., provision of autonomy support, structure, and involvement). Yet, teachers seem to differentiate between students in their level of need support. This study examined to what extent teacher expectations could explain differences in teacher-reported levels of different indicators of need support (i.e., provided choice, help and guidance, and quality of …
Motivation of high-ability secondary school students from low SES families
Contains fulltext : 325791.pdf (Publisher’s version ) (Closed access)
The effects of special educational needs and socioeconomic status on teachers' and parents' judgements of pupils' cognitive abilities
BACKGROUND: Teachers' and parents' judgements of pupils' cognitive abilities influence pupils' daily learning opportunities and experiences, as these judgements affect the difficulty level of materials and instruction that teachers and parents provide. Over time, these judgements thus significantly shape educational success. However, pupils' characteristics, such as special educational needs (SEN), giftedness and socioeconomic status (SES) can in…
Impact of the Covid ‐19 lockdown on gifted and non‐gifted primary school students' well‐being and motivation from a self‐determination perspective
This study examined the impact of the COVID‐19‐induced school lockdown on need satisfaction, well‐being and motivation in both gifted and non‐gifted primary school students in the Netherlands. A total of 312 parents (122 from gifted children) participated. The lockdown had mainly negative effects on students' need satisfaction, well‐being and motivation. However, the impact of the lockdown was less negative for gifted students. There was also a l…
Elementary teachers’ knowledge, attitude, and professional development needs concerning gifted students and their educational needs in the Netherlands
The present study aimed to update the state of knowledge and attitudes of teachers concerning gifted students and their educational needs in theNetherlands. Additionally, this study aimed to gain insights into teachers' professional development (PD) needs regarding giftedness, taking teachers' knowledge and attitudes concerning this topic into account. Aquestionnaire was filled out by 116 teachers from thirteen elementary schools in the Netherlan…
Aprendizaje colectivo en las escuelas descrito
Esta década ha mostrado un creciente interés en las llamadas comunidades de aprendizaje profesional. Varios estudios dejan en claro que estas comunidades de aprendizaje de docentes y de gestión escolar, centradas en una reflexión colectiva relacionada con el trabajo, afectan positivamente el funcionamiento profesional de los docentes, el desarrollo de la escuela y, como consecuencia, el resultado de los alumnos. (Hord, 1997, 2004; Leithwood, Jant…
Parents’ perceptions of secondary school students’ motivation and well‐being before and during the Covid‐19 lockdown
During the COVID‐19 lockdown of spring 2020, Dutch children were being homeschooled. We examined how parents’ (n = 470) perceptions of secondary school students’ ( M age = 14.23 years) need satisfaction, academic motivation and well‐being differed before the lockdown (assessed retrospectively) and during the lockdown. Furthermore, we examined the differential impact of the lockdown for different groups of children based on parental educational le…
Boundary crossing by science teacher researchers in a PhD program
Development and evaluation of a summative assessment program for senior teacher competence
Students’ goal orientations and learning strategies in a powerful learning environment
Collaborative teacher learning across foci of collaboration
Self‐perceived competence, learning conceptions and preferred learning situations in the domain of communication
Background: An important purpose of education in the field of social work is the development of social‐communicative competence and students' individual learning theories (ILTs) concerning this domain. Aims: Our first aim was to develop diagnostic instruments for ILT assessment and to understand the relationships between ILT variables. Our second purpose was to study the differences in ILT variables between students of three study years. Samples:…
Collaborative teacher learning across foci of collaboration
Boundary crossing by science teacher researchers in a PhD program
Self‐perceived competence, learning conceptions and preferred learning situations in the domain of communication
Background: An important purpose of education in the field of social work is the development of social‐communicative competence and students' individual learning theories (ILTs) concerning this domain. Aims: Our first aim was to develop diagnostic instruments for ILT assessment and to understand the relationships between ILT variables. Our second purpose was to study the differences in ILT variables between students of three study years. Samples:…
Self‐perceived competence, learning conceptions and preferred learning situations in the domain of communication
Background: An important purpose of education in the field of social work is the development of social‐communicative competence and students' individual learning theories (ILTs) concerning this domain. Aims: Our first aim was to develop diagnostic instruments for ILT assessment and to understand the relationships between ILT variables. Our second purpose was to study the differences in ILT variables between students of three study years. Samples:…
Collaborative teacher learning across foci of collaboration
Development and evaluation of a summative assessment program for senior teacher competence
Students’ goal orientations and learning strategies in a powerful learning environment
Boundary crossing by science teacher researchers in a PhD program
Parents’ perceptions of secondary school students’ motivation and well‐being before and during the Covid‐19 lockdown
During the COVID‐19 lockdown of spring 2020, Dutch children were being homeschooled. We examined how parents’ (n = 470) perceptions of secondary school students’ ( M age = 14.23 years) need satisfaction, academic motivation and well‐being differed before the lockdown (assessed retrospectively) and during the lockdown. Furthermore, we examined the differential impact of the lockdown for different groups of children based on parental educational le…
Impact of the Covid ‐19 lockdown on gifted and non‐gifted primary school students' well‐being and motivation from a self‐determination perspective
This study examined the impact of the COVID‐19‐induced school lockdown on need satisfaction, well‐being and motivation in both gifted and non‐gifted primary school students in the Netherlands. A total of 312 parents (122 from gifted children) participated. The lockdown had mainly negative effects on students' need satisfaction, well‐being and motivation. However, the impact of the lockdown was less negative for gifted students. There was also a l…
Elementary teachers’ knowledge, attitude, and professional development needs concerning gifted students and their educational needs in the Netherlands
The present study aimed to update the state of knowledge and attitudes of teachers concerning gifted students and their educational needs in theNetherlands. Additionally, this study aimed to gain insights into teachers' professional development (PD) needs regarding giftedness, taking teachers' knowledge and attitudes concerning this topic into account. Aquestionnaire was filled out by 116 teachers from thirteen elementary schools in the Netherlan…
Aprendizaje colectivo en las escuelas descrito
Esta década ha mostrado un creciente interés en las llamadas comunidades de aprendizaje profesional. Varios estudios dejan en claro que estas comunidades de aprendizaje de docentes y de gestión escolar, centradas en una reflexión colectiva relacionada con el trabajo, afectan positivamente el funcionamiento profesional de los docentes, el desarrollo de la escuela y, como consecuencia, el resultado de los alumnos. (Hord, 1997, 2004; Leithwood, Jant…
School Leaders in Gifted Education
Effective collaboration among various actors is essential to optimally support the educational needs of gifted students. School leaders play an essential role in creating an environment and policies that foster this collaboration. This exploratory mixed-methods study investigated school leaders’ perceptions of the involvement of and interactions with actor groups (parents, teachers, and other school leaders) in the system surrounding gifted stude…
Teacher expectations
According to self-determination theory, all students benefit from need-supportive teaching (i.e., provision of autonomy support, structure, and involvement). Yet, teachers seem to differentiate between students in their level of need support. This study examined to what extent teacher expectations could explain differences in teacher-reported levels of different indicators of need support (i.e., provided choice, help and guidance, and quality of …
Motivation of high-ability secondary school students from low SES families
Contains fulltext : 325791.pdf (Publisher’s version ) (Closed access)
The effects of special educational needs and socioeconomic status on teachers' and parents' judgements of pupils' cognitive abilities
BACKGROUND: Teachers' and parents' judgements of pupils' cognitive abilities influence pupils' daily learning opportunities and experiences, as these judgements affect the difficulty level of materials and instruction that teachers and parents provide. Over time, these judgements thus significantly shape educational success. However, pupils' characteristics, such as special educational needs (SEN), giftedness and socioeconomic status (SES) can in…
Emotional and social well‐being of gifted adolescents
This study examined the social functioning of people with characteristics of giftedness compared to non‐gifted year‐level peers within higher‐level secondary education. Mental health problems, emotional intelligence, feelings of competence, feelings of (social) (in)adequacy and ego development were surveyed among four groups of adolescents (N range from 252 to 545 secondary school students) of varying intellectual capacity, extending from the hig…
Parents, teachers, and policy makers in educational interventions for gifted students
Gifted students often encounter challenges in receiving the education that they need. To enhance adequate educational interventions for gifted students, it is important to explicitly consider the involvement of and interactions between key actors, such as parents, teachers, and policy makers. This systematic review study sought to explore the involvement of these key actors in educational interventions for gifted students, and to illuminate the c…
Psychology (11 works) · Mathematics education (8 works) · Pedagogy (7 works) · Developmental psychology (6 works) · Education, Achievement, and Giftedness (6 works) · Medicine (6 works) · Parental Involvement in Education (5 works) · Social Psychology (4 works) · Early Childhood Education and Development (3 works) · Innovative Teaching and Learning Methods (3 works)