H Korpershoek
Biographic Data
| ID | 6154993 |
|---|---|
| NAME | H Korpershoek |
| GIVEN NAMES | H |
| FAMILY NAME | Korpershoek |
| SIGNATURE | KORPERSHOEK H |
| AFFILIATIONS | University of Groningen |
| ORCID | 0000-0002-1259-9239 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 16 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
University teachers' self‐efficacy beliefs
AIM: This study aimed to provide insight into university teachers' self-efficacy beliefs and to deepen our understanding of their relationship with teacher characteristics (e.g. years of experience, discipline and time spent on professional development activities). We investigated self-efficacy beliefs in six teaching domains. METHODS: In a cross-sectional study, 472 university teachers filled in a survey after completing a professional developme…
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…
An Update of the Meta-Analysis of the Effects of Classroom Management Interventions on Students’ Academic, Behavioral, Social-Emotional, and Motivational Outcomes
This is an update of the Korpershoek et al. meta-analysis of the effects of classroom management interventions on various student outcomes in primary education. This updated analysis includes 22 new studies, resulting in an overall sample of 76 random and nonrandom controlled intervention studies published in the last 20 years (2003–2022). The summary effect was small and significant (average Hedges’ g = .23). Sensitivity analysis with robust var…
Understanding subject choices from report card grades
Pupils’ subject choices at the level of secondary education critically determine the tertiary fields of study that they can pursue. This study used multinomial logistic regression models to investigate the extent to which the final report card grades of ninth-grade students predicted their choices of subject combinations at the senior general secondary education (N = 771) and pre-university education (N = 494) levels. Final report card grades det…
The predictive power of Dutch end of primary school tests for educational attainment in ninth grade
Dutch secondary education is a multi‐tiered system, and many students are placed in a single track in the first year (seventh grade) of secondary education. As part of the placement procedure, all sixth‐grade students take an end of primary school test. Although these standardised attainment tests (SATs) are considered high‐stakes tests, the predictive accuracy of many of these SATs has not been studied comprehensively. In the current study, thre…
Role Perceptions of Teachers Concerning Student Mental Health in Higher Education
Student mental health is a relevant aspect of the current academic context due to concerns regarding escalating mental health issues and because of an increasingly holistic perspective on education, learning, and personal development. This research investigates the perceptions of teachers in higher education regarding their roles in promoting student mental health, explicitly focusing on teachers who hold a tutor position. After following a stric…
Study profile choices in secondary education
Dutch secondary education counsellors and tutors guide students in their study profile choices. Case studies were used to identify factors that characterise profile recommendations. In Case Study 1, vignette (fictitious) students asked for advice. Of the 12 participants, eight provided product advice (study profiles) and 12 provided process advice (important factors), mainly relating to students’ interests. In Case Study 2, vignette students want…
Gender and cultural differences in school motivation
The purpose of this research was to explore gender differences and cultural differences in school motivation among students from eight culturally diverse groups from Western and non-Western societies. The selected groups come from Hong Kong, the Philippines, Singapore, Australia, the Netherlands, and Qatar. More than 10,000 secondary school students reported their mastery, performance, social, and extrinsic motivation. Results showed (very) small…
The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education
This meta-analytic review examines the relationships between students' sense of school belonging and students' motivational, social-emotional, behavioural, and academic functioning in secondary education. Moreover, it examines to what extent these relationships differ between different student groups (grade level, SES), measurement instruments, and region. The metaanalysis included 82 correlational studies, published in peerreviewed journals betw…
Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions
A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students’ Academic, Behavioral, Emotional, and Motivational Outcomes
This meta-analysis examined which classroom management strategies and programs enhanced students’ academic, behavioral, social-emotional, and motivational outcomes in primary education. The analysis included 54 random and nonrandom controlled intervention studies published in the past decade (2003–2013). Results showed small but significant effects (average g = 0.22) on all outcomes, except for motivational outcomes. Programs were coded for the p…
Differences in students’ school motivation
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
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…
Who ‘fits’ the science and technology profile? Personality differences in secondary education
Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions
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…
Gender and cultural differences in school motivation
The purpose of this research was to explore gender differences and cultural differences in school motivation among students from eight culturally diverse groups from Western and non-Western societies. The selected groups come from Hong Kong, the Philippines, Singapore, Australia, the Netherlands, and Qatar. More than 10,000 secondary school students reported their mastery, performance, social, and extrinsic motivation. Results showed (very) small…
Differences in students’ school motivation
The Role of Personality in Relation to Gender Differences in School Subject Choices in Pre-University Education
Who ‘fits’ the science and technology profile? Personality differences in secondary education
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
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
A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students’ Academic, Behavioral, Emotional, and Motivational Outcomes
This meta-analysis examined which classroom management strategies and programs enhanced students’ academic, behavioral, social-emotional, and motivational outcomes in primary education. The analysis included 54 random and nonrandom controlled intervention studies published in the past decade (2003–2013). Results showed small but significant effects (average g = 0.22) on all outcomes, except for motivational outcomes. Programs were coded for the p…
Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions
The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education
This meta-analytic review examines the relationships between students' sense of school belonging and students' motivational, social-emotional, behavioural, and academic functioning in secondary education. Moreover, it examines to what extent these relationships differ between different student groups (grade level, SES), measurement instruments, and region. The metaanalysis included 82 correlational studies, published in peerreviewed journals betw…
Gender and cultural differences in school motivation
The purpose of this research was to explore gender differences and cultural differences in school motivation among students from eight culturally diverse groups from Western and non-Western societies. The selected groups come from Hong Kong, the Philippines, Singapore, Australia, the Netherlands, and Qatar. More than 10,000 secondary school students reported their mastery, performance, social, and extrinsic motivation. Results showed (very) small…
Study profile choices in secondary education
Dutch secondary education counsellors and tutors guide students in their study profile choices. Case studies were used to identify factors that characterise profile recommendations. In Case Study 1, vignette (fictitious) students asked for advice. Of the 12 participants, eight provided product advice (study profiles) and 12 provided process advice (important factors), mainly relating to students’ interests. In Case Study 2, vignette students want…
Role Perceptions of Teachers Concerning Student Mental Health in Higher Education
Student mental health is a relevant aspect of the current academic context due to concerns regarding escalating mental health issues and because of an increasingly holistic perspective on education, learning, and personal development. This research investigates the perceptions of teachers in higher education regarding their roles in promoting student mental health, explicitly focusing on teachers who hold a tutor position. After following a stric…
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…
An Update of the Meta-Analysis of the Effects of Classroom Management Interventions on Students’ Academic, Behavioral, Social-Emotional, and Motivational Outcomes
This is an update of the Korpershoek et al. meta-analysis of the effects of classroom management interventions on various student outcomes in primary education. This updated analysis includes 22 new studies, resulting in an overall sample of 76 random and nonrandom controlled intervention studies published in the last 20 years (2003–2022). The summary effect was small and significant (average Hedges’ g = .23). Sensitivity analysis with robust var…
Understanding subject choices from report card grades
Pupils’ subject choices at the level of secondary education critically determine the tertiary fields of study that they can pursue. This study used multinomial logistic regression models to investigate the extent to which the final report card grades of ninth-grade students predicted their choices of subject combinations at the senior general secondary education (N = 771) and pre-university education (N = 494) levels. Final report card grades det…
The predictive power of Dutch end of primary school tests for educational attainment in ninth grade
Dutch secondary education is a multi‐tiered system, and many students are placed in a single track in the first year (seventh grade) of secondary education. As part of the placement procedure, all sixth‐grade students take an end of primary school test. Although these standardised attainment tests (SATs) are considered high‐stakes tests, the predictive accuracy of many of these SATs has not been studied comprehensively. In the current study, thre…
University teachers' self‐efficacy beliefs
AIM: This study aimed to provide insight into university teachers' self-efficacy beliefs and to deepen our understanding of their relationship with teacher characteristics (e.g. years of experience, discipline and time spent on professional development activities). We investigated self-efficacy beliefs in six teaching domains. METHODS: In a cross-sectional study, 472 university teachers filled in a survey after completing a professional developme…
Psychology (13 works) · Education, Achievement, and Giftedness (8 works) · Social Psychology (8 works) · Mathematics education (7 works) · Developmental psychology (5 works) · Motivation and Self-Concept in Sports (5 works) · Pedagogy (5 works) · Social Psychology (5 works) · Early Childhood Education and Development (4 works) · Medical education (4 works)