Martin Van Boekel
Biographic Data
| ID | 6155243 |
|---|---|
| NAME | Martin Van Boekel |
| GIVEN NAMES | Martin |
| FAMILY NAME | Van Boekel |
| SIGNATURE | VAN BOEKEL M |
| AFFILIATIONS | Department of Educational Psychology University of Minnesota Minneapolis Minnesota USA |
| ORCID | 0000-0002-5838-0064 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
A cross‐cultural examination of elementary students' perceptions of academic feedback
With a growing emphasis on students playing an active role in the feedback process, understanding how students perceive academic feedback is essential to support the implementation of relevant strategies that can drive better engagement. The current study explored elementary school students' perceptions of feedback in two different contexts/cultures: the United Kingdom and Indonesia. Results suggest that younger students in the United Kingdom and…
Wise feedback and trust in higher education: A quantitative and qualitative exploration of undergraduate students' experiences with critical feedback
Using quantitative and qualitative methods, we explore students' engagement with critical feedback in an authentic university setting. Findings support the centrality of strong relationships in the feedback process. Study 1 was the first conceptual replication and extension of Yeager et al.'s (2014) wise feedback intervention to test the effectiveness/efficacy in a new setting. Undergraduate students ( n = 94) were randomly assigned to receive a …
The feedback I want versus the feedback I need: Investigating students' perceptions of feedback
Getting feedback on assignments is a ubiquitous educational experience. Researchers have typically described the feedback process in one of two ways—feedback as transmission of information from a more knowledgeable other to the learner or feedback as a student‐centered dialogue. The present study highlights a gap between theory and practice by comparing undergraduate students' perceptions of the purpose and preferred content of feedback to the vi…
Developing a Validity Argument for an Inference-Making and Reasoning Measure for Use in Higher Education
The Inference-Making and Reasoning in Biology (IMRB) measure is an assessment tool intended to 1) aid university personnel in advising students on course enrollment, 2) identify students in need of interventions to increase their reasoning skills and likelihood of completing STEM majors, 3) support instructors in determining growth in students’ reasoning skills, and 4) provide a measuring tool to gauge success of higher-education interventions in…
Effects of developmental relationships with teachers on middle‐school students’ motivation and performance
We examined how middle‐school students’ motivation, belonging, school climate, and grade point average (GPA) are affected by students experiencing developmental relationships—those that go beyond teachers being caring (e.g., showing warmth to students) and providing challenge (e.g., high expectations) to also include teachers providing support, sharing power, and expanding students’ sense of possibilities. We also examined variations in those ass…
Academic Year Changes in Student-Teacher Developmental Relationships and Their Linkage to Middle and High School Students’ Motivation: A Mixed Methods Study
Student-teacher relationships that improve over time may help slow or prevent declines in student motivation. In a diverse sample of 1,274 middle and high school students from three schools, this mixed-methods study found that those who improved in developmental relationships with teachers reported greater academic motivation, and more positive perceptions of school climate and instructional quality. Improvements in teacher-student relationships …
Academic Year Changes in Student-Teacher Developmental Relationships and Their Linkage to Middle and High School Students’ Motivation: A Mixed Methods Study
Student-teacher relationships that improve over time may help slow or prevent declines in student motivation. In a diverse sample of 1,274 middle and high school students from three schools, this mixed-methods study found that those who improved in developmental relationships with teachers reported greater academic motivation, and more positive perceptions of school climate and instructional quality. Improvements in teacher-student relationships …
Academic Year Changes in Student-Teacher Developmental Relationships and Their Linkage to Middle and High School Students’ Motivation: A Mixed Methods Study
Student-teacher relationships that improve over time may help slow or prevent declines in student motivation. In a diverse sample of 1,274 middle and high school students from three schools, this mixed-methods study found that those who improved in developmental relationships with teachers reported greater academic motivation, and more positive perceptions of school climate and instructional quality. Improvements in teacher-student relationships …
Effects of developmental relationships with teachers on middle‐school students’ motivation and performance
We examined how middle‐school students’ motivation, belonging, school climate, and grade point average (GPA) are affected by students experiencing developmental relationships—those that go beyond teachers being caring (e.g., showing warmth to students) and providing challenge (e.g., high expectations) to also include teachers providing support, sharing power, and expanding students’ sense of possibilities. We also examined variations in those ass…
Developing a Validity Argument for an Inference-Making and Reasoning Measure for Use in Higher Education
The Inference-Making and Reasoning in Biology (IMRB) measure is an assessment tool intended to 1) aid university personnel in advising students on course enrollment, 2) identify students in need of interventions to increase their reasoning skills and likelihood of completing STEM majors, 3) support instructors in determining growth in students’ reasoning skills, and 4) provide a measuring tool to gauge success of higher-education interventions in…
The feedback I want versus the feedback I need: Investigating students' perceptions of feedback
Getting feedback on assignments is a ubiquitous educational experience. Researchers have typically described the feedback process in one of two ways—feedback as transmission of information from a more knowledgeable other to the learner or feedback as a student‐centered dialogue. The present study highlights a gap between theory and practice by comparing undergraduate students' perceptions of the purpose and preferred content of feedback to the vi…
Wise feedback and trust in higher education: A quantitative and qualitative exploration of undergraduate students' experiences with critical feedback
Using quantitative and qualitative methods, we explore students' engagement with critical feedback in an authentic university setting. Findings support the centrality of strong relationships in the feedback process. Study 1 was the first conceptual replication and extension of Yeager et al.'s (2014) wise feedback intervention to test the effectiveness/efficacy in a new setting. Undergraduate students ( n = 94) were randomly assigned to receive a …
A cross‐cultural examination of elementary students' perceptions of academic feedback
With a growing emphasis on students playing an active role in the feedback process, understanding how students perceive academic feedback is essential to support the implementation of relevant strategies that can drive better engagement. The current study explored elementary school students' perceptions of feedback in two different contexts/cultures: the United Kingdom and Indonesia. Results suggest that younger students in the United Kingdom and…
Mathematics education (6 works) · Psychology (6 works) · Pedagogy (4 works) · Academic achievement (3 works) · Perception (3 works) · Student Assessment and Feedback (3 works) · Early Childhood Education and Development (2 works) · Evaluation of Teaching Practices (2 works) · Parental Involvement in Education (2 works) · Peer feedback (2 works)