Helena J M Pennings
Biographic Data
| ID | 6328169 |
|---|---|
| NAME | Helena J M Pennings |
| GIVEN NAMES | Helena J M |
| FAMILY NAME | Pennings |
| SIGNATURE | PENNINGS H J M |
| AFFILIATIONS | Utrecht University |
| ORCID | 0000-0002-4881-7648 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 18 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Dealing with the unexpected
In today’s rapidly changing society, professionals across domains, including education, must demonstrate flexibility and adaptability. This study aimed to compare perceptions on adaptive performance in teaching among novice ( n = 18) and experienced ( n = 20) university teachers. The methods included interviews regarding perceptions on adaptive performance in teaching and lived examples of situations that required adaptive performance. Results sh…
The role of academic and extra-academic actors in transdisciplinary challenge-based learning
To solve societal, sustainability-related issues, higher education requires new and innovative didactical concepts in learning. We introduce the concept of transdisciplinary-CBL (T-CBL) to explicate the role of diverse disciplinary and extra-academic actors in learning processes where students work in teams to co-create innovative solutions to societal challenges. To increase our understanding of how students learn from different actors in T-CBL,…
The social forming of professionals’ adaptive performance
Adaptive performance of professionals describes task achievement under conditions of novelty or uncertainty. Research shows that this type of performance can be trained, and that social interaction often plays an important role in it. This study sought to clarify that role, by posing the research question of how social interaction shapes professionals' sensemaking in adaptive performance. Our conceptual model integrates two concepts from organisa…
Receiving Feedback Is Not Easy! Six Common Pitfalls
Tielemans, Claudia J.M. MSc; Eijkelboom, Charlotte M.C.L. MSc; Lesterhuis, Marije PhD; de Vreugd, Lars B. MSc; Pennings, Helena J.M. PhD; de Kleijn, Renske A.M. PhD Author Information
Towards a conceptual framework of adaptivity in face-to-face-interaction
The pervasive phenomenon of adaptivity in face-to-face interaction isdescribed inconsistently, using numerous concepts (e.g. alignment/attunement/complementarity/imitation/reciprocity/scaffolding/synchrony), impeding the streamlining of adaptivity research. Weexplored 33 adaptivity concepts and various adaptivity theories fromdifferentfields. We developed a theory-based conceptual frameworkconsisting of two key dimensions.Relatednessrefers to how…
Regression Models for Cylindrical Data in Psychology
Cylindrical data are multivariate data which consist of a directional, in this paper circular, and a linear component. Examples of cylindrical data in psychology include human navigation (direction and distance of movement), eye-tracking research (direction and length of saccades) and data from an interpersonal circumplex (location and intensity on the IPC). In this paper we adapt four models for cylindrical data to include a regression of the ci…
Teacher interpersonal behavior in the context of positive teacher-student interpersonal relationships in East Asian classrooms
Changes over time in teachers’ interpersonal role identity
Interpersonal relationships between teachers and students play a crucial role in teachers’ professional identity, yet have hardly been focused on in research. This study aimed to explore teachers’ interpersonal role identity over time by focusing on teachers’ appraisals of classroom situations and the relation with their interpersonal identity standards. Semi-structured and video-stimulated interviews were conducted with 24 teachers in 2011 and 2…
Beginning and experienced secondary school teachers' self- and student schema in positive and problematic teacher–student relationships
The quality of teacher-student relationships is important for teachers' well-being in schools. In this interview study we investigated which cognitions comprise secondary school teachers' self- and student schema in positive and problematic teacher-student relationships. Frequency analyses of these cognitions showed that especially student schema differed in teachers' talk of positive and problematic relationships. When combining cognitions of th…
Real-time teacher–student interactions
Teacher–student relationships develop from real-time teacher–student interactions. These real-time interactions can be characterized by interpersonal content, structure, and complementarity. We studied how teacher–student interactions measured in terms of these characteristics differed for two teachers with distinct teacher–student relationships. A computer joystick device enabled us to measure teacher and student interpersonal behavior as a two-…
Mapping control and affiliation in teacher–student interaction with State Space Grids
Beginning and experienced secondary school teachers' self- and student schema in positive and problematic teacher–student relationships
The quality of teacher-student relationships is important for teachers' well-being in schools. In this interview study we investigated which cognitions comprise secondary school teachers' self- and student schema in positive and problematic teacher-student relationships. Frequency analyses of these cognitions showed that especially student schema differed in teachers' talk of positive and problematic relationships. When combining cognitions of th…
Real-time teacher–student interactions
Teacher–student relationships develop from real-time teacher–student interactions. These real-time interactions can be characterized by interpersonal content, structure, and complementarity. We studied how teacher–student interactions measured in terms of these characteristics differed for two teachers with distinct teacher–student relationships. A computer joystick device enabled us to measure teacher and student interpersonal behavior as a two-…
Teacher interpersonal behavior in the context of positive teacher-student interpersonal relationships in East Asian classrooms
Mapping control and affiliation in teacher–student interaction with State Space Grids
Towards a conceptual framework of adaptivity in face-to-face-interaction
The pervasive phenomenon of adaptivity in face-to-face interaction isdescribed inconsistently, using numerous concepts (e.g. alignment/attunement/complementarity/imitation/reciprocity/scaffolding/synchrony), impeding the streamlining of adaptivity research. Weexplored 33 adaptivity concepts and various adaptivity theories fromdifferentfields. We developed a theory-based conceptual frameworkconsisting of two key dimensions.Relatednessrefers to how…
Mapping control and affiliation in teacher–student interaction with State Space Grids
Real-time teacher–student interactions
Teacher–student relationships develop from real-time teacher–student interactions. These real-time interactions can be characterized by interpersonal content, structure, and complementarity. We studied how teacher–student interactions measured in terms of these characteristics differed for two teachers with distinct teacher–student relationships. A computer joystick device enabled us to measure teacher and student interpersonal behavior as a two-…
Beginning and experienced secondary school teachers' self- and student schema in positive and problematic teacher–student relationships
The quality of teacher-student relationships is important for teachers' well-being in schools. In this interview study we investigated which cognitions comprise secondary school teachers' self- and student schema in positive and problematic teacher-student relationships. Frequency analyses of these cognitions showed that especially student schema differed in teachers' talk of positive and problematic relationships. When combining cognitions of th…
Changes over time in teachers’ interpersonal role identity
Interpersonal relationships between teachers and students play a crucial role in teachers’ professional identity, yet have hardly been focused on in research. This study aimed to explore teachers’ interpersonal role identity over time by focusing on teachers’ appraisals of classroom situations and the relation with their interpersonal identity standards. Semi-structured and video-stimulated interviews were conducted with 24 teachers in 2011 and 2…
Teacher interpersonal behavior in the context of positive teacher-student interpersonal relationships in East Asian classrooms
Regression Models for Cylindrical Data in Psychology
Cylindrical data are multivariate data which consist of a directional, in this paper circular, and a linear component. Examples of cylindrical data in psychology include human navigation (direction and distance of movement), eye-tracking research (direction and length of saccades) and data from an interpersonal circumplex (location and intensity on the IPC). In this paper we adapt four models for cylindrical data to include a regression of the ci…
Towards a conceptual framework of adaptivity in face-to-face-interaction
The pervasive phenomenon of adaptivity in face-to-face interaction isdescribed inconsistently, using numerous concepts (e.g. alignment/attunement/complementarity/imitation/reciprocity/scaffolding/synchrony), impeding the streamlining of adaptivity research. Weexplored 33 adaptivity concepts and various adaptivity theories fromdifferentfields. We developed a theory-based conceptual frameworkconsisting of two key dimensions.Relatednessrefers to how…
Receiving Feedback Is Not Easy! Six Common Pitfalls
Tielemans, Claudia J.M. MSc; Eijkelboom, Charlotte M.C.L. MSc; Lesterhuis, Marije PhD; de Vreugd, Lars B. MSc; Pennings, Helena J.M. PhD; de Kleijn, Renske A.M. PhD Author Information
The social forming of professionals’ adaptive performance
Adaptive performance of professionals describes task achievement under conditions of novelty or uncertainty. Research shows that this type of performance can be trained, and that social interaction often plays an important role in it. This study sought to clarify that role, by posing the research question of how social interaction shapes professionals' sensemaking in adaptive performance. Our conceptual model integrates two concepts from organisa…
The role of academic and extra-academic actors in transdisciplinary challenge-based learning
To solve societal, sustainability-related issues, higher education requires new and innovative didactical concepts in learning. We introduce the concept of transdisciplinary-CBL (T-CBL) to explicate the role of diverse disciplinary and extra-academic actors in learning processes where students work in teams to co-create innovative solutions to societal challenges. To increase our understanding of how students learn from different actors in T-CBL,…
Dealing with the unexpected
In today’s rapidly changing society, professionals across domains, including education, must demonstrate flexibility and adaptability. This study aimed to compare perceptions on adaptive performance in teaching among novice ( n = 18) and experienced ( n = 20) university teachers. The methods included interviews regarding perceptions on adaptive performance in teaching and lived examples of situations that required adaptive performance. Results sh…
Psychology (9 works) · Social Psychology (7 works) · Computer Science (6 works) · Social Psychology (6 works) · Interpersonal communication (5 works) · Teacher Education and Leadership Studies (5 works) · Interpersonal relationship (4 works) · Mathematics education (4 works) · Early Childhood Education and Development (3 works) · Educational Environments and Student Outcomes (3 works)