Martijn J M Leenknecht
Biographic Data
| ID | 6508888 |
|---|---|
| NAME | Martijn J M Leenknecht |
| GIVEN NAMES | Martijn J M |
| FAMILY NAME | Leenknecht |
| SIGNATURE | LEENKNECHT M J M |
| AFFILIATIONS | Utrecht University |
| ORCID | 0000-0003-3494-9057 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Building relationships in higher education to support students’ motivation
Student-teacher relationships in higher education take place in two embedded social contexts: the in-class environment and the educational institute in which the in-class environment is situated. The interplay between the two contexts and their association with students’ motivation was studied in the current study. In a broad sample (N=597), perceptions of student-staff relationship quality, need-supportive teaching in class, and autonomous and c…
Using scaffolding strategies to improve formative assessment practice in higher education
Putting the ideas of formative assessment to practice in a classroom is hard for a teacher, especially when this teacher wants to adapt education to gathered information of student performance. This study aimed to increase teachers’ classroom adaptivity by providing a small training program for teachers in higher education. In the training program teacher adaptivity was concretized through the use of scaffolding strategies. A quasi-experimental d…
Formative assessment as practice
Formative assessment can be seen as an integral part of teaching and learning, as formative assessment affects students’ learning and vice versa. Students’ motivation can theoretically be placed at the centre of this reciprocal relationship, as formative assessment is assumed to affect students’ need satisfaction of autonomy, competence and relatedness, and consequently their autonomous motivation. In the current study, two assumptions were teste…
Feedback seeking behaviour in higher education
To make sure that feedback fulfils its aspirations, students’ active role in feedback should be acknowledged in higher education: It is students’ uptake of feedback that determines its effectiveness. In this study, feedback seeking behaviour of students is introduced in order to enrich our knowledge about students’ active role in feedback. Goal orientation was studied as antecedent of feedback seeking behaviour, and students’ deep learning approa…
Need-supportive teaching in higher education
Assessing assessment quality
Assessing assessment quality
Need-supportive teaching in higher education
Feedback seeking behaviour in higher education
To make sure that feedback fulfils its aspirations, students’ active role in feedback should be acknowledged in higher education: It is students’ uptake of feedback that determines its effectiveness. In this study, feedback seeking behaviour of students is introduced in order to enrich our knowledge about students’ active role in feedback. Goal orientation was studied as antecedent of feedback seeking behaviour, and students’ deep learning approa…
Formative assessment as practice
Formative assessment can be seen as an integral part of teaching and learning, as formative assessment affects students’ learning and vice versa. Students’ motivation can theoretically be placed at the centre of this reciprocal relationship, as formative assessment is assumed to affect students’ need satisfaction of autonomy, competence and relatedness, and consequently their autonomous motivation. In the current study, two assumptions were teste…
Using scaffolding strategies to improve formative assessment practice in higher education
Putting the ideas of formative assessment to practice in a classroom is hard for a teacher, especially when this teacher wants to adapt education to gathered information of student performance. This study aimed to increase teachers’ classroom adaptivity by providing a small training program for teachers in higher education. In the training program teacher adaptivity was concretized through the use of scaffolding strategies. A quasi-experimental d…
Building relationships in higher education to support students’ motivation
Student-teacher relationships in higher education take place in two embedded social contexts: the in-class environment and the educational institute in which the in-class environment is situated. The interplay between the two contexts and their association with students’ motivation was studied in the current study. In a broad sample (N=597), perceptions of student-staff relationship quality, need-supportive teaching in class, and autonomous and c…
Mathematics education (6 works) · Psychology (6 works) · Social Psychology (5 works) · Pedagogy (4 works) · Student Assessment and Feedback (4 works) · Autonomy (3 works) · Computer Science (3 works) · Evaluation of Teaching Practices (3 works) · Formative assessment (2 works) · Motivation and Self-Concept in Sports (2 works)