Jan Van Damme
Biographic Data
| ID | 836965 |
|---|---|
| NAME | Jan Van Damme |
| GIVEN NAMES | Jan |
| FAMILY NAME | Van Damme |
| SIGNATURE | VAN DAMME J |
| AFFILIATIONS | KU Leuven |
| ORCID | 0000-0002-2692-9120 |
| VERIFIED | Yes |
| TOTAL WORKS | 34 |
| TOTAL CITATIONS | 179 |
| AUTHOR COUNT | 34 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 8 |
A cross-country comparison of family effect upon students’ reading literacy based on social capital theory
Prior studies examining social capital and academic achievement have focused on individual countries, limiting cross-cultural generalizability. Additionally, inconsistent measurement of social capital hinders robust conclusions about its effects on student achievement. To add these problems, this study evaluates family-based social capital (FSC) within diverse cultural contexts using a two-stage analytical framework combining country-specific two…
A Cross-Country Comparison of School-Based Social Capital Effects upon Reading Literacy Based on Pisa Data
Addressing the gap in cross-cultural understanding of school-based social capital, this study examines its effects on student reading literacy across 14 economies using PISA 2009 data, selected for Parent Questionnaire availability. A two-stage analysis involved country-specific two-level hierarchical linear models (HLM) controlling for demographics, followed by meta-analysis to assess effect heterogeneity and overall patterns for indicators like…
Mejorar el esfuerzo y los logros: La importancia de la participación de los padres y las asociaciones entre el hogar y la escuela
Aunque a menudo se encuentra que la capacidad y los logros previos son los mejores indicadores de los logros posteriores (Reynolds y Walberg, 1992), la investigación también ha demostrado que los factores motivacionales tienen influencias importantes en el aprendizaje de los estudiantes (Wang, Haertel y Walberg, 1993). La forma en que un estudiante acepta la escuela y su papel en la sociedad determina el esfuerzo que el estudiante está dispuesto …
The reciprocal 2I/E model: An investigation of mutual relations between achievement and self-concept levels and changes in the math and verbal domain across three countries
Wolff F, Sticca F, Niepel C, Götz T, Van Damme J, Möller J. The reciprocal 2I/E model: An investigation of mutual relations between achievement and self-concept levels and changes in the math and verbal domain across three countries. Journal of Educational Psychology . 2021;113(8):1529-1549
Effet des classes et des écoles sur les performances en mathématiques des élèves de 4e année du primaire de la Province orientale en République démocratique du Congo
Cette étude examine l’impact des classes et des écoles sur les performances en mathématiques des élèves de 4 e année du primaire dans deux villes de la République démocratique du Congo en recourant à l’analyse multiniveau. Elle révèle que 71 %, 16 % et 13 % de la variance totale se situent respectivement aux niveaux élève, classe et école. L’étude montre en outre qu’au-delà de l’effet des caractéristiques individuelles, les caractéristiques de la…
Can group composition effects explain socioeconomic and ethnic achievement gaps in primary education
Long-term effects of primary schools on non-cognitive outcomes of students at age 17
Long‐term effects of primary schools on mathematics achievement of students at age 17
In the field of educational effectiveness research, school effects are generally studied in the short term (i.e. during the same phase of schooling). The aim of this study is to investigate long‐term primary school effects on students’ achievement in mathematics at the end of secondary education. We also investigate which primary school characteristics are of importance in the long term. Data from the longitudinal Si BO project, in which a cohort…
Time-Varying Treatments in Observational Studies: Marginal Structural Models of the Effects of Early Grade Retention on Math Achievement
One of the main objectives of many empirical studies in the social and behavioral sciences is to assess the causal effect of a treatment or intervention on the occurrence of a certain event. The randomized controlled trial is generally considered the gold standard to evaluate such causal effects. However, for ethical or practical reasons, social scientists are often bound to the use of nonexperimental, observational designs. When the treatment an…
Do the teacher and school factors of the dynamic model affect high- and low-achieving student groups to the same extent? a cross-country study
Background. The dynamic model of educational effectiveness (DMEE) is a comprehensive theoretical framework including factors that are important for school learning, based on consistent findings within educational effectiveness research. Purpose. This study investigates the impact of teacher and school factors of DMEE on mathematics and science achievement, and identifies factors with equalising qualities in terms of helping low-achieving student …
Effects of kindergarten retention for at-risk children’s mathematics development
When a child does not seem to be ready for primary school, a popular practice is to grant the child more time by letting it repeat kindergarten. However, previous quasi-experimental research demonstrated negative, though diminishing, effects of kindergarten retention on academic learning during the first years of primary school. The present study extends the existing evidence by addressing children’s post-treatment school trajectories. Analysing …
School processes mediate school compositional effects: Model specification and estimation
School composition effects have been consistently verified, but few studies ever attempted to study how school composition affects school achievement. Based on prior research findings, we employed multilevel mediation modeling to examine whether school processes mediate the effect of school composition upon school outcomes based on the data of 28 OECD countries in PISA 2003. These school process factors include school resources, opportunity to le…
I choose so I am: A Logistic Analysis of Major Selection in University and Successful Completion of the First Year
This study examines the choice of a university major with a special focus on the type of major chosen in the first year and success/failure at the end of this first year, using a sample of 2284 students in Flanders, Belgium. Extending previous research, the effects of prior subject uptake, occupational interests, prior mathematics and Dutch achievement, gender, socioeconomic status, academic self-concept and future aspirations on major selection …
Educational effectiveness research (EER): A state-of-the-art review
Research and scholarship into educational effectiveness research (EER) is comprehensively reviewed from the UK, The Netherlands, the US, Cyprus, Belgium, Sweden, France, Germany, New Zealand, Australia, and other societies, dating from the field’s origins in the 1970s. Issues include its history, methodological and theoretical advances, scientific properties of school effects, processes at school and classroom level behind these effects, the some…
Inequality in language achievement growth? An investigation into the impact of pupil socio‐ethnic background and school socio‐ethnic composition
This paper investigates how pupils' growth trajectories in three language domains (reading fluency, spelling, and reading comprehension) are related to their own socioeconomic and ethnic background and to the socioeconomic and ethnic composition of their primary school. Using multilevel piecewise growth curve analysis, the growth trajectories of approximately 5000 pupils from 170 primary schools were estimated. The results indicate that a pupil's…
Does it matter who your schoolmates are? An investigation of the association between school composition, school processes and mathematics achievement in the early years of primary education
Although many studies have focused on the importance of school composition for student achievement, there is still no consensus on whether school composition matters to student achievement, and, if so, why . Therefore, the present study investigates the association between school composition and mathematics achievement at the end of second grade in Flanders. International research points to the initial ability level, SES , ethnicity and sex compo…
Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure
BackgroundThe multidimensionality of the academic self-concept in terms of domain specificity has been well established in previous studies, whereas its multidimensionality in terms of motivational functions (the so-called affect-competence separation) needs further examination.AimThis study aims at exploring differential effects of enjoyment and competence beliefs on two external validity criteria in the field of mathematics.SampleData analysed …
Institutionalized advisory systems: An analysis of member satisfaction of advice production and use across 9 strategic advisory councils in Flanders (Belgium)
Policy-making in Flanders (Belgium) is traditionally characterized by a dense advisory system with a high number of advisory councils, firmly integrated into the policy-making process. Recently, the Flemish government has reshaped its strategic advisory council system, responding to concerns over growing advice competition. This reorganization was part of a broader reform aimed at increasing the efficiency and effectiveness of policies. In this a…
Learning environment and students’ mathematics attitude
Managing Public Consultation: A Conceptual Framework and Empirical Findings From Belgian Case Studies
This article addresses the question of how governments can set up and manage, in an increasingly complex policy environment, processes of public consultation that lead to good outcomes. Drawing upon insights of democratic theory and literature on network and interactive governance, the article discusses the organization and outcomes of public consultation processes. The analysis of four Belgian cases shows that the absence of open process rules d…
Causal ordering of academic self-concept and achievement: Effects of type of achievement measure
Background. The relation between academic self-concept and achievement has been examined in a large number of studies. The majority of these studies have found evidence for a reciprocal effects model. However, there is an ongoing debate on how students' achievement should be measured and whether the type of achievement indicator (grades, tests, teacher ratings) affects the causal pattern found in these studies.Aims. The study aims at clarifying h…
Classroom problem behavior and teacher-child relationships in kindergarten: The moderating role of classroom climate
Mathematics Participation and Mathematics Achievement Across Secondary School: The Role of Gender
Do school context, student composition and school leadership affect school practice and outcomes in secondary education
This study examined effects of school context, student composition and school leadership on school practice and outcomes in secondary education in Flanders. The study reveals that relations between school characteristics do exist and that it is possible to explain an important part of the differences in mean effort and mathematics achievement of schools by means of these school characteristics. Furthermore, it was found that school size positivel…
The short‐term and the long‐term effect of primary schools and classes on mathematics and language achievement scores
A considerable body of previous research has demonstrated that differences between schools and classes have an impact on students' learning and acquisition of skills. It is not yet clear, however, whether the effects persist in the longer term. The present study examines the effect of primary schools and classes on language and mathematics achievement over a period of two years after leaving primary education. Considerable short‐term effects of t…
Relationship between School Composition and Characteristics of School Process and their Effect on Mathematics Achievement
This study explores the relationship between school composition and characteristics of school process and investigates their effect on mathematics achievement in Belgian (Flemish) secondary education by means of multilevel analysis. Attention is paid to the differential effectiveness of both types of school characteristics. The study confirms that there are important relationships between school composition and school process variables in seconda…
Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice
Institutionalized advisory systems: An analysis of member satisfaction of advice production and use across 9 strategic advisory councils in Flanders (Belgium)
Policy-making in Flanders (Belgium) is traditionally characterized by a dense advisory system with a high number of advisory councils, firmly integrated into the policy-making process. Recently, the Flemish government has reshaped its strategic advisory council system, responding to concerns over growing advice competition. This reorganization was part of a broader reform aimed at increasing the efficiency and effectiveness of policies. In this a…
Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure
BackgroundThe multidimensionality of the academic self-concept in terms of domain specificity has been well established in previous studies, whereas its multidimensionality in terms of motivational functions (the so-called affect-competence separation) needs further examination.AimThis study aims at exploring differential effects of enjoyment and competence beliefs on two external validity criteria in the field of mathematics.SampleData analysed …
Do school context, student composition and school leadership affect school practice and outcomes in secondary education
This study examined effects of school context, student composition and school leadership on school practice and outcomes in secondary education in Flanders. The study reveals that relations between school characteristics do exist and that it is possible to explain an important part of the differences in mean effort and mathematics achievement of schools by means of these school characteristics. Furthermore, it was found that school size positivel…
Managing Public Consultation: A Conceptual Framework and Empirical Findings From Belgian Case Studies
This article addresses the question of how governments can set up and manage, in an increasingly complex policy environment, processes of public consultation that lead to good outcomes. Drawing upon insights of democratic theory and literature on network and interactive governance, the article discusses the organization and outcomes of public consultation processes. The analysis of four Belgian cases shows that the absence of open process rules d…
The effect of schools and classes on language achievement
This study addresses the effects of secondary schools and classes on language achievement in Flanders, Belgium. The results of a three‐level analysis (students within classes within schools) indicate that the group composition at the class level is very important. In classes with a high average initial cognitive ability or a large proportion of girls, the language achievement is higher. These compositional effects are discussed with reference to …
Tracking and the effects of school‐related attitudes on the language achievement of boys and girls
In this study we examined whether the underachievement of boys in language at the end of secondary education is related to school‐related attitudes. Data were drawn from the LOSO project, a longitudinal research project in secondary education. The results showed that there were gender differences in language achievement in favour of girls in the lower tracks, but not in the highest track. The underachievement of boys was associated with boys’ les…
The Gender Gap in Language Achievement: The Role of School-Related Attitudes of Class Groups
Effects of single‐sex versus co‐educational classes and schools on gender differences in progress in language and mathematics achievement
In this study, the effects of single‐sex versus co‐educational classes and schools on the progress in language and mathematics of boys and girls at the end of the second year of secondary education are investigated. Data from the Longitudinaal Onderzoek Secundair Onderwijs project are used. Multilevel analyses were carried out on a sample of approximately 4000 pupils, 330 classes (190 single‐sex), 180 teachers and 50 schools (20 single‐sex). The …
School processes mediate school compositional effects: Model specification and estimation
School composition effects have been consistently verified, but few studies ever attempted to study how school composition affects school achievement. Based on prior research findings, we employed multilevel mediation modeling to examine whether school processes mediate the effect of school composition upon school outcomes based on the data of 28 OECD countries in PISA 2003. These school process factors include school resources, opportunity to le…
Mathematics Participation and Mathematics Achievement Across Secondary School: The Role of Gender
I choose so I am: A Logistic Analysis of Major Selection in University and Successful Completion of the First Year
This study examines the choice of a university major with a special focus on the type of major chosen in the first year and success/failure at the end of this first year, using a sample of 2284 students in Flanders, Belgium. Extending previous research, the effects of prior subject uptake, occupational interests, prior mathematics and Dutch achievement, gender, socioeconomic status, academic self-concept and future aspirations on major selection …
Do the teacher and school factors of the dynamic model affect high- and low-achieving student groups to the same extent? a cross-country study
Background. The dynamic model of educational effectiveness (DMEE) is a comprehensive theoretical framework including factors that are important for school learning, based on consistent findings within educational effectiveness research. Purpose. This study investigates the impact of teacher and school factors of DMEE on mathematics and science achievement, and identifies factors with equalising qualities in terms of helping low-achieving student …
Inequality in language achievement growth? An investigation into the impact of pupil socio‐ethnic background and school socio‐ethnic composition
This paper investigates how pupils' growth trajectories in three language domains (reading fluency, spelling, and reading comprehension) are related to their own socioeconomic and ethnic background and to the socioeconomic and ethnic composition of their primary school. Using multilevel piecewise growth curve analysis, the growth trajectories of approximately 5000 pupils from 170 primary schools were estimated. The results indicate that a pupil's…
Does it matter who your schoolmates are? An investigation of the association between school composition, school processes and mathematics achievement in the early years of primary education
Although many studies have focused on the importance of school composition for student achievement, there is still no consensus on whether school composition matters to student achievement, and, if so, why . Therefore, the present study investigates the association between school composition and mathematics achievement at the end of second grade in Flanders. International research points to the initial ability level, SES , ethnicity and sex compo…
Causal ordering of academic self-concept and achievement: Effects of type of achievement measure
Background. The relation between academic self-concept and achievement has been examined in a large number of studies. The majority of these studies have found evidence for a reciprocal effects model. However, there is an ongoing debate on how students' achievement should be measured and whether the type of achievement indicator (grades, tests, teacher ratings) affects the causal pattern found in these studies.Aims. The study aims at clarifying h…
Long‐term effects of primary schools on mathematics achievement of students at age 17
In the field of educational effectiveness research, school effects are generally studied in the short term (i.e. during the same phase of schooling). The aim of this study is to investigate long‐term primary school effects on students’ achievement in mathematics at the end of secondary education. We also investigate which primary school characteristics are of importance in the long term. Data from the longitudinal Si BO project, in which a cohort…
The short‐term and the long‐term effect of primary schools and classes on mathematics and language achievement scores
A considerable body of previous research has demonstrated that differences between schools and classes have an impact on students' learning and acquisition of skills. It is not yet clear, however, whether the effects persist in the longer term. The present study examines the effect of primary schools and classes on language and mathematics achievement over a period of two years after leaving primary education. Considerable short‐term effects of t…
Relationship between School Composition and Characteristics of School Process and their Effect on Mathematics Achievement
This study explores the relationship between school composition and characteristics of school process and investigates their effect on mathematics achievement in Belgian (Flemish) secondary education by means of multilevel analysis. Attention is paid to the differential effectiveness of both types of school characteristics. The study confirms that there are important relationships between school composition and school process variables in seconda…
Socioeconomic status and student achievement in a multilevel model of flemish timss-1999 data: The importance of a parent questionnaire
The effect of schools and classes on language achievement
This study addresses the effects of secondary schools and classes on language achievement in Flanders, Belgium. The results of a three‐level analysis (students within classes within schools) indicate that the group composition at the class level is very important. In classes with a high average initial cognitive ability or a large proportion of girls, the language achievement is higher. These compositional effects are discussed with reference to …
Effects of single‐sex versus co‐educational classes and schools on gender differences in progress in language and mathematics achievement
In this study, the effects of single‐sex versus co‐educational classes and schools on the progress in language and mathematics of boys and girls at the end of the second year of secondary education are investigated. Data from the Longitudinaal Onderzoek Secundair Onderwijs project are used. Multilevel analyses were carried out on a sample of approximately 4000 pupils, 330 classes (190 single‐sex), 180 teachers and 50 schools (20 single‐sex). The …
The Consequence of Ignoring a Level of Nesting in Multilevel Analysis: A Comment
This short contribution is a comment on M. Moerbeek's exploration of consequences of ignoring a level of clustering in a multilevel model, which was published in the first issue of the 2004 volume of Multivariate Behavioral Research. After having recapitulated the framework and extended the results of Moerbeek's study, we formulate two critical notes. First, we point at the incompleteness of the conclusions drawn by Moerbeek from the analytical w…
Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice
Application of Multidimensional Item Response Theory Models to Longitudinal Data
The application of multidimensional item response theory (IRT) models to longitudinal educational surveys where students are repeatedly measured is discussed and exemplified. A marginal maximum likelihood (MML) method to estimate the parameters of a multidimensional generalized partial credit model for repeated measures is presented. It is shown that model fit can be evaluated using Lagrange multiplier tests. Two tests are presented: the first ai…
The Gender Gap in Language Achievement: The Role of School-Related Attitudes of Class Groups
Tracking and the effects of school‐related attitudes on the language achievement of boys and girls
In this study we examined whether the underachievement of boys in language at the end of secondary education is related to school‐related attitudes. Data were drawn from the LOSO project, a longitudinal research project in secondary education. The results showed that there were gender differences in language achievement in favour of girls in the lower tracks, but not in the highest track. The underachievement of boys was associated with boys’ les…
Do school context, student composition and school leadership affect school practice and outcomes in secondary education
This study examined effects of school context, student composition and school leadership on school practice and outcomes in secondary education in Flanders. The study reveals that relations between school characteristics do exist and that it is possible to explain an important part of the differences in mean effort and mathematics achievement of schools by means of these school characteristics. Furthermore, it was found that school size positivel…
The short‐term and the long‐term effect of primary schools and classes on mathematics and language achievement scores
A considerable body of previous research has demonstrated that differences between schools and classes have an impact on students' learning and acquisition of skills. It is not yet clear, however, whether the effects persist in the longer term. The present study examines the effect of primary schools and classes on language and mathematics achievement over a period of two years after leaving primary education. Considerable short‐term effects of t…
Classroom problem behavior and teacher-child relationships in kindergarten: The moderating role of classroom climate
Mathematics Participation and Mathematics Achievement Across Secondary School: The Role of Gender
Causal ordering of academic self-concept and achievement: Effects of type of achievement measure
Background. The relation between academic self-concept and achievement has been examined in a large number of studies. The majority of these studies have found evidence for a reciprocal effects model. However, there is an ongoing debate on how students' achievement should be measured and whether the type of achievement indicator (grades, tests, teacher ratings) affects the causal pattern found in these studies.Aims. The study aims at clarifying h…
Learning environment and students’ mathematics attitude
Managing Public Consultation: A Conceptual Framework and Empirical Findings From Belgian Case Studies
This article addresses the question of how governments can set up and manage, in an increasingly complex policy environment, processes of public consultation that lead to good outcomes. Drawing upon insights of democratic theory and literature on network and interactive governance, the article discusses the organization and outcomes of public consultation processes. The analysis of four Belgian cases shows that the absence of open process rules d…
Institutionalized advisory systems: An analysis of member satisfaction of advice production and use across 9 strategic advisory councils in Flanders (Belgium)
Policy-making in Flanders (Belgium) is traditionally characterized by a dense advisory system with a high number of advisory councils, firmly integrated into the policy-making process. Recently, the Flemish government has reshaped its strategic advisory council system, responding to concerns over growing advice competition. This reorganization was part of a broader reform aimed at increasing the efficiency and effectiveness of policies. In this a…
Educational effectiveness research (EER): A state-of-the-art review
Research and scholarship into educational effectiveness research (EER) is comprehensively reviewed from the UK, The Netherlands, the US, Cyprus, Belgium, Sweden, France, Germany, New Zealand, Australia, and other societies, dating from the field’s origins in the 1970s. Issues include its history, methodological and theoretical advances, scientific properties of school effects, processes at school and classroom level behind these effects, the some…
Inequality in language achievement growth? An investigation into the impact of pupil socio‐ethnic background and school socio‐ethnic composition
This paper investigates how pupils' growth trajectories in three language domains (reading fluency, spelling, and reading comprehension) are related to their own socioeconomic and ethnic background and to the socioeconomic and ethnic composition of their primary school. Using multilevel piecewise growth curve analysis, the growth trajectories of approximately 5000 pupils from 170 primary schools were estimated. The results indicate that a pupil's…
Does it matter who your schoolmates are? An investigation of the association between school composition, school processes and mathematics achievement in the early years of primary education
Although many studies have focused on the importance of school composition for student achievement, there is still no consensus on whether school composition matters to student achievement, and, if so, why . Therefore, the present study investigates the association between school composition and mathematics achievement at the end of second grade in Flanders. International research points to the initial ability level, SES , ethnicity and sex compo…
Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure
BackgroundThe multidimensionality of the academic self-concept in terms of domain specificity has been well established in previous studies, whereas its multidimensionality in terms of motivational functions (the so-called affect-competence separation) needs further examination.AimThis study aims at exploring differential effects of enjoyment and competence beliefs on two external validity criteria in the field of mathematics.SampleData analysed …
Effects of kindergarten retention for at-risk children’s mathematics development
When a child does not seem to be ready for primary school, a popular practice is to grant the child more time by letting it repeat kindergarten. However, previous quasi-experimental research demonstrated negative, though diminishing, effects of kindergarten retention on academic learning during the first years of primary school. The present study extends the existing evidence by addressing children’s post-treatment school trajectories. Analysing …
School processes mediate school compositional effects: Model specification and estimation
School composition effects have been consistently verified, but few studies ever attempted to study how school composition affects school achievement. Based on prior research findings, we employed multilevel mediation modeling to examine whether school processes mediate the effect of school composition upon school outcomes based on the data of 28 OECD countries in PISA 2003. These school process factors include school resources, opportunity to le…
I choose so I am: A Logistic Analysis of Major Selection in University and Successful Completion of the First Year
This study examines the choice of a university major with a special focus on the type of major chosen in the first year and success/failure at the end of this first year, using a sample of 2284 students in Flanders, Belgium. Extending previous research, the effects of prior subject uptake, occupational interests, prior mathematics and Dutch achievement, gender, socioeconomic status, academic self-concept and future aspirations on major selection …
Time-Varying Treatments in Observational Studies: Marginal Structural Models of the Effects of Early Grade Retention on Math Achievement
One of the main objectives of many empirical studies in the social and behavioral sciences is to assess the causal effect of a treatment or intervention on the occurrence of a certain event. The randomized controlled trial is generally considered the gold standard to evaluate such causal effects. However, for ethical or practical reasons, social scientists are often bound to the use of nonexperimental, observational designs. When the treatment an…
Psychology (30 works) · Mathematics education (23 works) · Parental Involvement in Education (17 works) · School Choice and Performance (17 works) · Academic achievement (16 works) · Mathematics (16 works) · Developmental psychology (12 works) · Early Childhood Education and Development (11 works) · Statistics (11 works) · Multilevel model (10 works)