Marjolijn van Weerdenburg
Biographic Data
| ID | 8599451 |
|---|---|
| NAME | Marjolijn van Weerdenburg |
| GIVEN NAMES | Marjolijn |
| FAMILY NAME | van Weerdenburg |
| SIGNATURE | VAN WEERDENBURG M |
| AFFILIATIONS | Radboud University Nijmegen |
| ORCID | 0000-0002-7655-7353 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Sex Differences in Underachievement and Social-Emotional Functioning of Gifted Students
This study examined sex differences among academically achieving and underachieving gifted students ( N = 280) in the Netherlands attending a pre-university track in secondary school. We focused on three types of underachievement: general, language arts, and STEM. Boys demonstrated higher general intelligence scores than girls, while girls showed higher general academic achievement than boys. No sex differences were found in language arts and STE…
Parents, teachers, and policy makers in educational interventions for gifted students
Gifted students often encounter challenges in receiving the education that they need. To enhance adequate educational interventions for gifted students, it is important to explicitly consider the involvement of and interactions between key actors, such as parents, teachers, and policy makers. This systematic review study sought to explore the involvement of these key actors in educational interventions for gifted students, and to illuminate the c…
School Leaders in Gifted Education
Effective collaboration among various actors is essential to optimally support the educational needs of gifted students. School leaders play an essential role in creating an environment and policies that foster this collaboration. This exploratory mixed-methods study investigated school leaders’ perceptions of the involvement of and interactions with actor groups (parents, teachers, and other school leaders) in the system surrounding gifted stude…
Collaborating for Gifted Students With Complex Educational Needs
This grounded theory study investigated collaboration methods among actors working with gifted students with complex educational needs and their parents. Through interviews with students, parents, educational professionals, and care providers, both successful and unsuccessful collaboration strategies were examined. Subsequently, a model was proposed to enhance effective collaboration for this unique, but heterogenous group of students. This model…
Underachievement Risks and Profiles of Psychological Variables Among High-Ability Adolescents from Hong Kong, The Netherlands, Taiwan, and The United Kingdom
Background: High-ability students, despite their potential, may underachieve academically. The existing literature suggests the presence of subtypes, such as perfectionistic or creative high-ability students, who underachieve for different reasons. However, empirical work identifying these profiles and linking them to underachievement remains limited. Methods: We analyzed self-reported data by 930 high-ability adolescents across Hong Kong, the Ne…
Dyslexie font does not benefit reading in children with or without dyslexia
In two experiments, the claim was tested that the font "Dyslexie", specifically designed for people with dyslexia, eases reading performance of children with (and without) dyslexia. Three questions were investigated. (1) Does the Dyslexie font lead to faster and/or more accurate reading? (2) Do children have a preference for the Dyslexie font? And, (3) is font preference related to reading performance? In Experiment 1, children with dyslexia (n =…
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Dyslexie font does not benefit reading in children with or without dyslexia
In two experiments, the claim was tested that the font "Dyslexie", specifically designed for people with dyslexia, eases reading performance of children with (and without) dyslexia. Three questions were investigated. (1) Does the Dyslexie font lead to faster and/or more accurate reading? (2) Do children have a preference for the Dyslexie font? And, (3) is font preference related to reading performance? In Experiment 1, children with dyslexia (n =…
School Leaders in Gifted Education
Effective collaboration among various actors is essential to optimally support the educational needs of gifted students. School leaders play an essential role in creating an environment and policies that foster this collaboration. This exploratory mixed-methods study investigated school leaders’ perceptions of the involvement of and interactions with actor groups (parents, teachers, and other school leaders) in the system surrounding gifted stude…
Collaborating for Gifted Students With Complex Educational Needs
This grounded theory study investigated collaboration methods among actors working with gifted students with complex educational needs and their parents. Through interviews with students, parents, educational professionals, and care providers, both successful and unsuccessful collaboration strategies were examined. Subsequently, a model was proposed to enhance effective collaboration for this unique, but heterogenous group of students. This model…
Underachievement Risks and Profiles of Psychological Variables Among High-Ability Adolescents from Hong Kong, The Netherlands, Taiwan, and The United Kingdom
Background: High-ability students, despite their potential, may underachieve academically. The existing literature suggests the presence of subtypes, such as perfectionistic or creative high-ability students, who underachieve for different reasons. However, empirical work identifying these profiles and linking them to underachievement remains limited. Methods: We analyzed self-reported data by 930 high-ability adolescents across Hong Kong, the Ne…
Sex Differences in Underachievement and Social-Emotional Functioning of Gifted Students
This study examined sex differences among academically achieving and underachieving gifted students ( N = 280) in the Netherlands attending a pre-university track in secondary school. We focused on three types of underachievement: general, language arts, and STEM. Boys demonstrated higher general intelligence scores than girls, while girls showed higher general academic achievement than boys. No sex differences were found in language arts and STE…
Parents, teachers, and policy makers in educational interventions for gifted students
Gifted students often encounter challenges in receiving the education that they need. To enhance adequate educational interventions for gifted students, it is important to explicitly consider the involvement of and interactions between key actors, such as parents, teachers, and policy makers. This systematic review study sought to explore the involvement of these key actors in educational interventions for gifted students, and to illuminate the c…
Education, Achievement, and Giftedness (4 works) · Psychology (4 works) · Developmental psychology (2 works) · Gifted education (2 works) · Mathematics education (2 works) · Parental Involvement in Education (2 works) · Pedagogy (2 works) · Psychological Treatments and Assessments (2 works) · Academic achievement (1 work) · Artificial Intelligence (1 work)