Anique de Bruin
Biographic Data
| ID | 8648317 |
|---|---|
| NAME | Anique de Bruin |
| GIVEN NAMES | Anique |
| FAMILY NAME | de Bruin |
| SIGNATURE | DE BRUIN A |
| AFFILIATIONS | Department of Health |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
“Yes we can?” – To what extent do can-judgments enhance self-regulated learning from text
Students worldwide struggle to learn in STEM subjects, highlighting the need for effective interventions to enhance learning in these areas. Evidence on whether judgments of learning (JOLs) combined with retrieval practice can support learning from text is mixed. Notably, previous studies have been carried out with adult learners. Thus, it remains unclear to what extent younger students in intermediate school tracks, who typically perform at low …
‘Just a checkbox’
INTRODUCTION: There have been consistent reports of tension between the dual goals of assessment of learning and assessment for learning in competency-based medical education. This is exemplified by assessments of Entrustable Professional Activities where trainees report a focus on assessment of learning and engaging in performance-oriented behaviours that undermine meaningful assessment. It has been proposed that fostering a growth mindset among…
Easing the transition
Introduction The transition from primary to secondary school is a period that can affect students negatively, with regular drops in academic achievement observed. Training students’ self-regulated learning skills might help prevent some of the negative outcomes associated with the transition. We investigate Talent Talk and Talent Lesson interventions, which aim to improve students’ metacognitive and affective self-regulation through enhancement o…
A conceptual framework to understand learning through formative assessments with student response systems
The aim of this study is to develop a conceptual framework to identify relationships between factors that may be responsible for influencing metacognition when students are formatively assessed using educational technology such as student response systems. We describe and bridge the monitor and control model of Nelson and Narens (1990) and the cue utilization framework of Koriat (1997), which we complement with aspects from digital formative asse…
Understanding self-regulated learning through the lens of motivation
Successful learners should self-regulate their motivation to learn. Although 8 motivational regulation strategies (MRSs) have been described, their relations with student motivation remain underexplored. To analyze this relationship, we conducted a correlational study grounded in Wolters’ theory of MRSs and Ivannikov's adaptation of Leont'ev's activity theory. We considered four different motivational elements: motives-to-learn, mood, perceptions…
Accuracy of primary school children’s immediate and delayed judgments of learning about problem-solving tasks
Accuracy of students’ judgments of learning (JOLs) plays an important role in self-regulated learning. Most studies on JOL accuracy have focused on learning word pairs and text but problems-solving tasks are also very important in education. This study investigated whether children in grade 3 could differentiate in their JOLs between problem-solving tasks that varied in complexity. Participants (N = 76, 8–10 years old) engaged in solving four ari…
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Accuracy of primary school children’s immediate and delayed judgments of learning about problem-solving tasks
Accuracy of students’ judgments of learning (JOLs) plays an important role in self-regulated learning. Most studies on JOL accuracy have focused on learning word pairs and text but problems-solving tasks are also very important in education. This study investigated whether children in grade 3 could differentiate in their JOLs between problem-solving tasks that varied in complexity. Participants (N = 76, 8–10 years old) engaged in solving four ari…
A conceptual framework to understand learning through formative assessments with student response systems
The aim of this study is to develop a conceptual framework to identify relationships between factors that may be responsible for influencing metacognition when students are formatively assessed using educational technology such as student response systems. We describe and bridge the monitor and control model of Nelson and Narens (1990) and the cue utilization framework of Koriat (1997), which we complement with aspects from digital formative asse…
Understanding self-regulated learning through the lens of motivation
Successful learners should self-regulate their motivation to learn. Although 8 motivational regulation strategies (MRSs) have been described, their relations with student motivation remain underexplored. To analyze this relationship, we conducted a correlational study grounded in Wolters’ theory of MRSs and Ivannikov's adaptation of Leont'ev's activity theory. We considered four different motivational elements: motives-to-learn, mood, perceptions…
Easing the transition
Introduction The transition from primary to secondary school is a period that can affect students negatively, with regular drops in academic achievement observed. Training students’ self-regulated learning skills might help prevent some of the negative outcomes associated with the transition. We investigate Talent Talk and Talent Lesson interventions, which aim to improve students’ metacognitive and affective self-regulation through enhancement o…
“Yes we can?” – To what extent do can-judgments enhance self-regulated learning from text
Students worldwide struggle to learn in STEM subjects, highlighting the need for effective interventions to enhance learning in these areas. Evidence on whether judgments of learning (JOLs) combined with retrieval practice can support learning from text is mixed. Notably, previous studies have been carried out with adult learners. Thus, it remains unclear to what extent younger students in intermediate school tracks, who typically perform at low …
‘Just a checkbox’
INTRODUCTION: There have been consistent reports of tension between the dual goals of assessment of learning and assessment for learning in competency-based medical education. This is exemplified by assessments of Entrustable Professional Activities where trainees report a focus on assessment of learning and engaging in performance-oriented behaviours that undermine meaningful assessment. It has been proposed that fostering a growth mindset among…
Innovative Teaching and Learning Methods (5 works) · Metacognition (4 works) · Psychology (4 works) · Cognition (3 works) · Education, Achievement, and Giftedness (2 works) · Mathematics education (2 works) · Motivation and Self-Concept in Sports (2 works) · Psychological intervention (2 works) · Social Psychology (2 works) · Student Assessment and Feedback (2 works)