Wetenschappelijke publicaties

Publicaties ondersteunt door de CLI
V Building en Polak Building.

De Community for Learning & Innovation (CLI) stimuleert en ondersteunt wetenschappelijk onderzoek naar onderwijsinnovatie. Dit gebeurt onder andere binnen CLI Fellowshipprojecten en PhD-projecten. Op deze pagina vind je de wetenschappelijke publicaties die door CLI zijn ondersteund per jaar.

Figueroa, M., & Hofhuis, J. (2024). Are some individuals more susceptible to intercultural education than others? Multicultural personality predicts the effects of an intercultural training on cultural intelligence. International Journal of Intercultural Relations98, Article 101927. https://doi.org/10.1016/j.ijintrel.2023.101927

Gaitán-Aguilar, L., Hofhuis, J., & Jansz, J. (2024). A review of research on global citizenship in higher education: Towards a holistic approach. International Journal of Intercultural Relations, 102, 102050. https://doi.org/10.1016/j.ijintrel.2024.102050

De Groot, K., Wieman, S. M., Van Strien, J. W., & Lindemann, O. (2024). To each their own: Sociodemographic disparities in student mental health. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1391067

Kortleven, W. J., Holvast, N., & Bešić, A. (2024). From adaptive to reflective law school socialisation: a theoretical and empirical contribution from the Netherlands. Legal Ethics, 1–21. https://doi.org/10.1080/1460728x.2024.2399918

van Lamoen, P. M., Meeuwisse, M., Hiemstra, A. M. F., Arends, L. R., & Severiens, S. E. (2024). Supporting students’ transition to higher education: The effects of a pre-academic programme on sense of belonging, academic self-efficacy, and academic achievement. European Journal of Higher Education, 1, 1–22. https://doi.org/10.1080/21568235.2024.2331122

Lee, C. I. S., Peeters, D., Auer, J., Giesbers, B., & Appels, M. (2024). Grading and Simultaneously Providing High-Information Feedback: The Harmonized Appraisal Assessment. Academy of Management Proceedings, 2024(1). https://doi.org/10.5465/AMPROC.2024.18628

Vietze, J., Meeuwisse, M., de Haan, A., Wolff, R., & de Koning, B. (2024). The ReSearching Identity Podcast Project: Developing a Brief and Inclusive Professional Identity Intervention for Higher Education. Identity, 1–14. https://doi.org/10.1080/15283488.2024.2389433

Hofhuis, J., Jongerling, J., & Jansz, J. (2023). Who benefits from the international classroom? A longitudinal examination of multicultural personality development during one year of international higher education. Higher Education, 87, 1043–1059. https://doi.org/10.1007/s10734-023-01052-6 

Hudig, J. (2023). The why of university for students: Motivational mindsets and guided reflection on life goals. [Doctoral Thesis, Erasmus University Rotterdam]. 

Hudig, J., Scheepers, A., Schippers, M., & Smeets, G. (2023). Goalsetting is mindsetting: Guided reflection on life goals taps into the plasticity of motivational mindsets. Psychological Reports, 1-22. https://doi.org/10.1177/00332941231180813

Nederhand, M., Giesbers, B., Auer, J., & Scheepers, A. (2023). Animated process-transparency in student evaluation of teaching: effects on the quality and quantity of student feedback. Assessment & Evaluation in Higher Education49(3), 288–301. https://doi.org/10.1080/02602938.2023.2225813 

Pols, D. H. J., Kamps, A., Runhaar, J., Elshout, G., van Halewijn, K. F., Bindels, P. J. E., & Stegers–Jager, K. M. (2023). Medical students’ perception of general practice: a cross-sectional survey. BMC Medical Education23(1). https://doi.org/10.1186/s12909-023-04064-z

Benning, T. M. (2022). Reducing free-riding in group projects in line with students’ preferences: Does it matter if there is more at stake? Active Learning in Higher Education, 25(2), 242-257. https://doi.org/10.1177/14697874221118864

Dumitrica, D., & Jarmula, P. (2022). Teaching Qualitative Research Methods in Media and Communication: The Benefits and Limitations of Digital Learning Objects. The Qualitative Report, 27(9), 1934-1951. https://doi.org/10.46743/2160-3715/2022.5256

Hudig, J., Scheepers, A., Schippers, M., & Smeets, G. (2022). Motivational mindsets, mindset churn and academic performance: The role of a goal-setting intervention and purpose in life. Current Psychology42, 23349–23368. https://doi.org/10.1007/s12144-022-03462-8

Nederhand, M., Auer, J., Giesbers, B., Scheepers, A., & van der Gaag, E. (2022). Improving student participation in SET: effects of increased transparency on the use of student feedback in practice. Assessment & Evaluation in Higher Education48(1), 107–120. https://doi.org/10.1080/02602938.2022.2052800

van Peppen, L., Faber, T. J. E., Erasmus, V., & Dankbaar, M. E. W. (2022). Teamwork Training With a Multiplayer Game in Health Care: Content Analysis of the Teamwork Principles Applied. JMIR Serious Games10(4). https://doi.org/10.2196/38009 

Sommier, M., Wang, Y. & Vasques, A. (2022). Transformative, interdisciplinary and intercultural learning for developing HEI students’ sustainability-oriented competences: a case study. Environment, Development and Sustainability, 1-18. https://doi.org/10.1007/s10668-022-02208-7

Wang, Y., Sommier, M. & Vasques, A. (2022). Sustainability education at higher education institutions: pedagogies and students’ competences. International Journal of Sustainability in Higher Education, 23(8), 174-193. https://doi.org/10.1108/IJSHE-11-2021-0465  

Freyhofer, S., Ziegler, N., de Jong, E.M. & Schippers, M.C. (2021). Loneliness, depression, and anxiety in times of COVID-19: How coping strategies and loneliness relate to mental health outcomes and academic performance. Frontiers in Psychology, 12, 682684. https://doi.org/10.3389/fpsyg.2021.682684 

van den Herik, E.-M., & Benning, T. M. (2021). A Students’ Preferences-Based Approach to Select Methods for Detecting and Handling Free-Riding. Journal of Marketing Education, 43(2), 233-243. https://doi.org/10.1177/0273475321992109

Holvast, N. & Kortleven, W.-J. (2021). De Transformatie tot Jurist: Socialisatie en Diversiteit in de Rechtenstudie. Ars Aequi, 2021(1), 79-85. Lees meer.

Hudig, J., Scheepers, A. W. A., Schippers, M. C., & Smeets, G. (2021). Motives for studying and student wellbeing: Validation of the motivational mindset model. Frontiers in Psychology12, 753987. https://doi.org/10.3389/fpsyg.2021.753987

Dekker, I., De Jong, E. M., Schippers, M. C., De Bruijn-Smolders, M., Alexiou, A., & Giesbers, B.(2020). Optimizing Students’ Mental Health and Academic Performance: AI-Enhanced Life Crafting. Frontiers in Psychology11, 1063. https://doi.org/10.3389/fpsyg.2020.01063 

Hofhuis, J., Jongerling, J., Van der Zee, KI., & Jansz, J. (2020). Validation of the Multicultural Personality Questionnaire Short Form (MPQ-SF) for use in the context of international education. PLoS One, 15(12), 1-14. https://doi.org/10.1371/journal.pone.0244425

Hudig, J., Scheepers, AWA., Schippers, M., & Smeets, G. (2020). Motivational mindsets and reasons for studying: development and validation of a classification tool. Frontiers in Psychology11, 535801. https://doi.org/10.3389/fpsyg.2020.535801

de Jong, E. M., Ziegler, N., & Schippers, M. C. (2020). From Shattered Goals to Meaning in Life: Life Crafting in Times of the COVID-19 Pandemic. Frontiers in Psychology11, 577708. https://doi.org/10.3389/fpsyg.2020.577708 

Kickert, R. (2020). Raising the Bar: Higher education students’ sensitivity to the assessment policy. [Doctoral Thesis, Erasmus University Rotterdam]. Erasmus Universiteit Rotterdam (EUR). http://hdl.handle.net/1765/134032

Vergelijk @count opleiding

  • @title

    • Tijdsduur: @duration
Vergelijk opleidingen