Literatuur

Onderstaand vindt u een overzicht van relevante artikelen op het gebied van onderwijskundig onderzoek.

Adriaans, M., Baars, G., Van der Molen, H., & Smeets, G. (2013). Betere studieresultaten dankzij ‘Nominaal is Normaal’. Th&ma,  31-34. Download artikel.

Arnold, I. J. M. (2015). The effectiveness of academic dismissal policies in Dutch university education: an empirical investigation. Studies in Higher Education, 40, 1068–1084. Bekijk artikel.

Atkinson, R. C. & Geiser, S. (2009). Adressing the Graduation Gap. Science, 325, 1344-1344. Download artikel.

Baars, G.J.A. (2009). Factors related to student achievement in medical school (proefschrift). Den Haag: Uitgeverij LEMMA. Bekijk publicatie.

Baars, G.J.A. & Arnold, I.J.M. (2014). Early Identification and Characterization of Students who drop out in the First Year at University. Journal of College Student Retention: Research, Theory & Practice, 16(1), 95-109. Bekijk artikel.

Baars, G., Wolff, R., Godor, B., & Hermus, P. (2013). Uitgebreide pilot “Nominaal = Normaal” aan de Erasmus Universiteit Rotterdam: Instroom en BSA-rendement voor en na invoering van N=N. Download artikel.

Baele, K. F. B. (2016). Eenvoudige antwoorden bestaan niet. Th&ma, 22-27. Download artikel.

Brooman, S., & Darwent, S. (2014). Measuring the beginning: a quantitative study of the transition to higher education. Studies in Higher Education39(9), 1523-1541. Bekijk artikel.

Cohen-Schotanus, J. (1999). Student assessment and examination rules. Medical Teacher, 21(3), 318–321. Bekijk artikel.

De Koning, B. B., Loyens, S. M. M., Smeets, G., Rikers, R. M. J. P., & Van der Molen, H. T. (2014). Impact of binding study advice on study behavior- and pre-university education qualification factors in a problem-based psychology bachelor. Studies in Higher Education, 39, 835-847. Bekijk artikel.

De Koning, B. B., Loyens, S. M. M., Smeets, G., Rikers, R. M. J. P., & Van der Molen, H. T. (2012). Generation Psy: Student characteristics and academic achievement in a three-year problem-based learning bachelor program. Learning and Individual Differences, 22, 313-323. Bekijk artikel.

De Koning, B. B., Loyens, S. M. M., Smeets, G., Rikers, R. M. J. P., & Van der Molen, H. T. (2012). Relaties tussen vwo-eindexamencijfers voor kernvakken en studieprestaties in een bachelorprogramma psychologie. Tijdschrift voor Hoger Onderwijs, 3, 150-162. Bekijk artikel.

De Koning, B., Loyens, S., Smeets, G., & Van der Molen, H. (2010). De student ontcijferd. Hoger Onderwijs Management, 4, 16-18. Bekijk artikel.

De Koning, B. B. & Loyens, S. M. M. (2011). Generation Psy, studentfactoren en studiesucces. In: Studiesucces in de bachelor. Drie onderzoeken naar factoren die studiesucces in de bachelor verklaren. Den Haag; In opdracht van het Ministerie van Onderwijs, Cultuur en Wetenschap. Download artikel.

Douglas, K. M., & Mislevy, R. J. (2010). Estimating classification accuracy for complex decision rules based on multiple scores. Journal of Educational and Behavioral Statistics, 35, 280–306. Bekijk artikel.

Godor, B. P. (2016). Revisiting differential grading standards anno 2014: an exploration in Dutch higher education. Assessment & Evaluation in Higher Education, 1-11. Bekijk artikel.

Jansen, E. P. W. A. (2004). The influence of the curriculum organization on study progress in higher education. Higher Education, 47(4), 411–435. Bekijk artikel.

Lucieer, S. M., Stegers-Jager, K. M., Rikers, R. M., & Themmen, A. P. (2015). Non-cognitive selected students do not outperform lottery-admitted students in the pre-clinical stage of medical school. Advances in Health Sciences Education, 1-11. Bekijk artikel.

Meeuwisse, M. Meijer, L.A.L. de, Born, M. Ph., & Severiens, S.E. (2016). The work-study interface: similarities and differences between ethnic minority and ethnic majority students. Higher Education. Download artikel.

Meeuwisse, M., Born, M.Ph. & Severiens, S.E. (2014). The family-study interface and academic outcomes: Differences and similarities between ethnic minority and ethnic majority students. Cultural Diversity and Ethnic Minority Psychology, 20(3), 401-412. Bekijk artikel.

Meeuwisse, M., Born, M.Ph. & Severiens, S.E. (2013). Academic performance differences among ethnic groups: do the daily use and management of time offer explanations? Social Psychology of Education, 16(4), 599-615. Bekijk artikel.

Meeuwisse, M., Born, M.P., & Severiens, S.E. (2011). The family–study interface and academic outcomes: testing a structural model. Journal of Educational Psychology, 103, 982–90. Bekijk artikel.

Meeuwisse, M., Severiens, S. E., & Born, M. Ph. (2010). Learning Environment, Interaction, Sense of belonging and Study Success in Ethnically Diverse Student Groups. Research in Higher Education, 51(6), 528-545. Bekijk artikel.

Meeuwisse, M., Severiens, S. E., & Born, M. Ph. (2010). Reasons for withdrawal from higher vocational education. A comparison of ethnic minority and majority non-completers. Studies in Higher Education, 35(1), 93-111. Bekijk artikel.

Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138, 353–87. Bekijk artikel.

Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130, 261–288. Bekijk artikel.

Schippers, M. C., Scheepers, A. W., & Peterson, J. B. (2015). A scalable goal-setting intervention closes both the gender and minority achievement gap. Palgrave Communications 1:15014. Bekijk artikel.

Schippers, M. C. (2014). Social loafing tendencies and team performance: The compensating effect of agreeableness and conscientiousness. Academy of Management Learning & Education, 13 (1), 62-81. Download artikel. 

Schippers, M. C., Homan, A. C., & van Knippenberg, D. (2013). To reflect or not to reflect Prior team performance as a boundary condition of the effects of reflexivity on learning and final team performance. Journal of Organizational Behavior, 34, 6-23. Download artikel.

Schmidt, H. (2012). Hoe actief leren studiesucces beïnvloedt. In Van Berkel, H., Jansen, E., & Bax, A., Studiesucces bevorderen: het kan en het is niet moeilijk (pp. 49-63). Den Haag: Boom|Lemma. Download hoofdstuk.

Schmidt, H. G., Cohen‐Schotanus, J., & Arends, L. R. (2009). Impact of problem‐based, active learning on graduation rates for 10 generations of Dutch medical students. Medical Education43(3), 211-218. Bekijk artikel.

Schmidt, H. G., Cohen-Schotanus, J., van der Molen, H. T., Splinter, T. A., Bulte, J., Holdrinet, R., & van Rossum, H. J. (2010). Learning more by being taught less: a “time-for-self-study” theory explaining curricular effects on graduation rate and study duration. Higher Education60(3), 287-300. Bekijk artikel.

Schmidt, H. G., Van der Molen, H. T., Te Winkel, W. W., & Wijnen, W. H. (2009). Constructivist, problem-based learning does work: A meta-analysis of curricular comparisons involving a single medical school. Educational psychologist44(4), 227-249. Bekijk artikel.

Schmidt, H. G., Muijtjens, A. M., Van der Vleuten, C. P., & Norman, G. R. (2012). Differential student attrition and differential exposure mask effects of problem-based learning in curriculum comparison studies. Academic Medicine,87(4), 463-475. Bekijk artikel.

Schmidt, H. G., Wagener, S. L., Smeets, G. A., Keemink, L. M., & van der Molen, H. T. (2015). On the Use and Misuse of Lectures in Higher Education. Health Professions Education1(1), 12-18. Bekijk artikel.

Severiens, S.E., Meeuwisse, M. & Born, M.Ph. (2015). Student experience and academic success: Comparing a student-centred and a lecture-based course programme. Higher Education, 70(1), 1-17. Bekijk artikel.

Severiens, S. E., & Meeuwisse, M. (2008). Waarom stoppen zoveel allochtone pabostudenten met hun studie? Tijdschrift voor hoger onderwijs, 26(1), 13-23. Bekijk rapport.

Stegers-Jager, K. M., Brommet, F. N., & Themmen, A. P. N. (2016). Ethnic and social disparities in different types of examinations in undergraduate pre-clinical training. Advances in Health Sciences Education, 1-24. Bekijk artikel.

Stegers-Jager, K. M., & Themmen, A. P. (2015). Binding study advice: effect of raising the standards? Perspectives on medical education4(3), 160. Bekijk artikel.

Stegers-Jager, K. M., Cohen-Schotanus, J., & Themmen, A.P.N. (2012). Motivation, learning strategies, participation and medical school performance. Medical Education, 46, 678–688. Bekijk artikel.

Stegers-Jager, K. M., Cohen-Schotanus, J., & Themmen, A. P. (2013). The effect of a short integrated study skills programme for first-year medical students at risk of failure: A randomised controlled trial. Medical teacher35(2), 120-126. Bekijk artikel.

Stegers‐Jager, K. M., Themmen, A. P., Cohen‐Schotanus, J., & Steyerberg, E. W. (2015). Predicting performance: relative importance of students’ background and past performance. Medical education49(9), 933-945. Bekijk artikel.

Stegers‐Jager, K. M., Steyerberg, E. W., Lucieer, S. M., & Themmen, A. P. (2015). Ethnic and social disparities in performance on medical school selection criteria. Medical education49(1), 124-133. Bekijk artikel.

Suhre, C.J.M., & Meeuwisse, M. (2012). Effectief studiegedrag, tijdbesteding en timemanagement. In: H. van Berkel, E. Jansen, A. Bax (Ed.), Studiesucces bevorderen: het kan en is niet moeilijk. Bewezen rendementsverbeteringen in het hoger onderwijs. Den Haag: Boom| Lemma

Urlings-Strop, L. C., Stegers-Jager, K. M., Stijnen, T., & Themmen, A. P. (2013). Academic and non-academic selection criteria in predicting medical school performance. Medical teacher35(6), 497-502. Bekijk artikel.

Van den Berg, M. N., & Hofman, W. H. A. (2005). Student success in university education: A multi-measurement study of the impact of student and faculty factors on study progress. Higher Education50(3), 413-446. Bekijk artikel.

Vermeulen, L., Scheepers, A., Adriaans, M., Arends, L., Bos, R. van den, Bouwmeester, S., … Schmidt, H. (2012). Nominaal studeren in het eerste jaar. Tijdschrift Voor Hoger Onderwijs, 30, 204–216. Download artikel.

Vossensteyn, H., Kottmann, A., Jongbloed, B., Kaiser, F., Cremonini, L., Stensaker, B., … Wollscheid, S. (2015). Dropout and Completion in Higher Education in Europe.  Main Report European Commission, Education and Culture. Download rapport.