Vincent Donche
Vincent Donche
Professor (Full), University of Antwerp, Belgium
Geverifieerd e-mailadres voor uantwerpen.be
Geciteerd door
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Teachers’ everyday professional development: Mapping informal learning activities, antecedents, and learning outcomes
E Kyndt, D Gijbels, I Grosemans, V Donche
Review of educational research 86 (4), 1111-1150, 2016
A learning patterns perspective on student learning in higher education: state of the art and moving forward
JD Vermunt, V Donche
Educational psychology review 29, 269-299, 2017
Differential use of learning strategies in first‐year higher education: The impact of personality, academic motivation, and teaching strategies
V Donche, S De Maeyer, L Coertjens, T Van Daal, P Van Petegem
British Journal of Educational Psychology 83 (2), 238-251, 2013
Television series inside the EFL classroom: Bridging the gap between teaching and learning informal language through subtitles
AD Frumuselu, S De Maeyer, V Donche, MMGC Plana
Linguistics and Education 32, 107-117, 2015
Students' persistence and academic success in a first-year professional bachelor program: The influence of students' learning strategies and academic motivation
G Vanthournout, D Gijbels, L Coertjens, V Donche, P Van Petegem
Education Research International 2012, 2012
The development of learning patterns of student teachers: a cross-sectional and longitudinal study
V Donche, P Van Petegem
Higher Education 57, 463-475, 2009
Adolescents’ environmental worldview and personality: An explorative study
J Boeve-de Pauw, V Donche, P Van Petegem
Journal of environmental psychology 31 (2), 109-117, 2011
Teacher educators' conceptions of learning to teach and related teaching strategies
V Donche, P Van Petegem
Styles of Practice in Higher Education, 75-90, 2016
The networked instructor: The quality of networks in different stages of professional development
S Van Waes, NM Moolenaar, AJ Daly, HHPF Heldens, V Donche, ...
Teaching and Teacher Education 59, 295-308, 2016
Fostering self-efficacy and self-regulation in higher education: a matter of autonomy support or academic motivation?
D Duchatelet, V Donche
Higher Education Research & Development 38 (4), 733-747, 2019
Profiling first-year students in STEM programs based on autonomous motivation and academic self-concept and relationship with academic achievement
C Van Soom, V Donche
PloS one 9 (11), e112489, 2014
Designing powerful learning environments in education for sustainable development: A conceptual framework
E Sinakou, V Donche, J Boeve-de Pauw, P Van Petegem
Sustainability 11 (21), 5994, 2019
Learning Patterns in Higher Education: Dimensions and Research Perspectives
D Gijbels, V Donche, JTE Richardson, JD Vermunt
Routledge, 2014
The directional links between students’ academic motivation and social integration during the first year of higher education
D Noyens, V Donche, L Coertjens, T Van Daal, P Van Petegem
European Journal of Psychology of Education 34, 67-86, 2019
The development of students' motivation in the transition from secondary to higher education: A longitudinal study
E Kyndt, L Coertjens, T Van Daal, V Donche, D Gijbels, P Van Petegem
Learning and Individual Differences 39, 114-123, 2015
Learning pattern development throughout higher education: A longitudinal study
V Donche, L Coertjens, P Van Petegem
Learning and Individual Differences 20 (3), 256-259, 2010
The impact of personality, goal orientation and self-efficacy on participation of high school teachers in learning activities in the workplace
T Van Daal, V Donche, S De Maeyer
Vocations and learning 7, 21-40, 2014
Assessing students’ development in learning approaches according to initial learning profiles: A person-oriented perspective
G Vanthournout, L Coertjens, D Gijbels, V Donche, P Van Petegem
Studies in Educational Evaluation 39 (1), 33-40, 2012
Validity of comparative judgement to assess academic writing: examining implications of its holistic character and building on a shared consensus
T van Daal, M Lesterhuis, L Coertjens, V Donche, S De Maeyer
Assessment in Education: Principles, Policy & Practice 26 (1), 59-74, 2019
A meta-analysis on the reliability of comparative judgement
S Verhavert, R Bouwer, V Donche, S De Maeyer
Assessment in Education: Principles, policy & practice 26 (5), 541-562, 2019
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