Publications
The way to spend a workday matters in school principals’ somatic and psychological discomfort KU Leuven
BACKGROUND: School principals usually have to sacrifice health and family obligations to obtain sufficient work time. This study investigates school principals' somatic and psychological discomfort related to their time allocation to diverse work contexts and life domains, so as to test the optimal allocation of time to each context and domain. METHODS: This study is based on survey data of 347 school principals, from the preexisting 2021 Survey ...
The importance of a collaborative culture for teachers’ job satisfaction and affective commitment KU Leuven University of Antwerp
Een plan na OKAN. Een blik op de mogelijkheden van flexibele leerwegen voor ex-OKAN-leerlingen KU Leuven
Learning goal orientation in high ability and average ability students: Developmental trajectories, contextual predictors, and long-term educational outcomes KU Leuven
Learning goal orientation is a prominent motivational construct that has been linked to positive student outcomes. For high-ability students, a lack of mastery learning goals has been theoretically and empirically associated with underachievement. However, longitudinal research examining the development and outcomes of their learning goal orientation over time, and comparing this development to that of average ability peers, is lacking. In this ...
Educational effectiveness research in Africa: The case of the Democratic Republic of the Congo (DRC) KU Leuven
Effortless or less effort? Effects of tracks on students' engagement. KU Leuven
BACKGROUND: It is found that assigning students to a lower track during secondary education negatively affects their academic performance. As an explanation, it is often mentioned that an anti-school culture in lower tracks undermines students' effort and involvement. AIMS: This study assessed whether going to a lower track affects student engagement. For if an anti-school culture is to blame for limiting lower track students' performance, lower ...
Do textbooks matter for reading comprehension? A study in Flemish primary education KU Leuven
This study assessed whether textbooks affect academic performance and engagement in reading comprehension in primary education in Flanders (Belgium). The data of the Progress in International Reading Literacy Study 2016 and a reassessment of this study in 2018 were used to describe students' learning progress in reading comprehension and evolution in engagement between the fourth and sixth grade. The sample consisted of 3051 students in 98 ...