Fien De Smedt

Fien De Smedt
Ghent University | UGhent · Faculty of Psychology and Educational Sciences

Postdoctoral researcher

About

43
Publications
9,474
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
225
Citations
Introduction
I finished my PhD on cognitive and motivational challenges in writing in May 2019. Currently I am working as a postdoctoral researcher at the Department of Educational Studies (Ghent University). My research mainly focusses on how to improve elementary/secondary students' writing skills. This work includes partnerships with local schools to test the effectiveness of instructional procedures for teaching students to write texts.

Publications

Publications (43)
Conference Paper
Full-text available
Writing is a particularly demanding activity, which poses unique motivational challenges for students. This study sought to examine the contribution of writing motivation and writing frequency (an understudied variable in writing research) to students’ writing performance. The objectives were twofold: a) examining structural relations among two mot...
Article
Full-text available
Om tot een leesscan te komen, werd vertrokken van een literatuuronderzoek en een ruime bevraging bij zowel experts als leraren in het werkveld. Zo ontstond een lijst van een vijftigtal vragen over het leesonderwijs, waarop scholen zichzelf kunnen inschatten. Voor elke stelling kunnen scho-len zich situeren op een vijfpuntenschaal gaande van 'he-lem...
Article
Full-text available
Assessing argumentative writing skills is not a straightforward task, as multiple elements need to be considered. In function of providing feedback to students and keeping track of their progress, evaluating argumentative texts in a suitable, valid and efficient way is important. In this state-of-the-art exploratory study, 130 argumentative texts w...
Article
The present study unravels profiles of regulators, based on online measures of collaborative learners' adoption of individual-oriented and socially shared metacognitive regulation (SSMR) during asynchronous computer-supported collaborative learning (CSCL). Additionally, it investigates how the regulation profiles are related to students' conceptual...
Article
Background: Writing is a particularly demanding activity, which poses unique motivational challenges for students. Despite the wealth of research on the relation between writing motivation and writing performance, little is known about the role of students' writing frequency in writing motivation and writing performance. Aims: We aimed to: (1) e...
Article
Background: A significant number of secondary school students struggle with comprehending texts proficiently. Enhancing their reading comprehension requires knowledge about how this ability is related to various motivational and behavioural characteristics. The central aim of this study was therefore to investigate the (in)direct relationships betw...
Article
Full-text available
The twofold aim of this study was to substantiate the validity of the Self-Regulation Questionnaire-Reading Motivation and Self-Regulation Questionnaire-Writing Motivation for third to eight graders and to map motivational trends in elementary and secondary education students’ academic and recreational reading and writing. More specifically, we ado...
Chapter
This chapter aims to elaborate on a developmental orientation of strategic processing. The presented developmental framework illuminates essential characteristics throughout the distinct stages of strategic processing for diverse individuals who are learning in markedly different contexts. The chapter focuses on the developmental stages of strategi...
Article
High-quality writing instruction is vital to supporting developing writers as they learn to plan, compose, and revise text. It is equally important that such instruction enhances students’ self-efficacy for writing as well as their motivation to write. The main aim of the present study was to investigate the incremental effect of peer-assisted writ...
Article
The authors investigated the impact of explicit instruction and peer-assisted writing on students' writing motivation and self-efficacy for writing. Eleven teachers and their 206 fifth- and sixth-grade students participated in a 2 (explicit instruction vs. writing opportunities without explicit instruction) × 2 (peer-assisted writing vs. writing in...
Article
Full-text available
As writing is a complex and resource demanding task, high-quality writing instruction is indispensable from primary grades on to support beginning writers in developing effective writing skills. Writing research should therefore provide teachers and schools with evidence-based guidelines for teaching writing in daily practice. In this respect, the...
Article
Full-text available
Dit themanummer bestaat uit 6 artikelen en een discussiebijdrage over schrijven en schrijfonderwijs in Nederland en Vlaanderen. Dit themanummer komt voort uit een groep van Vlaamse en Nederlandse schrijfonderzoekers die regelmatig samenkomen om zowel nationale als internationale trends binnen het schrijfonderzoek te bespreken en te bediscussiëren....
Conference Paper
Het beoordelen van teksten is een moeilijke opgave. Toch is het belangrijk dat het beoordelen op een betrouwbare en valide manier gebeurt. De rationale achter zowel het beoordelen aan de hand van ankerteksten als het paarsgewijs vergelijken is dat het beoordelen van teksten makkelijker loopt als je teksten onderling met elkaar kan vergelijken. Bij...
Article
In the past, several assessment reports on writing repeatedly showed that elementary school students do not develop the essential writing skills to be successful in school. In this respect, prior research has pointed to the fact that cognitive and motivational challenges are at the root of the rather basic level of elementary students' writing perf...
Article
Full-text available
In een recent adviesrapport van de Taalunie wordt er opgeroepen om het schrijfonderwijs in Vlaanderen en Nederland te versterken opdat alle leerlingen de kans zouden krijgen om hun schrijfvaardigheden optimaal te ontwikkelen. Alvorens er kan ingezet worden op het optimaliseren van het schrijfonderwijs, is het belangrijk om eerst in kaart te brengen...
Article
Recently, the Dutch Language Union called to optimize writing instruction so all students would be able to develop essential writing skills. Before optimizing writing instruction, we need a better understanding of current writing practices and how these are experienced by students. Therefore, the present study aimed to provide: (1) a-state-of-the-a...
Article
Full-text available
In Flanders, there are neither Flemish assessments nor teacher surveys to provide insights into the current practice and outcomes of writing instruction. In the present study, we provide a-state-of-the-art study of the practice of writing instruction in Flemish late elementary education by investigating: (a) how writing is taught, (b) how teachers...
Article
Full-text available
Effective writing skills are considered to be indispensable to participate in contemporary society. Despite its importance, there is considerable concern about writing instruction and the writing skills of primary school children. Based on this research synthesis, we recommend future studies to blend strategy instruction with a structured form of c...

Network

Cited By

Projects

Projects (3)
Project
More than ever, effective writing and proficient argumentation are imperative for full participation in our 21st century society. This project combines both, as prior (inter)national findings call attention to the fact that secondary school students’ writing, and argumentative writing in particular, is inadequately developed. Therefore, the main aim is to gain insight in how to support all secondary students adequately in acquiring argumentative writing. Considering prior research on the value of conversational and cognitive strategic support, the project builds on and combines both theoretical strands.
Project
The next Sig Writing conference will take place from Wednesday August 29th until Friday August 31st 2018 at the University of Antwerp, Belgium. The preceding Research School will take place at Ghent University from Sunday August 26th to Tuesday 28th. Please visit www.sigwriting2018.com to keep updated on this project.
Project
The twofold purpose of the present research project is: 1. to explore the state of the art of writing education in late-elementary grades in Flanders 2. to investigate how writing education in Flanders can be optimized (i.e., effect of explicit writing instruction and writing with peer assistance)