Hilde Van Keer

Hilde Van Keer
Ghent University | UGhent · Faculty of Psychology and Educational Sciences

PhD

About

213
Publications
98,958
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6,037
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Publications

Publications (213)
Article
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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...
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...
Chapter
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Net zoals vaardige chauffeurs niet stilstaan bij de volgorde waarin ze de koppeling van hun auto induwen, de versnellingspook verzetten, remmen en aan het stuur draaien, merken vaardige lezers vaak niet meer wat ze precies doen om een tekst te begrijpen. Begrijpend lezen wordt daarom ook wel aangeduid als een geautomatiseerde vaardigheid. Omdat het...
Article
Full-text available
In this study, 44 late elementary students’ visual behavior patterns when reading mind maps were investigated, more particularly, the intuitive processing nature of their visual characteristics, reading sequence and presentation mode (i.e., mind map before or after text). Eye-tracked data were investigated by means of static early attention and dyn...
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
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 Considering (1) that reading proficiency is fundamental for educational success, (2) the reciprocal relationship between affective aspects of reading (e.g., reading attitude and motivation) and reading behaviour and ability, (3) the alarming decline in students' reading attitude throughout primary and secondary education and (4) the rath...
Article
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Reading strategies have been documented as beneficial facilitators for readers to understand text; their potential efficacy, however, has not yet adequately assessed among struggling readers in the context of a large number of students below grade level at secondary schools internationally. Using a pretest–posttest control group experimental design...
Presentation
Full-text available
Interactive book reading is an effective method to foster children's language development. Both the frequency and the quality of children's contributions during reading are important attributes to add to the quality of an interactive reading session and thus increase literacy and vocabulary acquisition. Previous studies pointed out that children's...
Poster
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Within the context of our information society, reading comprehension is a key competence. However, many students experience difficulties with it. This is especially true in upper primary education, which is a critical period in the development of this competence. In this respect, the reading literature increasingly emphasizes the importance of moni...
Article
By taking into account the functions of socially shared metacognitive regulation (SSMR) (i.e. the role that SSMR plays in the (dis)continuation of ongoing interaction), the present study sheds light on the differential effectiveness of SSMR. The study more particularly investigates how individual students' involvement in SSMR that confirms, changes...
Presentation
Full-text available
Symposiumbijdrage ORD 2021 waarin interactief voorlezen als specifieke voorleesmethode wordt toegelicht gekoppeld aan een verscheidenheid aan media en de onderzoeksresultaten inzake de positieve effecten die deze voorleesmethode oplevert.
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
Notwithstanding the value of self-regulation, different studies evidence that self-regulated learning (SRL) is still insufficiently ingrained in schools and that teachers only rarely promote it among their students. Therefore, the current study reports on a one-year school-wide professional development programme (PDP). A quasi-experimental pre-test...
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
Mind maps are often used to help readers process texts, but their effectiveness is empirically under-investigated. This study explores whether the use of mind maps presented either before or after the text can prime successful selective processing strategies related to the text topic structure. Differences in performance outcomes (i.e., memory and...
Article
This study examined the effectiveness of explicit strategy instruction (ESI) to foster seventh-grade secondary school students’ text-learning strategy use and text-learning performance. A large-scale experiment in an authentic educational setting with a switching replication design, with two groups and three measurement occasions was set up, in whi...
Article
The study investigates whether individual learner characteristics relate to differences in university students’ engagement in socially shared metacognitive regulation (SSMR) when tutoring peers. Students’ motivation for learning, self-efficacy for learning and regulation, feeling of relatedness to peers, and individual repertoire of metacognitive r...
Article
As teachers’ reading motivation and self-efficacy for promoting reading motivation can be considered vital for their reading-oriented promotive teaching practices and students’ reading motivation, this study evaluated the impact of a year-long CPD program for beginning primary school teachers. A convergent parallel mixed-methods design with repeate...
Article
Full-text available
This study investigates (1) the impact of structuring versus reflection-provoking support on university students’ adoption of socially shared metacognitive regulation (SSMR) during face-to-face peer tutoring (PT) and (2) the relation between SSMR and group performance. A quasi-experimental design was adopted, involving 72 educational sciences stude...
Article
Full-text available
The present study aims at investigating whether events of socially shared metacognitive regulation (SSMR) differ from each other when comparing their characteristics. These differences are labelled “variations in SSMR”. The study is conducted in a peer tutoring setting at university and includes video data (70 h of video recordings) on the regulati...
Article
Full-text available
The present study investigates primary school students’ self-regulated learning (SRL) process by exploring the sequence in which SRL activities are conducted during learning. The aims of this study are twofold: investigating the presence of the theoretically hypothesized cyclical nature in students’ SRL process, as well as potential differences her...
Article
Full-text available
Notwithstanding the importance of self-regulated learning (SRL), several studies have shown that schools and teachers struggle to promote SRL. Also, many students encounter difficulties with effectively regulating their learning. Therefore, the present study explores potential hampering and supporting factors for SRL implementation by investigating...
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...
Cover Page
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While self-report measures are ubiquitous in the educational research literature, the benefits of self-report are often maligned. Rather than discarding or ignoring data generated from self-report measures of cognitive processing and motivation, research is needed to determine when and if self-report measures can contribute to our collective unders...
Article
Full-text available
Er is vandaag opmerkelijk veel aandacht voor begrijpend lezen. Dat is ook niet verwonderlijk, want in de huidige kennismaatschappij moet je voldoende geletterd zijn om actief aan de samenleving te kunnen participeren. Helaas bereiken we dat niet bij al onze leerlingen. Zo tonen de Peiling Nederlands 2018 en het internationaal vergelijkende PIRLS-on...
Cover Page
Full-text available
Handbook of Strategies and Strategic Processing provides a state-of-the-art synthesis of conceptual, measurement, and analytical issues regarding learning strategies and strategic processing. Contributions by educational psychology experts present the clearest-yet definition of this essential and quickly evolving component of numerous theoretical f...
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...
Presentation
Full-text available
Begrijpend lezen bij 15-jarige leerlingen: is er een verband met leerling-, leraar-en/ of schoolgerelateerde factoren? 1. Inleiding Het voorbije jaar kon je er niet omheen in de media: het niveau van begrijpend lezen van onze Vlaamse leerlingen is dramatisch gedaald. Vele redenen voor deze achteruit-gang passeerden de revue. Hieronder een korte sam...
Article
Full-text available
Student’s individual, family, and teacher factors play a significant role in children’s reading development. However, the mechanisms by which these critical factors jointly contribute to children’s reading comprehension achievement are poorly understood. The present research aimed at developing a multilevel comprehensive model which shows critical...
Article
Full-text available
Teachers play a key role in the implementation of self-regulated learning (SRL). Nevertheless, research has found that SRL implementation in primary schools remains limited. This qualitative study investigates the role of school climate, the SRL implementation history, and the role of the principal school leader in the school-wide development of SR...
Article
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Conference Paper
Full-text available
Students need effective strategies for text-based learning to deal with the emergent information flow in our current society. Prior research has shown the beneficial effect of mind maps to support learners in this text-based learning. However, not all learners are alike in their need for instruction in this respect, making differentiated instructio...
Conference Paper
Full-text available
Research indicates that reading motivation is a central aspect in fostering reading comprehension. The relationship between reading comprehension and reading motivation can have important implications, especially during the adolescence, where the reading motivation of students tends to decline. The present study aims to analyze the relation among 9...
Conference Paper
Developing proficient reading comprehension skills is indispensable throughout students’ entire school career and remains essential in daily life. Developing these skills starts in primary education, but requires further development and refinement during secondary education, where students are confronted with a wide variety of text genres. Therefor...
Conference Paper
Studies show that teachers’ continuous professional development (CPD) is essential for educational quality. Moreover, when it comes to reading, CPD is key for students’ success in education and participation in our 21st century society. Most of the research investigating professional development programs on improving teachers’ self-efficacy for tea...
Conference Paper
Several studies already indicated that continuous professional development (CPD) of teachers is crucial for quality education and the society. Teachers indeed play a key role in the learning of their students and this not only when it comes to their academic success, but also regarding their role in view of active participation in our 21st century...
Poster
Full-text available
Being proficiently literate is essential to participate successfully in today’s information society. Interactive book reading (IBR) has been proven to be one of the most enduring and effective methods to foster children’s language and literacy development. Both the frequency and the quality of children’s contributions during IBR-activities are expe...
Article
This study investigates the association between three data gathering methods for uncovering differences in secondary school students’ text-learning strategy use. In total, 56 secondary school students’ text-learning strategies were assessed with (a) a task-specific self-report questionnaire, (b) think-aloud protocols and (c) study traces. Correlati...
Article
Full-text available
The authors explore the occurrence of different learner profiles in secondary education, as well as their relationship with test performance and student characteristics. Based on a cluster analysis of 1,931 secondary school students’ self-reported text-learning strategy use and study traces, the authors identified and validated four distinct learne...
Article
This study explores the occurrence of different self-regulated learning (SRL) profiles in upper primary school children by means of a general self-report questionnaire and think-aloud protocol analysis. Further, it investigates the relation of students' SRL profile with their general achievement level and gender on the one hand and with their test...
Article
Leerstrategieën effectief inzetten en strategisch combineren blijkt voor veel leerlingen nog erg moeilijk. Promotieonderzoek van Emmelien Merchie van de Universiteit van Gent toont aan dat expliciete strategie-instructie met aangereikte mindmaps in de onderwijspraktijk veelbelovend is om leerlingen te helpen studeren. Op lange termijn gaan zij meer...
Article
Full-text available
This study examined the stability and change in secondary school students’ learner profiles after receiving an explicit strategy instruction (ESI) to foster their text-learning strategy use. A randomized quasi-experimental repeated measures design was set up with one experimental condition – receiving an eight-lesson-teacher delivered instructional...
Article
This study focuses on the relationship between 15-year-olds’ reading enjoyment and reading comprehension on the one hand and the relationship between these two variables and students’ gender, socio-economic status (SES), and language background on the other. Based on the PISA 2009 literacy test, it includes a secondary analysis of data collected fr...
Article
Full-text available
The current study uncovers secondary school students’ actual use of text-learning strategies during an individual learning task by means of a concurrent self-reported thinking aloud procedure. Think-aloud data of 51 participants with different learner profiles, distinguished based on a retrospective self-report questionnaire (i.e., 15 integrated st...
Article
Full-text available
Teaching students how to regulate their own learning has become a popular innovative practice in primary education. However, not much is known about how teacher as well as school characteristics enhance students’ self-regulated learning (SRL). This study explores whether schools differ in the way they implement SRL and what factors at the school an...
Presentation
Teachers play a key role in the implementation of self-regulated learning (SRL). Nevertheless, research found that SRL implementation in primary schools remains limited and that teachers experience several challenges in fostering students’ SRL. In this respect, the present study will focus on the role of the school culture, and more specifically th...
Conference Paper
To conceptualize regulation processes that may occur within groups, a differentiation between self-regulation (i.e., individual members regulate their own learning during collaboration), co-regulation (i.e., single learners regulate the learning of one or more of their learning partners), and shared regulation (i.e., the whole group regulates its l...
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...
Conference Paper
Full-text available
School leaders play an important role in facilitating the implementation of educational innovations and the support of teacher practices. Recently, teaching students how to regulate their own learning has become a popular innovative practice. This study investigates the role of school leader practices in the implementation of self-regulated learnin...
Article
This study describes the development of a self-report instrument: the Teacher Self-Efficacy Scale to implement Self-Regulated Learning (TSES-SRL). The TSES-SRL assesses teachers' perceived ability of implementing SRL as a specific instructional domain. The process of the item and scale development is presented. Exploratory factor analysis suggests...
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...