Ridwan Maulana

Ridwan Maulana
University of Groningen | RUG · Department of Teacher Education

Professor (associate)

About

79
Publications
35,280
Reads
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1,616
Citations
Introduction
Ridwan Maulana currently works at the Department of Teacher Education, University of Groningen. His research interest is teaching quality and factors influencing (the development of) teaching from the international perspective, using multimodal, multi-design, multi-group, multi-cohort, as well as multi-techniques (classical test theory, IRT) approaches. He is a project leader of an international research on learning and teaching involving multiple countries across Europe, Asia, Africa, America, and Australia. He has been involved in various organisational and academic positions including the chair of ethical commission of Teacher Education department and a SIG leader of Learning Environments of American Education Research Association, and European editor of Learning Environments Research.
Additional affiliations
January 2012 - March 2020
University of Groningen
Position
  • Professor (Associate)
October 2007 - December 2012
University of Groningen
Position
  • PhD Student

Publications

Publications (79)
Article
Background: Provision of structure in classroom settings constitutes one of the pillars of conducive learning environments. However, little is known whether the particular elements of provided structure-namely, contingency, clear expectations, help and support, and monitoring-are equally important for student learning and motivation. Aims: In th...
Article
Full-text available
Student perceptions using surveys are frequently used to measure student perceptions of teachers' teaching quality in secondary and higher education. Research shows that the variance in student perceptions exists within a class and between countries. However, the influence of individual- and cultural-level factors on the variance of student percept...
Article
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Compared to the disseminated studies on teacher motivation and positive emotion as separate dimensions, the knowledge base about teachers' intrinsic orientation to the profession (TIOP) as a compound trait is relatively underrepresented in the literature. Particularly, little is known regarding TIOP at the start of teaching trajectories. The presen...
Presentation
Full-text available
Session S18 Symposium: Teacher motivation, teaching and student motivation: Empirical perspectives Keywords: Motivation, Quantitative Methods, School Effectiveness, Student Learning, Teacher Effectiveness, Teaching/Instruction Interest group: SIG 08 - Motivation and Emotion Chairperson: Rebecca Lazarides, University of Potsdam, Germany Discussa...
Article
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This study examines measurement invariance of student perceptions of teaching quality collected in five countries: Indonesia (n students = 6,331), the Netherlands (n students = 6,738), South Africa (n students = 3,422), South Korea (n students = 6,997) and Spain (n students = 4,676). The administered questionnaire was the My Teacher Questionnaire (...
Presentation
Students’ perception of their teacher's effective teaching in classrooms provides an essential perspective for describing teaching effectiveness in the intertwined dynamic psychosocial structure of learning environments. To date, a large body of studies has found close relationships between student-perceived teaching quality and positive learning o...
Article
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Teacher behaviour has significant impact on student learning and outcomes and determines the teaching quality in learning environments. The My Teacher Questionnaire (MTQ) has been used to assess students’ perceptions of teaching behaviour in national and international studies with well-cited outcomes. In this cross-sectional survey study, we adjust...
Article
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Insights into how university teachers develop their teaching can strengthen the effectiveness of professional learning activities. Professional learning initiatives aim to support teachers in developing a teaching profile that is focused on student learning. However, university teachers often report a combination of content- and student-focused app...
Presentation
Beginning teachers are very likely to experience praxis shock during the first years of teaching, which may induce professional ill-being (e.g., job discontent, tension, burnout), lower levels of instructional quality, and, in the longer run, their attrition. Therefore, it is considered a core objective for induction arrangement to nurture beginnin...
Article
Introduction: Students’ engagement, defined as the behavioural and emotional actions developed by students towards academic tasks, is influenced among other factors by contextual factors (e.g. the school or the geographic context), personal variables (e.g. teachers’ and students’ gender or teachers’ teaching experience) or curricular variables (e.g...
Article
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Effective teaching is a key factor in educational effectiveness and improvement. To facilitate the knowledge exchange regarding effective teaching in secondary education internationally, there has been a growing interest in using classroom observation measures. However, little is known regarding the comparability of observation measures across vari...
Method
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This document gives an explanation how the data for the international ICALT3 project (https://www.rug.nl/gmw/lerarenopleiding/onderzoek/psychometrisch/) is merged and to be analyzed. It builds on the manual for the data management of the BSL project (https://www.rug.nl/gmw/lerarenopleiding/onderzoek/inductie/). This is a concept as the project is s...
Article
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Research on teacher motivation is increasing substantially. Several studies have demonstrated the relationship between the motivation and teaching behaviour of teachers. The objective of this study was to investigate the relationship between the perceived motivation of teachers and their actual teaching behaviour in the context of secondary educati...
Article
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The purpose of this study is to examine measurement invariance of scoring of teaching behavior, as perceived by students, across six cultural contexts (Netherlands, Spain, Turkey, South Africa, South Korea, and Indonesia). It also aims to compare perceived teaching behavior across the six countries based on a uniform student measure. Results from m...
Technical Report
Full-text available
Dit rapport bevat de onderzoeksresultaten over het volgen van >2500 startende leraren in het VO in 3 cohorten voor 3 jaar per cohort. In dit rapport worden resultaten gepresenteerd over de ontwikkeling van de kwaliteit van lesgeven van de docenten, maar ook over uitval van docenten en werkdruk.
Article
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Differentiated instruction is considered to be an important teaching quality domain to address the needs of individual students in daily classroom practices. However, little is known about whether differentiated instruction is empirically distinguishable from other teaching quality domains in different national contexts. Additionally, little is kno...
Article
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This study pioneered the construction or adaptation of a Spanish version of the Teacher as Social Context (TASC) Questionnaire. The current study included a sample of 410 secondary education teachers in Spain. A confirmatory factor analysis was performed using the maximum likelihood estimation; the factorial invariance of the TASC-Spanish teacher m...
Article
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Differentiated instruction is a pedagogical-didactical approach that provides teachers with a starting point for meeting students' diverse learning needs. Although differentiated instruction has gained a lot of attention in practice and research, not much is known about the status of the empirical evidence and its benefits for enhancing student ach...
Article
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Research consistently shows that teaching behaviour is a highly-important indicator of learning environments. Based on a teacher effectiveness model with six observable teaching behaviour domains (safe learning climate, efficient classroom management, clarity of instruction, activating teaching, teaching–learning strategies, and differentiation), t...
Article
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Samenvatting In de onderhavige longitudinale studie over een periode van 3 jaar, wordt onderzocht of het opschalen van een inductie-interventie de ont-wikkeling van pedagogisch-didactische vaar-digheden van beginnende docenten ten goede komt. Op de 147 deelnemende scholen is het pedagogisch-didactisch handelen van begin-nende docenten periodiek gem...
Article
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The purpose of this study was to examine student perceptions of teaching behavior. Additionally the aim was to examine if teacher characteristics (educational level, gender, and teaching experience) could explain differences in student perceptions of their teachers. Teaching behavior was studied from the research on teaching and teacher effectivene...
Article
Full-text available
Background Teaching is a stressful profession especially for beginning teachers. Induction programmes can support beginning teachers. Little is known concerning which elements of induction programmes can influence (the change in) teachers’ stress over time. Aims This study aims to investigate the growth of stress causes and stress responses during...
Article
Previous studies in higher education have shown that the reliability of student ratings of teaching skill increases if multiple ratings by different students are aggregated. This study examines the generalizability of these findings to the context of secondary education. Also, it seeks to validate these findings by comparing reliability levels esti...
Presentation
Full-text available
Results of exploratory analyses are given for scale analyses of the 'My Teacher'- student questionnaire. For these analyses a data-set with 37.000 cases is split in 15 sets. On three sets exploratory scale analyses are performed. In one syntax different types of analyses are run. These are classic and ordinal factoranalysis, parametric IRT models (...
Article
In this study, the relationships between beginning teachers’ perceived stress causes, stress responses, observed teaching behaviour and attrition is investigated employing structural equation modelling (SEM). A total of 143 BTs were surveyed using the Questionnaire on the Experience and Evaluation of Work-BTs (QEEW-BT). Teaching behaviour was obser...
Article
The main aim of this study was to adjust the Questionnaire on the Experience and Evaluation of Work (QEEW) in order to measure stress causes and stress responses of beginning secondary school teachers in the Netherlands. First, the suitability of the original QEEW stress scales for use in the beginning teachers (BTs) context was investigated using...
Article
The purpose of this study was to evaluate the outcomes of teacher preparation based in Professional Development Schools (PDSs) in secondary education in The Netherlands over a period of three years. Approximately 150 teachers in non-PDSs were compared with 50 teachers in PDSs with declining response rates. Classroom observation ratings and student...
Conference Paper
Various theories concerning teacher effectiveness (e.g., Campbell, Kyriakides, Muijs & Robinson, 2003; Creemers & Kyriakides, 2008; Marzano, 2003) indicate that consistency and variation in teaching practices may affect individual teacher effectiveness and collective teacher effectiveness in a school, but have not received enough regard. The study...
Article
The need for quality teaching is reflected in the poor performance of students in international tests. Teachers’ practices and contextual factors could contribute to substandard quality of teaching in South Africa. Several studies indicate that successful learning is largely dependent on the teachers’ practices in class. The focus of the present re...
Article
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Six observation scales for measuring the skills of teachers and 1 scale for measuring student engagement, assessed in South Korea and The Netherlands, are sufficiently reliable and offer sufficient predictive value for student engagement. A multigroup confirmatory factor analysis shows that the factor loadings and intercepts of the scales are the s...
Article
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Observations and student perceptions are recognised as important tools for examining teaching behaviour, but little is known about whether both perspectives share similar construct representations and how both perspectives link with student academic outcomes. The present study compared the construct representation of preservice teachers’ teaching b...
Article
Learning environments play an important role for students' learning and outcomes. Research indicates that many students show poor academic motivation. Teachers' behavior can function as a protective factor for sustaining students' interest and active engagement in schools. However, the knowledge about the dynamic nature of teachers' behavior and ho...
Article
Although effective teaching behaviour is central for pupil outcomes, the extent to which pre-service teachers behave effectively in the classroom and how their behaviour relates to pupils’ engagement remain unanswered. The present study aims to validate a theoretical model linking effective pre-service teaching behaviour and pupil’s engagement, inc...
Article
Full-text available
Self-determination theory (SDT) posits that teacher autonomy, competence, and relatedness support are crucial universal promotors for students’ interest in learning, which is in line with the general aims of positive education. This study examines the relationship between the three dimensions of students’ perception of Indonesian teachers´ autonomy...
Chapter
Motivational theories coming originally from Western countries, like the self-determination theory, recognize that autonomous motivation provides energy for students to be actively engaged in academic learning. The theory assumes that the importance of autonomous motivation is cross-culturally generalizable. However, it remains inconclusive whether...
Article
The present study investigates the psychometric quality of a measure tapping pupils’ perceptions of teachers’ teaching behaviour in the Indonesian context. It also examines the relationship between pupils’ perceptions of teaching behaviour and their perceived academic motivation. Surveys from a total of 4000 pupils of 200 teachers/classes were anal...
Article
This study examines the development of beginning teachers' teaching quality during the first three years of teaching. Schools were randomly assigned to an experimental condition, to develop support programs (induction) for beginning teachers. Induction focused on personal coaching and the enhancement teacher autonomy and connectedness. Analyses wer...
Article
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The teaching profession faces a shortage as well as a decline of teaching skills. A possible way to mitigate this is to implement evidence-based induction arrangements. Seventy-one schools with 338 beginning secondary education teachers were randomly allocated to an experimental or a control group. The experimental schools used induction arrangemen...
Article
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In this study, the path of influence of support programmes for beginning teachers (BTs) is examined. Longitudinal relationships between self-efficacy and stress causes experienced by BTs and their job tension and discontent are investigated. Differential effects are explored in the relationships between the perceived psychological variables for ind...
Article
Teaching is undoubtedly complex and the complexity of classroom practice implies that the structure of lessons making up teaching may differ and subject to change over time. The aims of this study were to investigate changes in observed lesson structure, and explore the effects of several teacher and contextual characteristics on differences in les...
Article
Full-text available
Development and evaluation of a questionnaire measuring pre-service teachers' teaching behavior: A Rasch moelling approach. School Effectiveness and School Improvement. Advance online publication. 2 Development and evaluation of a questionnaire measuring pre-service teachers' teaching behaviour: A Rasch modelling approach The present study examines...
Chapter
This research on Teacher-Student Relationships (TSR) in education has shown that TSR is an important determinant of classroom environments and suggests that a good TSR is beneficial for student learning and outcomes (Davis, 2003; den Brok, Brekelmans, & Wubbels, 2004; Henderson, Fisher, & Fraser, 2000; Opdenakker, Maulana, & den Brok, 2012).
Article
Research has shown that the teacher-student interpersonal relationship (TSIR) is important for student motivation. Although TSIR has received a growing interest, there are only few studies that focus on changes and links between TSIR and student academic motivation in a longitudinal fashion in non-Western contexts. This study investigated changes i...
Article
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Existing research from Western countries has consistently shown that the learning environment is an important factor for academic motivation. Self-determination theory, which serves as a theoretical foundation of the present study, suggests that teachers’ involvement is an important element of students’ learning, regardless of the cultural context,...
Article
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Research consistently shows that the learning environment plays an important role for early adolescents' learning and outcomes and suggests that good teacher-student relationships can serve as a protective factor for maintaining young adolescents' interest and active engagement in learning. However, less is known about the dynamic nature of teacher...