Romain Martin

Romain Martin
Ministry of Higher Education and Research

PhD

About

221
Publications
63,798
Reads
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3,173
Citations
Citations since 2016
37 Research Items
2532 Citations
20162017201820192020202120220100200300400
20162017201820192020202120220100200300400
20162017201820192020202120220100200300400
20162017201820192020202120220100200300400
Additional affiliations
July 2014 - February 2016
University of Luxembourg
Position
  • Managing Director
September 2003 - October 2013
University of Luxembourg
Position
  • Head

Publications

Publications (221)
Article
The number line estimation task is an often-used measure of numerical magnitude understanding. The task also correlates substantially with broader measures of mathematical achievement. This raises the question of whether the task would be a useful component of mathematical achievement tests and instruments to diagnose dyscalculia or mathematical gi...
Article
Full-text available
Although student self-assessment is positively related to achievement, skepticism about the accuracy of students' self-assessments remains. A few studies have shown that even elementary school students are able to provide accurate self-assessments when certain conditions are met. We developed an innovative tablet-computer-based tool for capturing s...
Article
Mit der vorliegenden Studie wurde die prognostische Validität der Sekundarschulempfehlung im dritten Jahr der Sekundarstufe anhand einer repräsentativen Stichprobe luxemburgischer Schülerinnen und Schüler einer Schuljahrgangskohorte untersucht. Dazu wurden die Verbleibsquoten der Schülerinnen und Schüler auf dem jeweils empfohlenen Schulzweig ermit...
Article
Full-text available
Given that the use of educational technologies is increasingly popular in kindergarten and among young students, these technologies have been shown to be able to solve the difficulties (existing in school) that are either not possible to be solved in traditional schooling or cost a lot of time and resources. In this paper, we present a pedagogical...
Article
Full-text available
While numerical skills are fundamental in modern societies, some estimated 5–7% of children suffer from mathematical learning difficulties (MLD) that need to be assessed early to ensure successful remediation. Universally employable diagnostic tools are yet lacking, as current test batteries for basic mathematics assessment are based on verbal inst...
Article
Full-text available
Eye movements help to infer the cognitive strategy that a person uses in fluid intelligence tests. However, intelligence tests demand different relations/rules tokens to be solved, such as rule direction, which is the continuation, variation or overlay of geometric figures in the matrix of the intelligence test. The aim of this study was to underst...
Article
Children’s development of verbal number skills (i.e., counting abilities and knowledge of the number names) presents a milestone in mathematical development. Different factors such as visuo-spatial and verbal abilities have been discussed as contributing to the development of these foundational skills. To understand the cognitive nature of verbal n...
Article
Full-text available
Referring to the stage environment fit theory (Eccles and Midgley, 1989) we examined whether after the transition from Luxembourgish primary to secondary school students’ school marks would drop. Actually, using latent growth curve modeling it was found that school marks deteriorated in their main school subjects German, French, and mathematics. Th...
Article
Full-text available
The present study investigated the predictive role of spatial skills for arithmetic and number line estimation in kindergarten children (N = 125). Spatial skills are known to be related to mathematical development, but due to the construct's non-unitary nature, different aspects of spatial skills need to be differentiated. In the present study, a s...
Book
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This synthetic report gives an overview of the principal outcomes of the study on the perception of the "ÉpStan". It tries to answer the following questions: 1) To what extent is the external evaluation of pupils accepted by the actors of the educational field? 2) To what extent are the pupils committed to give their best during the tests? 3) To...
Article
Need for Cognition (NFC) is increasingly investigated in educational research. In contrast to other noncognitive constructs in this area, such as academic self-concept and interest, NFC has consistently been conceptualized as domain-general. We employed structural equation modeling to address the question of whether NFC can be meaningfully and gain...
Poster
Full-text available
While numerical skills are fundamental in modern societies, some estimated 5-7% of children suffer from a mathematical learning disorder, called developmental dyscalculia (DD). Nevertheless, universally valid diagnostic instruments are still lacking, as all current DD test batteries are based on language instructions. Consequently, their measuremen...
Article
Full-text available
In the present study, we opted for a longitudinal design and examined rapid automatized naming (RAN) performance from two perspectives. In a first step, we examined the structure of RAN performance from a general cognitive perspective. We investigated whether rapid naming measures (e.g., digit RAN and color RAN) reflect a mainly domain-general fact...
Poster
Full-text available
The acquisition of verbal number skills, as defined by the meaningful use of number words, marks a milestone in numerical development. In the present study, we were particularly interested in the question, whether verbal number skills are primarily verbal in nature, or if they call upon visuo-spatial processes, reflecting a spatial grounding of ver...
Article
The main purpose of this study was to examine the specific contributions of rapid automatized naming (RAN) measures with different visually presented stimuli (e.g., vowels, consonants, digits) to reading outcomes in first and second grade. Previous studies have shown that RAN is an independent and robust predictor for reading skills in children. Le...
Chapter
Full-text available
Complex problem solving (CPS) is now established as a key aspect of today’s educational curricula and a central competence for international assessment frameworks. It has become clear that the educational context – particularly among general school-age students – places particular demands on the instruments used to assess CPS, such as computer-base...
Article
Visuo-spatial training is considered a promising approach to provide young children with a sound foundation for later mathematical learning. We developed and implemented a tablet-based visuo-spatial intervention in kindergarten classrooms aiming to foster the development of children’s visuo-spatial and numerical abilities. A sample of N = 125 child...
Poster
Full-text available
Verbal number skills (i.e. counting and number naming) are milestones in numerical development. The aim of the present study was to clarify the role of different verbal abilities (VA) and visuo-spatial abilities (VSA) in the development of these verbal number skills in kindergarten. We recruited 152 children (mean age: 5.8 years) and administered d...
Article
In this rejoinder, we respond to two commentaries on the study by Greiff, S.; Stadler, M.; Sonnleitner, P.; Wolff, C.; Martin, R. Sometimes less is more: Comparing the validity of complex problem solving measures. Intelligence 2015, 50, 100–113. The study was the first to address the important comparison between a classical measure of complex probl...
Article
A comprehensive model of affect and motivation is necessary for disentangling the variance of subject-specific measures into components that are (a) construct-specific and generalize across different subjects, (b) subject-specific and common to different constructs, and (c) specific to a particular construct in a particular subject. In the present...
Conference Paper
Full-text available
Dans le cadre du « Digital Lëtzebuerg » et suite à l’appel Horizon 2020 par la commission européenne, le gouvernement du Luxembourg a lancé des initiatives pour l'implémentation du numérique dans ses différents ministères. Dans ce contexte, l’éducation nationale a initié le développement d’un environnement numérique pour l'apprentissage des mathéma...
Article
Need for Cognition (NFC) signifies “the tendency for an individual to engage in and enjoy thinking” (Cacioppo & Petty, 1982, p. 116). Up to now, no scale of sufficient psychometric quality existed to assess NFC in children. Using data from three independent, diverse cross-sectional samples from Germany, Luxembourg, and Finland, we examined the psyc...
Poster
Full-text available
Assessing the importance of different aspects of spatial skills on preschoolers performance in arithmetic and number line estimation
Article
We examined how self-reported and teacher-rated student characteristics in primary school were associated with adult self-reported health. A representative sample of Luxembourgish students was assessed in 1968 (Mage = 11.9, SD = 0.6) and 2008 (N = 745; Mage = 51.8, SD = 0.6). Self-reported sense of inferiority and pessimism in childhood were negati...
Article
The objective of this paper was to examine how grade retention in secondary school would affect students' academic achievement and psychosocial adjustment. Moreover, we investigated short-term and medium-term effects of grade retention on students' outcomes. Propensity score matching was used to select a control group of promoted students who were...
Poster
Full-text available
In 2014, 32% of Grade 3 students in fundamental schools in Luxembourg failed to attain the minimum required skill level in mathematics; rising from 30% of students in 2015, as measured by the Ep.Stan examination, a standardized assessment of students at national level. These results have been rather stable since 2011, suggesting that almost 1 in 3...
Article
Full-text available
The present study investigated the developmental dynamics of general and subject-specific (i.e., mathematics, French, and German) components of students’ academic self-concept, anxiety, and interest. To this end, the authors integrated three lines of research: (a) hierarchical and multidimensional approaches to the conceptualization of each constru...
Article
Full-text available
Little longitudinal research has addressed the question of whether the Big Five personality traits (i.e., O, C, E, A, N) predict educational outcomes and whether the Big Five provide incremental predictive validity for educational outcomes when prior achievement, intelligence, and academic self-concept are controlled for. Also, little is known abou...
Conference Paper
The effectiveness of bilingual programs for promoting academic achievement of language-minority in the United States has been examined in six meta-analyses. The present meta-analytic study investigates this topic for the first time in the European context. Thorough literature searches uncovered 101 European studies, with only seven meeting the incl...
Conference Paper
Full-text available
In this paper, we describe a road traffic behaviour and mobility case study that was implemented in June 2015 in the congested city of Luxembourg. We explain the development and deployment of the Gamified mobile application Commutastic that offers users incentives to undertake after work activities. With Commutastic we try to persuade users to chan...
Poster
Full-text available
First results based on the effectiveness of a language-neutral tablet-based training tool for preschoolers. In this study, the effects of a visuo-spatial training on preschoolers’ visuo-spatial and early math skills were assessed.
Article
Full-text available
Introduction - Alors que l’évaluation de l’expérience utilisateur (UX) est au cœur des préoccupations dans le domaine des interactions homme–machine, aucun outil d’évaluation auto-administré valide de l’UX n’existe actuellement en langue française. Le questionnaire AttrakDiff 2 (Hassenzahl, Burmester, & Koller, 2003) est un outil d’évaluation de l’...
Research
Full-text available
Children with Developmental Dyscalculia show signs of an impaired Visuo-Spatial Working-Memory capacity.
Research
Full-text available
Return of a suppressed stimulus on the left or right is aided by an Arabic digit, causing faster return on the left for small numbers (<5) and faster return on the right for high numbers (>5).
Research
Full-text available
The succesful masking of Arabic digits reduces the spatial bias in a line-bisection task, but does not affect accuracy in judging parity or magnitude
Article
Full-text available
Drawing on a 2-wave longitudinal sample spanning 40 years from childhood (age 12) to middle adulthood (age 52), the present study was designed to examine how student characteristics and behaviors in late childhood (assessed in Wave 1 in 1968) predict career success in adulthood (assessed in Wave 2 in 2008). We examined the influence of parental soc...
Article
Childhood intelligence has been shown to predict mortality risk in adulthood. This relation has never been investigated in a Central European country with universal health care. The present study investigated whether childhood intelligence predicts mortality risk across 40 years in Luxembourg. 2543 participants completed an intelligence test at age...
Article
We examined the association of self-reported and teacher-rated student characteristics assessed at the end of primary school with all-cause mortality assessed through age 52. Data stem from a representative sample of students from Luxembourg assessed in 1968 (N = 2,543; M = 11.9 years, SD = 0.6; 49.9% female; N = 166 participants died). Results fro...
Article
The effectiveness of bilingual programs for promoting academic achievement of language-minority in the United States has been examined in six meta-analyses. The present meta-analytic study investigates this topic for the first time in the European context. Thorough literature searches uncovered 101 European studies, with only seven meeting the incl...
Conference Paper
The effectiveness of bilingual programs for promoting academic achievement of language-minority in the United States has been examined in six meta-analyses. The present meta-analytic study investigates this topic for the first time in the European context. Thorough literature searches uncovered 101 European studies, with only seven meeting the incl...
Chapter
Full-text available
ZUSAMMENFASSUNG Kapitel 5 beleuchtet die Unterschiede zwischen Schülerinnen und Schülern mit regulären und verzögerten Schullauf-bahnen. Verzögerte Schullaufbahnen kommen in den allermeisten Fällen durch Klassenwiederholungen zustande. Ein Sechstel der Schülerschaft im Zyklus 3.1 und fast die Hälfte aller Neuntklässler wurden mindestens einmal in i...
Conference Paper
Academic achievement and later chances in the labour market largely depend on the difficulties in understanding the language of school instruction in the country in which language minority children live. This may also increase the dropout rate, which will then increase the cost of education for language minority children. International studies have...
Article
Full-text available
This position paper highlights the relevance of domain-general problem solving skills for a comprehensive approach to contemporary education. We argue that education in the 21st century needs to be comprehensive in the sense that it should equip students with domain-general problem solving skills in addition to domain-specific factual knowledge and...
Article
The 21st-century work environment places strong emphasis on nonroutine transversal skills. In an educational context, complex problem solving (CPS) is generally considered an important transversal skill that includes knowledge acquisition and its application in new and interactive situations. The dynamic and interactive nature of CPS requires a com...