Sofie Heirweg

Sofie Heirweg
Ghent University | UGhent · Department of Educational Studies

Doctor of Educational Sciences

About

20
Publications
6,858
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
151
Citations
Additional affiliations
February 2019 - present
Howest
Position
  • Lecturer
October 2015 - September 2019
Ghent University
Position
  • PhD Student
Description
  • Doctoral dissertation on self-regulated learning in primary schools

Publications

Publications (20)
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
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
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...
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
Full-text available
Notwithstanding the benefits of studying or conducting an internship abroad, to date, students with disabilities hardly participate in international mobility programmes (IMPs). As little research has investigated the barriers to participation experienced by these students, the current study included the participation of 74 students with disabilitie...
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
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
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...
Conference Paper
Full-text available
Although the importance of promoting self-regulated learning (SRL) in primary education is often stressed, mixed-method research investigating the role of the teacher in this respect is scarce. Therefore, the present study investigates primary school teachers’ promotion of SRL combining and comparing both quantitative (i.e., self-report questionnai...
Conference Paper
Recently, research on self-regulated learning (SRL) demonstrated that even young students are capable of regulating their learning. This resulted in increased attention for the measurement of SRL skills in primary school students. However, in this respect a debate is going on how to accurately assess SRL. As all existing measurement instruments and...
Conference Paper
Numerous studies show that self-regulated learning (SRL) is determinant for success both within and beyond the school context. As SRL already develops at a young age (e.g. Perry, 1998), more research on SRL skills of primary school students is required. Unfortunately, it is still unclear how SRL can be measured optimally, as both on-line and off-li...

Questions

Question (1)
Question
Hi everyone,
I would need some help with calculating the area under the curve. In my study patients' heart rate was measured at different time points throughout an operation (at the start of the operation, after 1 minute, 5 minutes, 10 minutes, etc.). For my analysis, I would need to calculate the area under the curve before comparing different groups of patients who received different treatments.
My problem is: some patients only have data for the first 2 or 3 time points as it was a short operation, while others have data for all 5 time points as it was a rather long operation.
If I now calculate the area under the curve in spss using the syntax below, I obtain a very large area under the curve for patients who had a long operation, while a rather small area is obtained for patients who only have data for the first time points. I believe it is not correct to compare this data as this has nothing to do with the treatment they received/the group they belonged to, but rather with the length of their operation, right? Is their any way to take into account the number of time points when calculating the area under the curve?
This is the syntax I've been using:
Thank you so much in advance!
SORT CASES BY ID.
CASESTOVARS
/ID=ID
/GROUPBY=VARIABLE.
VECTOR time = T0 to T3.
VECTOR SAT = T0spo2 to T3spo2.
COMPUTE cmax = MAX(T0spo2 to T3spo2).
COMPUTE tmax = $sysmis.
COMPUTE lagSAT = $sysmis.
COMPUTE lagtime = $sysmis.
COMPUTE auc = 0.
LOOP #k = 1 to 3.
DO IF (NOT(MISSING(SAT(#k)))).
IF (NOT(MISSING(lagSAT)))
auc = auc + (time(#k) - lagtime)*(lagSAT + SAT(#k))/2 .
IF (SAT(#k) = cmax and missing(tmax)) tmax = time(#k) .
COMPUTE lagSAT = SAT(#k).
COMPUTE lagtime = time(#k).
END IF.
END LOOP.
EXECUTE.

Network

Cited By

Projects

Project (1)
Project
The school-wide SRL implementation of teachers and the use of SRL strategies in students will be investigated in primary schools. Based on this, a comprehensive school improvement program for school teams will be designed in view of a quasi-experimental intervention study. The main goal is to improve teachers’ practice to implement self-regulatory strategies in the classroom by including evidence-based guidelines on how to stimulate students’ SRL. Change in both (1) teachers' SRL implementation and (2) students' use of SRL strategies will be measured.