Using register data and linked student-level sociometric survey data from the Netherlands, this study examines whether the impact of the COVID-19 pandemic on schooling outcomes (track recommendation and track enrollment in the seventh and ninth grades) is conditional on students' academic and social embeddedness in the school setting. We estimated…

One of the ways in which schools try to improve students' motivation is through making learning meaningful for students. The concept of meaningful learning, however, has been defined in various ways in the literature. This small-scale in-depth study focused on meaningful learning in mathematics in upper-primary education. We investigated what…

Technology integrated, flipped classroom design offers opportunities to engage students on various levels and through meaningful ways. Introducing this learning environment to students at an early age is likely to change their motivation for learning towards physical literacy and influence their lifelong participation in physical activity. The…

This study from 2019 investigates whether the impact on a STEM teacher's evidence-informed teaching approach using the evidence of flipping the classroom research improves students' (13-14 years old) motivation in a Dutch setting and if this approach allows students to perform better. We report this approach in line with the cycle of expansive…

With approximately 800 schools, alternative education is a substantial part of primary education in the Netherlands. With nearly 400 schools, Dalton education is the largest form of alternative education in the Netherlands. Given the size and popularity of Dalton education, it is rather remarkable that the effects of these schools have hardly been…

We investigate the effect of being in the high track for secondary school students on cognitive and non-cognitive skill outcomes. Dutch students are assigned to tracks at the end of elementary school based on a test score. We use this test score in a fuzzy regression discontinuity design to exploit the discontinuity in the probability to be…

We examined the divergent validity and utility of the "Test for Creative Thinking--Drawing Production" (TCT-DP) in an identification protocol for high-ability students that included measures of intelligence, school motivation, inquisitiveness, creativity, and academic achievement. Data were collected from seventh-grade students across 6…

Background: The importance of clarifying goals and providing process feedback for student learning has been widely acknowledged. From a Self-Determination Theory perspective, it is suggested that motivational and learning gains will be obtained because in well-structured learning environments, when goals and process feedback are provided, students…

Although cooperative learning is an effective instructional method, it cannot be taken for granted that students will gain new knowledge when engaging in a cooperative activity. Even if cooperative learning is effectively designed, problems might arise regarding cognitive, behavioral and motivational aspects of learning. For students to gain…

This short-term longitudinal study explored the unique role of proximal classroom factors (teachers' student-specific self-efficacy, autonomy-supportive behaviors, and student-teacher relationships) in students' emotional and behavioral engagement, and the moderating role of grade level. Participants were 472 students and 63 teachers (grades 4-6).…

The power of portfolios in enhancing student motivation is frequently emphasised. Portfolios are conceptualised as a tool to implement Assessment for Learning (AfL) in classroom practice. However, the relation between portfolios and AfL on the one hand, and student motivation on the other hand, is complex and subject to many assumptions. This…

Over the past decades, many schools have adapted towards social constructivism with the aim of enhancing students' motivation. There are a variety of perspectives in educational theory, with social constructivist views standing in contrast to traditional views. Hence, we compared students' motivation (levels and developments) in social…

In this study, we investigated the school motivation of 7,257 9th grade students in 80 secondary schools across the Netherlands. Using a multiple goal perspective, four motivation dimensions were included: performance, mastery, extrinsic, and social motivation. Our first aim was to identify distinct motivation profiles within our sample, using the…

This paper describes a dataset with data from three individually randomized educational technology experiments on differentiation, formative testing and feedback during one school year for a group of 8th grade students in the Netherlands, using administrative data and the online motivation questionnaire of Boekaerts. The dataset consists of pre-…

Although previous research has shown the potential of innovative learning for enhancing motivation and learning outcomes, further understanding is needed on which aspects of IL are most effective and whether these are equally motivating for different types of students. The present study investigated how developments in students' motivation and…