Publicaties
2023
Wetenschappelijke publicaties
Janssen, E., & van Gog, T. (2023). Disentangling the effects of message content and message sharer on students’ views of political misinformation. Journal of Experimental Psychology. Applied.
Janssen, E. M., van Gog, T., van de Groep, L., de Lange, A. J., Knopper, R. L., Onan, E., Wiradhany, W., & de Bruin, A. B. H. (2023). The Role of Mental Effort in Students’ Perceptions of the Effectiveness of Interleaved and Blocked Study Strategies and Their Willingness to Use Them. Educational Psychology Review, 35(3), 1-34. Article 85 . https://doi.org/10.1007/s10648-023-09797-3
2022
Wetenschappelijke publicaties
van Harsel, M., Hoogerheide, V., Janssen, E., Verkoeijen, P., & van Gog, T. (2022). How do higher education students regulate their learning with video modeling examples, worked examples, and practice problems? Instructional Science, 50(5), 703-728. https://doi.org/10.1007/s11251-022-09589-2
Onan, E., Wiradhany, W., Biwer, F., Janssen, E. M., & de Bruin, A. B. H. (2022). Growing Out of the Experience: How Subjective Experiences of Effort and Learning Influence the Use of Interleaved Practice. Educational Psychology Review, 34(4), 2451-2484. https://doi.org/10.1007/s10648-022-09692-3
2021
Wetenschappelijke publicaties
van Peppen, L. M., Verkoeijen, P. P. J. L., Heijltjes, A. E. G., Janssen, E., & van Gog, T. (2021). Learning to avoid biased reasoning: Effects of interleaved practice and worked examples. Journal of Cognitive Psychology, 33(3), 304-326. https://doi.org/10.1080/20445911.2021.1890092
van Peppen, L. M., Verkoeijen, P. P. J. L., Heijltjes, A. E. G., Janssen, E., & van Gog, T. (2021). Enhancing students’ critical thinking skills: Is comparing correct and erroneous examples beneficial? Instructional Science, 49(6), 747-777. https://doi.org/10.1007/s11251-021-09559-0
van Peppen, L. M., Verkoeijen, P. P. J. L., Heijltjes, A. E. G., Janssen, E., & van Gog, T. (2021). Repeated Retrieval Practice to Foster Students’ Critical Thinking Skills. Collabra: Psychology, 7(1), 1-15. Article 28881. https://doi.org/10.1525/collabra.28881
Janssen, E., Velinga, S., de Neys, W., & Van Gog, T. (2021). Recognizing biased reasoning: Conflict detection during decision-making and decision-evaluation. Acta Psychologica, 217, Article 103322. https://doi.org/10.1016/j.actpsy.2021.103322
Vakpublicaties
Janssen, E., Verkoeijen, P. P. J. L., Heijltjes, A. E. G., & van Gog, T. (2021). Studenten leren kritisch te denken begint bij de docent. Tijdschrift voor Hoger Onderwijs, 39(2), 23-31.
2020
Wetenschappelijke publicaties
Janssen, E. M., Verkoeijen, P. P. J. L., Heijltjes, A. E. G., Mainhard, T., van Peppen, L. M., & van Gog, T. (2020). Psychometric properties of the Actively Open-minded Thinking scale. Thinking Skills and Creativity, 36(6), Article 100659. https://doi.org/10.1016/j.tsc.2020.100659
Janssen, E. M., Raoelison, M., & de Neys, W. (2020). “You're wrong!”: The impact of accuracy feedback on the bat-and-ball problem. Acta Psychologica, 206, Article 103042. https://doi.org/10.1016/j.actpsy.2020.103042
EFG-MRE (2020). Synthesizing Cognitive Load and Self-regulation Theory: a Theoretical Framework and Research Agenda. Educational Psychology Review, 32(4), 903-915. https://doi.org/10.1007/s10648-020-09576-4
Janssen, E. M. (2020). Teaching Critical Thinking in Higher Education: Avoiding, Detecting, and Explaining Bias in Reasoning. [Doctoral thesis 1 (Research UU / Graduation UU), Universiteit Utrecht]. Utrecht University. https://doi.org/10.33540/351
2019
Wetenschappelijke publicaties
Janssen, E. M., Mainhard, T., Buisman, R. S. M., Verkoeijen, P. P. J. L., Heijltjes, A. E. G., van Peppen, L. M., & van Gog, T. (2019). Training higher education teachers’ critical thinking and attitudes towards teaching it. Contemporary Educational Psychology, 58, 310-322. https://doi.org/10.1016/j.cedpsych.2019.03.007
Janssen, E. M., Meulendijks, W., Mainhard, T., Verkoeijen, P. P. J. L., Heijltjes, A. E. G., van Peppen, L. M., & van Gog, T. (2019). Identifying characteristics associated with higher education teachers’ Cognitive Reflection Test performance and their attitudes towards teaching critical thinking. Teaching and Teacher Education, 84, 139-149. https://doi.org/10.1016/j.tate.2019.05.008
2018
Wetenschappelijke publicaties
van Peppen, L. M., Verkoeijen, P. P. J. L., Heijltjes, A. E. G., Janssen, E. M., Koopmans, D., & van Gog, T. (2018). Effects of Self-Explaining on Learning and Transfer of Critical Thinking Skills. Frontiers in Education, 3, Article 100. https://doi.org/10.3389/feduc.2018.00100
2017
Wetenschappelijke publicaties
Janssen, E. M., van der Ven, S. H. G., van Hoogmoed, A. H., & Leseman, P. P. M. (2017). The effect of anticipated achievement feedback on students' semantic processing as indicated by the N400 cloze effect. Learning and Instruction, 47, 80-90. https://doi.org/10.1016/j.learninstruc.2016.10.003
2016
Wetenschappelijke publicaties
van der Ven, S., van Touw, S. A. C., van Hoogmoed, A., Janssen, E. M., & Leseman, P. (2016). The effect of a prospected reward on semantic processing: An N400 EEG study. Zeitschrift fur Psychologie / Journal of Psychology, 224(4), 257-265. https://doi.org/10.1027/2151-2604/a000261