Internationale publicaties

Koskulu-Sancar, S., Blom, E., Van de Weijer-Bergsma, E., Grandfield, E., Verhagen, & Mulder, H. (2023). Teachers matter in early childhood: The relation between teacher behaviors and executive function development in toddlerhood, Infant & Child Development, doi: 10.1002/icd.2474

Van der Ven, S.H.G., Prast, E., & Van de Weijer-Bergsma, E. (2023). Towards an integrative model of math cognition: Interactions between working memory and emotions in explaining children’s math performance. Journal of Intelligence, 11(7), 136. doi: /10.3390/jintelligence11070136

Koskulu-Sancar, S., Van de Weijer-Bergsma, E., Mulder, H., & Blom, E. (2023). Examining the role of parents and teachers in executive function development in early and middle childhood: A systematic review. Developmental Review, doi: 10.1016/j.dr.2022.101063

Van de Weijer-Bergsma, E. & Van Luit, J.E.H., & Moeller, K. (2022). Sex differences in the association of math achievement with visual-spatial and verbal working memory: Does the type of math test matter? Journal of British Psychology, doi: 10.1111/bjop.12562

Van de Weijer-Bergsma, E. & Van der Ven, S.H.G. (2021). Why and for whom does personalizing math problems enhance performance? Testing the mediation of enjoyment and cognitive load at different ability levels. Learning & Individual Differences, 87. doi: 10.1016/j.lindif.2021.101982

Friso-van den Bos, I., & Van de Weijer-Bergsma, E. (2019). Classroom versus individual working memory assessment: predicting academic achievement and the role of attention and response inhibition. Memory, 1-13. doi: 10.1080/09658211.2019.1682170

Prast, E., Van de Weijer-Bergsma, E., Miocevic, M., Kroesbergen, E.H., & Van Luit, J.E.H. (2018). Relations between mathematics achievement and motivation in students of diverse achievement levels. Contemporary Educational Psychology, 55, 84-96. doi: 10.1016/j.cedpsych.2018.08.002

Prast, E., Van de Weijer-Bergsma, E., Kroesbergen, E.H., & Van Luit, J.E.H. (2018). Differentiated instruction in primary mathematics: Effects of teacher professional development on student achievement. Learning & Instruction, 54, 22-38. doi: 10.1016/j.learninstruc.2018.01.009

Van de Weijer-Bergsma, E., Wijnroks, L., van Haastert, I. C., Boom, J., & Jongmans, M. J. (2016). Does the development of executive functioning in infants born preterm benefit from maternal directiveness?. Early Human Development, 103, 155-160. doi: 10.1016/j.earlhumdev.2016.09.012

Prast, E., Van de Weijer-Bergsma, E., Kroesbergen, E.H., & Van Luit, J.E.H. (2015). Differentiation in primary school mathematics: Expert recommendations and teacher self-assessment. Frontline Learning Research, 3, 90-116. doi: 10.14786/flr.v3i2.163

Van de Weijer-Bergsma, E., Kroesbergen, E., Jolani, S., & Van Luit, J.E.H. (2015). The Monkey game: A computerized verbal working memory task for self-reliant administration in primary school children. Behavior Research Methods, doi: 10.3758/s13428-015-0607-y

Van de Weijer-Bergsma, E. & Kroesbergen, E., & Van Luit, J.E.H. (2015). Verbal and visual-spatial working memory and mathematical ability in different domains throughout primary school. Memory & Cognition, 43, 367-378. doi: 10.3758/s13421-014-0480-4

Van de Weijer-Bergsma, E. & Kroesbergen, E., Prast, E., & Van Luit, J.E.H. (2014). Validity and reliability of an online visual-spatial working memory task for self-reliant administration in school-aged children. Behavior Research Methods, doi: 10.3758/s13428-014-0469-8

Van de Weijer-Bergsma, E., Langenberg, G., Brandsma, R., & Bögels, S.M. (2012). The effectiveness of a school-based mindfulness training as a program to prevent stress in elementary school children. Mindfulness, doi:10.1007/s12671-012-0171-9.

De Bruin, E.I., Zijlstra, B.J.H., Geurtzen, N., van Zundert, R.M.P. van de Weijer-Bergsma, E.,  Hartman, E., Pouwer, F., & Bögels, S.M. (2012). Mindful Parenting assessed further: Psychometric  properties of the Dutch version of the  Interpersonal Mindfulness in Parenting Scale (IM-P). Mindfulness, 2, 201-211.

Van de Weijer-Bergsma, E., Formsma, A., De Bruin, E.I. & Bögels, S.M. (2012) The effectiveness of  Mindfulness training on behavioral problems and attentional functioning in adolescents with ADHD. Journal of Child and Family Studies, 21, 775-787. S

De Bruin, E.I., Zijlstra, B., Van de Weijer-Bergsma, E., & Bögels, S.M. (2011). The Mindful Attention Awareness Scale for Adolescents (MAAS-A): Psychometric properties and factor analysis in a Dutch sample. Mindfulness, (DOI 10.1007/s12671-011-0061-6)

Van de Weijer-Bergsma, E., Wijnroks, L., Boom, J., De Vries, L.S., Van Haastert, I.C., & Jongmans, M.J.  (2010). Individual differences in developmental trajectories of A-not-B development in infants  born preterm. Developmental Neuropsychology, 35(6), 605-621.

Van de Weijer-Bergsma, E., Wijnroks, L., & Jongmans, M.J. (2008). Attention development in infants and preschool children born preterm: A review.Infant Behavior and Development, 31(3), 333-351. 

Nederlandstalige publicaties

Van de Weijer-Bergsma, E. & Friso-Van den Bos, I. (2021). Werkgeheugen en afleiders in de klas. [Working memory and distractors in the classroom]. Tijdschrift voor Remedial Teaching, 3, 14-17.

Van de Weijer-Bergsma, E., Van Luit, J.E.H., Prast, E., Kroesbergen, E.H., Kaskens, J.M.M., Compagnie-Rietberg, C., Cijvat, I., & Logtenberg, H. (2016). Differentiëren in het rekenonderwijs. Doetinchem: Graviant scientific & educational books.

Kaskens, J.M.M., Cijvat, I., Van Luit, J.E.H., Van de Weijer-Bergsma, E., & Compagnie, C. (2016). Groei in rekenen. Didactief, 46(8), 54-55.

Prast, E., van Hooijdonk, M., van de Weijer-Bergsma, E., Kroesbergen, E. & Van Luit, J.E.H. (2013). Wat vinden leerlingen van hun rekenlessen? Rekenen met plezier. [How do students feel about their math lessons? Enjoying mathematics]. Jeugd in School en Wereld, 2, 6-9.

Van de Weijer-Bergsma, E. & Prast, E. (2013). Gedifferentieerd rekenonderwijs volgens experts: De resultaten uit een Delphi onderzoek. [Differentiated math education according to experts: The results from a Delphi study]. Orthopedagogiek: Onderzoek & Praktijk, 52(7), 336-349.

Van de Weijer-Bergsma, E., Prast, E. Kroesbergen, E., & van Luit, J.E.H. (2012). Afstemmen op onderwijsbehoeften. Gedifferentieerd rekenonderwijs. Volgens Bartjens, 31(4), 31-33.

Van de Weijer-Bergsma, E. (2010). MindfulKids: aandachttraining kan schoolkinderen weerbaarder maken tegen stress. Supplement, 9, 60-69.