Publicaties
2022
Wetenschappelijke publicaties
Ruiter, M., Görlich, E., Loyens, S., Wong, J., & Paas, F. (2022). Effects of Desk-Bike Cycling on Phonological Working Memory Performance in Adolescents With Attention Deficit Hyperactivity Disorder. Frontiers in Education, 7, [841576]. https://doi.org/10.3389/feduc.2022.841576
Snijders, I., Wijnia, L., Kuiper, R. M., Rikers, R. M. J. P., & Loyens, S. M. M. (2022). Relationship quality in higher education and the interplay with student engagement and loyalty. British Journal of Educational Psychology, 92(2), 425-446. [e12455]. https://doi.org/10.1111/bjep.12455
2020
Wetenschappelijke publicaties
Leenknecht, M. J. M., Snijders, I., Wijnia, L., Rikers, R. M. J. P., & Loyens, S. M. M. (2020). Building relationships in higher education to support students’ motivation. Teaching in Higher Education. https://doi.org/10.1080/13562517.2020.1839748
Snijders, I., Wijnia, L., Rikers, R. M. J. P., & Loyens, S. M. M. (2020). Building bridges in higher education: Student-faculty relationship quality, student engagement, and student loyalty. International Journal of Educational Research, 100, [101538]. https://doi.org/10.1016/j.ijer.2020.101538
2019
Wetenschappelijke publicaties
Wijnia, L., Loyens, S. M. M., & Rikers, R. M. J. P. (2019). The Problem‐Based Learning Process. In The Wiley Handbook of Problem‐Based Learning (pp. 273-295). (The Wiley Handbook of Problem‐Based Learning). Wiley-Blackwell. https://doi.org/10.1002/9781119173243.ch12
2018
Wetenschappelijke publicaties
Leenknecht 2, leenknecht@ucr.nl, M. J. M. ., Wijnia 2,3, L., Loyens 3, S. M. M. ., & Rikers 3, R. M. J. P. . (2018). Corrigendum to "Need-supportive teaching in higher education: Configurations of autonomy support, structure, and involvement" [Teaching and Teacher Education 68, (2017) 134–142]. Teaching and Teacher Education, 76, 175. http://10.0.3.248/j.tate.2018.07.010
http://login.ezproxy.lib.umn.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=eue&AN=132176810&site=ehost-live
Leenknecht, M. J. M., Wijnia, L., Loyens, S. M. M., & Rikers, R. M. J. P. (2018). Corrigendum to “Need-supportive teaching in higher education: Configurations of autonomy support, structure, and involvement” [Teaching and Teacher Education 68, (2017) 134–142] (Need-supportive teaching in higher education: Configurations of autonomy support, structure, and involvement (2017) 68 (134–142), (S0742051X17305371) (10.1016/j.tate.2017.08.020)). Teaching and Teacher Education, 76, 175. https://doi.org/10.1016/j.tate.2018.07.010
Snijders, I., Rikers, R. M. J. P., Wijnia, L., & Loyens, S. M. M. (2018). Relationship quality time: the validation of a relationship quality scale in higher education. Higher Education Research and Development, 37(2), 404-417. https://doi.org/10.1080/07294360.2017.1355892
2017
Wetenschappelijke publicaties
Leenknecht, M. J. M., Wijnia, L., Loyens, S. M. M., & Rikers, R. M. J. P. (2017). Need-supportive teaching in higher education: Configurations of autonomy support, structure, and involvement. Teaching and Teacher Education, 68, 134-142. https://doi.org/10.1016/j.tate.2017.08.020
Hoogerheide, V., Loyens, S. M. M., Jadi, F., Vrins, A., & van Gog, T. (2017). Testing the model-observer similarity hypothesis with text-based worked examples. Educational Psychology, 37(2), 112-127. https://doi.org/10.1080/01443410.2015.1109609
2016
Wetenschappelijke publicaties
Hoogerheide, V., Deijkers, L., Loyens, S. M. M., Heijltjes, A., & van Gog, T. (2016). Gaining from explaining: Learning improves from explaining to fictitious others on video, not from writing to them. Contemporary Educational Psychology, 44-45, 95-106. https://doi.org/10.1016/j.cedpsych.2016.02.005
Hoogerheide, V., van Wermeskerken, M., Loyens, S. M. M., & van Gog, T. (2016). Learning from video modeling examples: Content kept equal, adults are more effective models than peers. Learning and Instruction, 44, 22-30. https://doi.org/10.1016/j.learninstruc.2016.02.004
Hoogerheide, V., Loyens, S. M. M., & van Gog, T. (2016). Learning from video modeling examples: Does gender matter? Instructional Science, 44(1), 69-86. https://doi.org/10.1007/s11251-015-9360-y
2014
Wetenschappelijke publicaties
de Koning, B. B., Loyens, S. MM., Rikers, R. MJP., Smeets, G., & van der Molen, H. T. (2014). Impact of binding study advice on study behavior and pre-university education qualification factors in a problem-based psychology bachelor program. Studies in Higher Education, 39(5), 835-847.
2012
Wetenschappelijke publicaties
de Koning, BB., Loyens, SMM., Smeets, G., Rikers, RMJP., & van der Molen, HT. (2012). Relaties tussen vwo-eindexamencijfers voor kernvakken en studieprestaties in een bachelorprogramma psychologie. Tijdschrift voor Hoger Onderwijs.
de Koning, B. B., Loyens, S. MM., Rikers, R. MJP., Smeets, G., & van der Molen, H. T. (2012). Generation Psy: Student characteristics and academic achievement in a three-year problem-based learning bachelor program. Learning and Individual Differences, 22(3), 313-323.
Vakpublicaties
Hoogerheide, V., Loyens, S. M. M., & van Gog, T. (2012). Observationeel leren van videovoorbeelden. 4W: Weten wat werkt en waarom, 1, 17. http://4w.kennisnet.nl/artikelen/2013/02/13/observationeel-leren-van-videovoorbeelden/
2011
Wetenschappelijke publicaties
Loyens, S. MM., & Rikers, RMJP. (2011). Instruction based on inquiry. In Handbook of Research on Learning and Instruction (pp. 361-381). Routledge.
2009
Wetenschappelijke publicaties
Loyens, S. MM., Rikers, R. MJP., & Schmidt, H. G. (2009). Students' conceptions of constructivist learning in different programme years and different learning environments. British Journal of Educational Psychology, 79(3), 501-514.
2008
Wetenschappelijke publicaties
Loyens, S. MM., Rikers, R. MJP., & Schmidt, H. G. (2008). Relationships between students’ conceptions of constructivist learning and their regulation and processing strategies. Instructional Science, 36(5-6), 445-462.
Loyens, S. M. M., Magda, J., & Rikers, R. M. J. P. (2008). Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning. Educational Psychology Review, 20(4), 411-427. https://doi.org/10.1007/s10648-008-9082-7
Loyens, S. MM., Magda, J., & Rikers, R. MJP. (2008). Self-directed learning in problem-based learning and its relationships with self-regulated learning. Educational Psychology Review, 20(4), 411-427.
2007
Wetenschappelijke publicaties
Loyens, S. M. M., Rikers, R. M. J. P., & Schmidt, H. G. (2007). Students' conceptions of distinct constructivist assumptions. European Journal of Psychology of Education, 22(2), 179-199. https://doi.org/10.1007/BF03173521
Loyens, S. MM., Rikers, R. MJP., & Schmidt, H. G. (2007). Students’ conceptions of distinct constructivist assumptions. European Journal of Psychology of Education, 22(2), 179-199.
Loyens, S. MM., Rikers, R. MJP., & Schmidt, H. G. (2007). The impact of students' conceptions of constructivist assumptions on academic achievement and drop-out. Studies in Higher Education, 32(5), 581-602.
2006
Wetenschappelijke publicaties
Te Winkel, W., Rikers, R., Loyens, S., & Schmidt, H. (2006). Influence of learning resources on study time and achievement scores in a problem-based curriculum. Advances in Health Sciences Education, 11(4), 381-389.
Loyens, S. MM., Rikers, R. MJP., & Schmidt, H. G. (2006). Students' conceptions of constructivist learning: a comparison between a traditional and a problem-based learning curriculum. Advances in Health Sciences Education, 11(4), 365-379.
2004
Wetenschappelijke publicaties
Rikers, R. MJP., Loyens, S. MM., & Schmidt, H. G. (2004). The role of encapsulated knowledge in clinical case representations of medical students and family doctors. Medical Education, 38(10), 1035-1043. https://doi.org/10.1111/j.1365-2929.2004.01955.x
2003
Wetenschappelijke publicaties
Rikers, R., Winkel, W. T., Loyens, S., & Schmidt, H. (2003). Clinical case processing by medical experts and subexperts. Journal of Psychology: Interdisciplinary and Applied, 137(3), 213-223. https://doi.org/10.1080/00223980309600609