I. van der Veen

发表

Innovative learning and developments in motivation and achievement in upper primary school

Monique Volman, M. Volman, L. Hornstra, 2015 .

Effects of full-time and part-time high-ability programs on developments in students’ achievement emotions

L. Hornstra, I. van der Veen, T. Peetsma, 2017 .

Self-regulated learning and students’ perceptions of innovative and traditional learning environments: a longitudinal study in secondary education

I. van der Veen, T. Peetsma, J. Schuitema, 2012 .

Psychometric properties and convergent and predictive validity of an executive function test battery for two-year-olds

Huub Hoofs, Josje Verhagen, Hanna Mulder, 2014, Front. Psychol..

Towards a Comprehensive School Effectiveness Model of Citizenship Education: An Empirical Analysis of Secondary Schools in The Netherlands

I. van der Veen, G. Ten Dam, A. Dijkstra, 2020, Social Sciences.

The relationship between ethnic school composition, school diversity climate and students’ competences in dealing with differences

M. Volman, S. Severiens, I. van der Veen, 2020, Journal of Ethnic and Migration Studies.

Inclusive education and students without special educational needs

Nienke M. Ruijs, I. van der Veen, T. Peetsma, 2010 .

The Role of Teachers, Parents, and Friends in Developing Adolescents’ Societal Interest

Erik Amnå, I. van der Veen, A. Dijkstra, 2020 .

Effects of school quality, school citizenship policy, and student body composition on the acquisition of citizenship competences in the final year of primary education

I. van der Veen, G. Ten Dam, F. Geijsel, 2015 .

Motivational teacher strategies: the role of beliefs and contextual factors

Caroline F. Mansfield, M. Volman, L. Hornstra, 2015, Learning Environments Research.

Diversity among Bi-ethnic students and differences in educational outcomes and social functioning

M. Volman, I. van der Veen, M. Karssen, 2017, Social Psychology of Education.

The presence of several students with special educational needs in inclusive education and the functioning of students with special educational needs

Nienke M. Ruijs, I. van der Veen, T. Peetsma, 2010 .

The effect of teacher-student and student-student relationships on the societal involvement of students

I. van der Veen, A. Dijkstra, Frank H. K. Wanders, 2019, Research Papers in Education.

Is body size or activity of copepods related to ingestion of parasite larvae?

I. van der Veen, 2003, Parasitology.

To avoid or eliminate: cestode infections in copepods

I. van der Veen, J. Kurtz, 2002, Parasitology.

The influence of teacher-student and student-student relationships on societal involvement in Dutch primary and secondary schools

I. van der Veen, A. Dijkstra, Frank H. K. Wanders, 2019, Theory & Research in Social Education.

Student-teacher relationship quality and academic adjustment in upper elementary school: the role of student personality.

I. van der Veen, H. Koomen, Marjolein Zee, 2013, Journal of school psychology.

Motivational teacher strategies: the role of beliefs and contextual factors

Caroline F. Mansfield, M. Volman, L. Hornstra, 2015, Learning Environments Research.

Differentiated need support by teachers: Student‐specific provision of autonomy and structure and relations with student motivation

L. Hornstra, I. van der Veen, T. Peetsma, 2019, The British journal of educational psychology.

Does classroom composition make a difference: effects on developments in motivation, sense of classroom belonging, and achievement in upper primary school

M. Volman, L. Hornstra, I. van der Veen, 2015 .

Fluorescent vital labeling to track cestodes in a copepod intermediate host.

I. van der Veen, J. Kurtz, M. Christen, 2002, Experimental parasitology.

Ethnic diversity in schools and bi-ethnic Dutch students’ educational outcomes and social functioning

M. Volman, I. van der Veen, M. Karssen, 2016 .

Children with special educational needs in the Netherlands: number, characteristics and school career

Ed Smeets, I. van der Veen, E. Smeets, 2010 .

Teacher-student relationship quality from kindergarten to sixth grade and students' school adjustment: A person-centered approach.

I. van der Veen, Debora L. Roorda, H. Koomen, 2018, Journal of school psychology.

The Individual Characteristics, Ethnic Identity, and Cultural Orientation of Successful Secondary School Students of Turkish and Moroccan Background in The Netherlands

I. van der Veen, G. Meijnen, 2001 .

Class composition influences on pupils' cognitive development 1

I. van der Veen, T. Peetsma, E. van Schooten, 2006 .

Students’ citizenship competencies: The role of ethnic school composition and perceived teacher support

M. Volman, S. Severiens, I. van der Veen, 2022, Theory & Research in Social Education.

Does classroom composition make a difference: effects on developments in motivation, sense of classroom belonging, and achievement in upper primary school

M. Volman, L. Hornstra, I. van der Veen, 2015 .

Motivational teacher strategies: the role of beliefs and contextual factors

Caroline F. Mansfield, M. Volman, I. Veen, 2015, Learning Environments Research.

The prevalence, development and domain specificity of elementary school students’ achievement goal profiles

F. Prins, L. Hornstra, I. van der Veen, 2016 .

Influencing young adolescents’ motivation in the lowest level of secondary education

I. van der Veen, T. Peetsma, 2015 .

Enhancing Student Motivation: A Longitudinal Intervention Study Based on Future Time Perspective Theory

I. van der Veen, T. Peetsma, J. Schuitema, 2014 .

Educational outcomes and functioning of bi-ethnic Dutch children in school

I. van der Veen, Merlijn Karssen, M. Volman, 2015 .

The parents of successful secondary school students of Turkish and Moroccan background in the Netherlands: Parenting practices and the Relationship with parents

I. Veen, I. van der Veen, G. Meijnen, 2002 .