| Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education VV Busato, FJ Prins, JJ Elshout, C Hamaker Personality and Individual differences 29 (6), 1057-1068, 2000 | 1241 | 2000 |
| Content analysis: What are they talking about? JW Strijbos, RL Martens, FJ Prins, WMG Jochems Computers & Education 46 (1), 29-48, 2006 | 772 | 2006 |
| The relation between learning styles, the Big Five personality traits and achievement motivation in higher education VV Busato, FJ Prins, JJ Elshout, C Hamaker Personality and individual differences 26 (1), 129-140, 1998 | 574 | 1998 |
| Formative peer assessment in a CSCL environment: A case study FJ Prins, DMA Sluijsmans, PA Kirschner, JW Strijbos Assessment & Evaluation in Higher Education 30 (4), 417-444, 2005 | 290 | 2005 |
| Learning styles: Self‐reports versus thinking‐aloud measures MVJ Veenman, FJ Prins, J Verheij British Journal of Educational Psychology 73 (3), 357-372, 2003 | 258 | 2003 |
| Learning styles: a cross‐sectional and longitudinal study in higher education VV Busato, FJ Prins, JJ Elshout, C Hamaker British Journal of Educational Psychology 68 (3), 427-441, 1998 | 253 | 1998 |
| Feedback providing improvement strategies and reflection on feedback use: Effects on students’ writing motivation, process, and performance H Duijnhouwer, FJ Prins, KM Stokking Learning and Instruction 22 (3), 171-184, 2012 | 225 | 2012 |
| Awareness of group performance in a CSCL-environment: Effects of peer feedback and reflection C Phielix, FJ Prins, PA Kirschner Computers in Human Behavior 26 (2), 151-161, 2010 | 196 | 2010 |
| The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory FJ Prins, MVJ Veenman, JJ Elshout Learning and Instruction 16 (4), 374-387, 2006 | 188 | 2006 |
| Group awareness of social and cognitive performance in a CSCL environment: Effects of a peer feedback and reflection tool C Phielix, FJ Prins, PA Kirschner, G Erkens, J Jaspers Computers in Human Behavior 27 (3), 1087-1102, 2011 | 187 | 2011 |
| Personal and social development in physical education and sports: A review study K Opstoel, L Chapelle, FJ Prins, A De Meester, L Haerens, J van Tartwijk, ... European Physical Education Review 26 (4), 797-813, 2020 | 176 | 2020 |
| Feedback for general practitioners in training: quality, styles, and preferences FJ Prins, DMA Sluijsmans, PA Kirschner Advances in Health Sciences Education 11 (3), 289-303, 2006 | 157 | 2006 |
| A conceptual framework for integrating peer assessment in teacher education D Sluijsmans, F Prins Studies in Educational Evaluation 32 (1), 6-22, 2006 | 142 | 2006 |
| Initial inductive learning in a complex computer simulated environment: the role of metacognitive skills and intellectual ability MVJ Veenman, FJ Prins, JJ Elshout Computers in Human Behavior 18 (3), 327-341, 2002 | 139 | 2002 |
| Determining the quality of competence assessment programs: A self-evaluation procedure LKJ Baartman, FJ Prins, PA Kirschner, CPM Van Der Vleuten Studies in Educational Evaluation 33 (3-4), 258-281, 2007 | 128 | 2007 |
| Mentor teachers: Their perceived possibilities and challenges as mentor and teacher WM Jaspers, PC Meijer, F Prins, T Wubbels Teaching and Teacher Education 44, 106-116, 2014 | 125 | 2014 |
| Feedback dialogues that stimulate students' reflective thinking M Van der Schaaf, L Baartman, F Prins, A Oosterbaan, H Schaap Scandinavian Journal of Educational Research 57 (3), 227-245, 2013 | 115 | 2013 |
| Strengthening dialogic peer feedback aiming for deep learning in SPOCs RM Filius, RAM de Kleijn, SG Uijl, FJ Prins, HVM van Rijen, DE Grobbee Computers & Education 125, 86-100, 2018 | 100 | 2018 |
| University students' achievement goals and help-seeking strategies in an intelligent tutoring system BE Vaessen, FJ Prins, J Jeuring Computers & Education 72, 196-208, 2014 | 97 | 2014 |
| Progress feedback effects on students' writing mastery goal, self-efficacy beliefs, and performance H Duijnhouwer, FJ Prins, KM Stokking Educational Research and Evaluation 16 (1), 53-74, 2010 | 81 | 2010 |
