Frans Prins
Frans Prins
Associate professor, Department of Education, Faculty of Social and Behavioural Sciences, Utrecht
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Cited by
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
Content analysis: What are they talking about?
JW Strijbos, RL Martens, FJ Prins, WMG Jochems
Computers & Education 46 (1), 29-48, 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
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
Learning styles: Self‐reports versus thinking‐aloud measures
MVJ Veenman, FJ Prins, J Verheij
British Journal of Educational Psychology 73 (3), 357-372, 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
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
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
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
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
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
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
A conceptual framework for integrating peer assessment in teacher education
D Sluijsmans, F Prins
Studies in Educational Evaluation 32 (1), 6-22, 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
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
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
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
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
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
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
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