Lisette Wijnia
Lisette Wijnia
HZ University of Applied Sciences / Erasmus University Rotterdam
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Investigating effects of problem-based versus lecture-based learning environments on student motivation
L Wijnia, SMM Loyens, E Derous
Contemporary Educational Psychology 36 (2), 101-113, 2011
Team learning and its association with the implementation of competence-based education
L Wijnia, EM Kunst, M van Woerkom, RF Poell
Teaching and Teacher Education 56, 115-126, 2016
Is there a role for direct instruction in problem-based learning? Comparing student-constructed versus integrated model answers
L Wijnia, SMM Loyens, T van Gog, E Derous, HG Schmidt
Learning and Instruction 34, 22-31, 2014
How important are student-selected versus instructor-selected literature resources for students’ learning and motivation in problem-based learning?
L Wijnia, SMM Loyens, E Derous, HG Schmidt
Instructional Science 43 (1), 39-58, 2015
Need-supportive teaching in higher education: Configurations of autonomy support, structure, and involvement
MJM Leenknecht, L Wijnia, S Loyens, R Rikers
Teaching and Teacher Education 68, 134-142, 2017
The association between motivation, affect, and self-regulated learning when solving problems
M Baars, L Wijnia, F Paas
Frontiers in psychology 8, 1346, 2017
Do students’ topic interest and tutors’ instructional style matter in problem-based learning?
L Wijnia, SMM Loyens, E Derous, HG Schmidt
Journal of Educational Psychology 106 (4), 919, 2014
Is problem-based learning associated with students’ motivation? A quantitative and qualitative study
M Wijnen, SMM Loyens, L Wijnia, G Smeets, MJ Kroeze, ...
Learning Environments Research 21 (2), 173-193, 2018
The relation between task-specific motivational profiles and training of self-regulated learning skills
M Baars, L Wijnia
Learning and Individual Differences 64, 125-137, 2018
University teacher judgments in problem-based learning: Their accuracy and reasoning
L Wijnia, SMM Loyens, E Derous, HG Schmidt
Teaching and Teacher Education 59, 203-212, 2016
Relationship quality time: the validation of a relationship quality scale in higher education
I Snijders, RMJP Rikers, L Wijnia, SMM Loyens
Higher Education Research & Development 37 (2), 404-417, 2018
The Problem‐Based Learning Process: An Overview of Different Models
L Wijnia, SMM Loyens, RMJP Rikers
The Wiley Handbook of Problem-Based Learning, 273-295, 2019
Motivation and Achievement in Problem-Based Learning: The Role of Interest, Tutors, and Self-Directed Study
L Wijnia
Erasmus University Rotterdam, 2014
Predicting educational success and attrition in problem-based learning: do first impressions count?
L Wijnia, SMM Loyens, E Derous, NS Koendjie, HG Schmidt
Studies in Higher Education 39 (6), 967-982, 2014
Alumni loyalty drivers in higher education
I Snijders, L Wijnia, RMJP Rikers, SMM Loyens
Social Psychology of Education 22 (3), 607-627, 2019
The effects of praise for effort versus praise for intelligence on vocational education students
J Glerum, SMM Loyens, L Wijnia, RMJP Rikers
Educational Psychology, 1-17, 2020
The relation between student’s effort and monitoring judgments during learning: A meta-analysis
M Baars, L Wijnia, A de Bruin, F Paas
Educational Psychology Review, 1-24, 2020
Building bridges in higher education: Student-faculty relationship quality, student engagement, and student loyalty
I Snijders, L Wijnia, RMJP Rikers, SMM Loyens
International Journal of Educational Research 100, 101538, 2020
The Problem With Problems in Problem-Based Learning: Difference Between Problem Explaining Versus Problem Solving
L Wijnia
Health Professions Education 2 (2), 59-60, 2016
Behind the times: a brief history of motivation discourse in problem-based learning
L Wijnia, VFC Servant-Miklos
Advances in Health Sciences Education 24 (5), 915-929, 2019
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