Sabrina Vandevelde
Ghent University
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Publication
Featured researches published by Sabrina Vandevelde.
Journal of Psychoeducational Assessment | 2014
Emmelien Merchie; Hilde Van Keer; Sabrina Vandevelde
Independently learning from informative texts becomes increasingly important from the age of 11. Little information is available, however, on (a) how and to what extent late elementary education students already apply specific text-learning strategies, and (b) whether different learner profiles can already be distinguished. In this study, a 37-item Text-Learning Strategies Inventory (TLSI) was developed and validated by means of exploratory (Sample 1; 896 students) and confirmatory factor analysis (Sample 2; 644 students). The TLSI contains nine subscales reflecting overt, covert, surface- and deep-level cognitive and metacognitive text-learning strategies. Based on these subscales, four learner profiles (i.e., integrated strategy users, information organizers, mental learners, and memorizers) were identified and validated by means of hierarchical and k-means cluster analysis and study traces. No differences in text free recall score between profiles were found. More girls were profiled as integrated strategy users, whereas more boys were identified as mental learners or memorizers.
Journal of Educational Research | 2017
Sabrina Vandevelde; Hilde Van Keer; Emmelien Merchie
ABSTRACT The authors explore the effects of student tutoring as an approach to provide support on self-regulated learning (SRL) to fifth- and sixth-grade students with a low socioeconomic or immigrant background. In total, 401 Flemish (Belgium) students participated. A quasi-experimental study with pretest, posttest, and retention test control group design was used, combining teacher ratings, self-report questionnaires, and think-aloud protocols. The teacher rating results show a significantly positive effect from pretest to posttest for the experimental condition, but this was not maintained at the retention test. The questionnaire and think-aloud results reveal no significant effects on students’ SRL. However, differential effects depending on students’ motivational profile were found. This study illustrates the complexity of promoting SRL among primary school children with a low socioeconomic or immigrant background, recommending further research into conditions and factors influencing the effectiveness of student tutoring programs promoting SRL.
Contemporary Educational Psychology | 2013
Sabrina Vandevelde; Hilde Van Keer; Yves Rosseel
Learning and Individual Differences | 2011
Sabrina Vandevelde; Hilde Van Keer; Bram De Wever
Learning and Individual Differences | 2015
Sabrina Vandevelde; Hilde Van Keer; G.L.M. Schellings; Bernadette van Hout-Wolters
Procedia - Social and Behavioral Sciences | 2012
Sabrina Vandevelde; Lies Vandenbussche; Hilde Van Keer
Teaching and Teacher Education | 2018
Mona De Smul; Sofie Heirweg; Hilde Van Keer; Geert Devos; Sabrina Vandevelde
5th Biennial Meeting of the EARLI Special Interest Group 16 Metacognition, Abstracts | 2012
Sabrina Vandevelde; Hilde Van Keer
7th biennial meeting of the Special Interest Group (SIG) 16 Metacognition of the European Association for Research on Learning and Instruction (EARLI) | 2016
Sabrina Vandevelde; Hilde Van Keer; Sofie Heirweg; Mona De Smul
Archive | 2015
Sabrina Vandevelde