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Dive into the research topics where Sabrina Vandevelde is active.

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Featured researches published by Sabrina Vandevelde.


Journal of Psychoeducational Assessment | 2014

Development of the Text-Learning Strategies Inventory: Assessing and Profiling Learning from Texts in Fifth and Sixth Grade.

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

The challenge of promoting self-regulated learning among primary school children with a low socioeconomic and immigrant background

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

Measuring the complexity of upper primary school children’s self-regulated learning: A multi-component approach

Sabrina Vandevelde; Hilde Van Keer; Yves Rosseel


Learning and Individual Differences | 2011

Exploring the impact of student tutoring on at-risk fifth and sixth graders' self-regulated learning

Sabrina Vandevelde; Hilde Van Keer; Bram De Wever


Learning and Individual Differences | 2015

Using think-aloud protocol analysis to gain in-depth insights into upper primary school children's self-regulated learning.

Sabrina Vandevelde; Hilde Van Keer; G.L.M. Schellings; Bernadette van Hout-Wolters


Procedia - Social and Behavioral Sciences | 2012

Stimulating Self-Regulated Learning in Primary Education: Encouraging Versus Hampering Factors for Teachers☆

Sabrina Vandevelde; Lies Vandenbussche; Hilde Van Keer


Teaching and Teacher Education | 2018

How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning

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

Self-regulated learning in late primary school: what can we learn from think aloud protocol analysis?

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

Do regular and special education teachers differ in the way they promote self-regulated learning?

Sabrina Vandevelde; Hilde Van Keer; Sofie Heirweg; Mona De Smul


Archive | 2015

Leren leren: een belangrijk en uitdagend onderwijsdoel

Sabrina Vandevelde

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Free De Backer

Vrije Universiteit Brussel

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Jeltsen Peeters

Vrije Universiteit Brussel

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Koen Lombaerts

Vrije Universiteit Brussel

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