Research skills are important for university graduates, but little is known about undergraduates' motivation for research. In this study, self-efficacy beliefs and intrinsic motivation for several... Show moreResearch skills are important for university graduates, but little is known about undergraduates' motivation for research. In this study, self-efficacy beliefs and intrinsic motivation for several research activities were measured three times during an undergraduate research project (N = 147 students). In order to promote self-efficacy for writing and collaboration, a collaboration script was developed and tested on half of the students. Twelve students were interviewed three times to gather in-depth information about motivational and self-efficacy beliefs. All measures except intrinsic motivation for research increased significantly during the project. Interview results suggest that enactive mastery and positive social interdependence promoted self-efficacy. Feelings of relatedness seemed to promote intrinsic motivation for writing. Lack of autonomy and low perceived relevance may explain why motivation for research remained stable. The script had no impact on self-efficacy beliefs. Relatedness, autonomy and positive social interdependence may boost motivation for research, but more evidence is needed. Show less
Blankenstein, F.M. van; Saab, N.; Rijst, R.M. van der; Danel, M.S.; Bakker-Van den Berg, A.S.; Broek, P.W. van den 2018
Research skills are important for university graduates, but little is known about undergraduates’ motivation for research. In this study, self-efficacy beliefs and intrinsic motivation for several... Show moreResearch skills are important for university graduates, but little is known about undergraduates’ motivation for research. In this study, self-efficacy beliefs and intrinsic motivation for several research activities were measured three times during an undergraduate research project (N = 147 students). In order to promote self-efficacy for writing and collaboration, a collaboration script was developed and tested on half of the students. Twelve students were interviewed three times to gather in-depth information about motivational and self-efficacy beliefs. All measures except intrinsic motivation for research increased significantly during the project. Interview results suggest that enactive mastery and positive social interdependence promoted self-efficacy. Feelings of relatedness seemed to promote intrinsic motivation for writing. Lack of autonomy and low perceived relevance may explain why motivation for research remained stable. The script had no impact on self-efficacy beliefs. Relatedness, autonomy and positive social interdependence may boost motivation for research, but more evidence is needed. Show less
Blankenstein, F.M. van; Trutescu, G.; Rijst, R.M. van der; Saab, N. 2019
The learning benefits of peer assessment and providing peer feedback have been widely reported. However, it is still not understood which learning activities most facilitate the acquisition of... Show moreThe learning benefits of peer assessment and providing peer feedback have been widely reported. However, it is still not understood which learning activities most facilitate the acquisition of feedback skills. This study aimed to compare the effect of a modeling example, i.e., a model that demonstrated how to give feedback, on the acquisition of feedback skills. The participants were second-year bachelor students in pedagogical sciences (N = 111). They were assigned randomly to a practice condition, in which they practiced giving feedback on oral presentations, or a modeling example condition, in which a teacher demonstrated how to give feedback on a good and a bad presentation. Students then gave feedback to a presenter in a video (direct feedback measure). One week later, they gave each other peer feedback on oral presentations (delayed feedback measure). On the direct feedback measure, students in the modeling example condition used assessment criteria more often in their feedback, and produced significantly more overall feedback, and significantly more positive and negative judgments than students in the practice condition. There was no significant difference in the amount of elaboration and feed-forward between the two conditions. On the delayed feedback measure, there were no significant differences between the two experimental conditions. The results suggest that, at least in the short term, a modeling example can stimulate the use of assessment criteria and judgments in feedback. The results and implications for future research and practice are discussed. Show less
Duijn, G. van; Beaufort, A.J. de; Rijst, R.M. van der 2013
This paper explores how to strengthen the research‐teaching nexus in university education, in particular, how to improve the relation between policy and practice. The focus is on courses and... Show moreThis paper explores how to strengthen the research‐teaching nexus in university education, in particular, how to improve the relation between policy and practice. The focus is on courses and curricula for undergraduate students. From a review of policy documents and research literature, it appeared that the research‐teaching nexus can be shaped according to two dimensions. One concerns an emphasis on either the research content and products, or the research processes and problems; the other concerns the role of students as either learning existing insights, or as ‘participants in research’ who contribute to insights which are new to the field (e.g., by conducting research themselves). It is concluded that if a university chooses to strengthen the research‐teaching nexus in undergraduate curricula, this implies involving students more often in the role of participants in research. Show less
Elsen, G.M.F.; Visser-Wijnveen, G.J.; Rijst, R.M. van der; Driel, J.H. van 2009
The way at-risk students see themselves as workers, their vocational identity, is important for their career development. Special programs for heterogeneous groups of at-risk students in the... Show moreThe way at-risk students see themselves as workers, their vocational identity, is important for their career development. Special programs for heterogeneous groups of at-risk students in the Netherlands aim to foster students’ vocational identity and their task may be eased by stimulating resilience. Therefore this cross-sectional study explored whether differences in at-risk students’ individual characteristics moderate the relationship between their resilience and vocational identity. In general, resilient students often have strong vocational identities compared to less resilient students. However, the strength of the relationships vary with varying personal characteristics. Results enable educational programs to attune to at-risk students with the strongest relationships between resilience and vocational identity: males, younger subgroups, and those experiencing less motivation and low school engagement. Show less
Keijzer, R.; Rijst, R.M. van der; Schooten, E. van; Admiraal, W.F. 2021
Background: Mentors guide students in their challenges at school and in life. At-risk students in last-resort programs who are at a high risk of leaving school unqualified are especially in need of... Show moreBackground: Mentors guide students in their challenges at school and in life. At-risk students in last-resort programs who are at a high risk of leaving school unqualified are especially in need of highly competent and adaptive mentors. This study therefore aimed to identify mentor qualities as perceived by at-risk students and their mentors that meet students’ needs and mentors’ capabilities.Methods: Face-to-face individual semi-structured interviews were conducted with students and mentors of two specialized programs in the Netherlands. Sensitizing concepts, derived from literature, were used to identify themes. Data analysis was conducted using thematic analyses and was validated by performing an audit.Results: The mentor qualities that at-risk students and their mentors reported were classified in three different themes. Mentor tasks consisted of guiding and motivating students and providing them with tangible methods of support. Relationships between mentor and student were based on levels of respect, equality, and bonding.Characteristics of mentors related to empathy, care, and trust.Research implications: Emotional responsiveness deserves further exploration as it appears to be an underlying concept of being a good mentor. Future research might explore mentor qualities in the context of other last-resort programs for at-risk students.Practical implications: Findings implicate that mentors have to walk a tightrope between keeping professional distance and being sensitive, suggesting constant attention to their professional development is needed.Originality: In the context of last-resort programs, an alternative perspective on mentoring at-risk students is outlined, based on perceptions of both students and mentors Show less
Keijzer, R.; Rijst, R.M. van der; van Schooten, E.; Admiraal, W.F. 2021
The way at-risk students see themselves as workers, their vocational identity, is important for their career development. Special programs for heterogeneous groups of at-risk students in the... Show moreThe way at-risk students see themselves as workers, their vocational identity, is important for their career development. Special programs for heterogeneous groups of at-risk students in the Netherlands aim to foster students' vocational identity and their task may be eased by stimulating resilience. Therefore this cross-sectional study explored whether differences in at-risk students' individual characteristics moderate the relationship between their resilience and vocational identity. In general, resilient students often have strong vocational identities compared to less resilient students. However, the strength of the relationships vary with varying personal characteristics. Results enable educational programs to attune to at-risk students with the strongest relationships between resilience and vocational identity: males, younger subgroups, and those experiencing less motivation and low school engagement. Show less
The delicate balance between teaching and research in university makes professional agency an imperative topic to be studied in teacher development research. The importance of teacher agency for p...Show moreThe delicate balance between teaching and research in university makes professional agency an imperative topic to be studied in teacher development research. The importance of teacher agency for professional development and sustainable educational change is increasingly recognized. This interview study highlights lecturers’ experiences regarding ways to influence and develop their teaching practices. Lecturers stated that they would like to do more educational development. Findings also indicate that the concept of professional agency should be adapted to the particular context of university teaching. Our study therefore provides a more specific interpretation of professional agency applied to teaching. Show less
Kusters, M.; Rijst, R.M. van der; de Vetten, A.; Admiraal, W. 2023
