Dirk T. Tempelaar

TL;DR: This article explored the relationship between students' epistemological beliefs and conceptions of teaching and learning and found that students who do not believe in teachers as a main source of expertise tend to have constructivist conceptions of learning and learning.

TL;DR: In this article, an empirical study based on a large sample of university students was conducted to demonstrate that relaxing these stringent assumptions, and thereby using the meaning system framework to its full potential, will provide strong benefits: effort beliefs are crucial mediators of relationships between implicit theories and achievement goals and academic motivations.

TL;DR: The authors investigated the relationship between attitudes and reasoning abilities by estimating a full structural equation model, and the instructional implications of the model for the teaching of statistical reasoning are discussed in the context of individual differences.

TL;DR: The potential of dispositional characteristics of students, such as procrastination and boredom, are demonstrated, highlighting the need to move beyond simple engagement metrics, whereby dispositional learning analytics provide an actionable bridge between learning analytics and educational intervention.

TL;DR: In this paper, the authors focus on the assessment of metacognition (critical thinking) by means of a recently developed self-report instrument, the "Awareness of Independent Learning Inventory" or AILI.