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Ineke van der Veen
Researcher at University of Amsterdam
Publications - 43
Citations - 1429
Ineke van der Veen is an academic researcher from University of Amsterdam. The author has contributed to research in topics: Academic achievement & Ethnic group. The author has an hindex of 19, co-authored 43 publications receiving 1210 citations. Previous affiliations of Ineke van der Veen include Academic Center for Dentistry Amsterdam.
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Relations between adolescents' self-evaluations, time perspectives, motivation for school and their achievement in different countries and at different ages
TL;DR: In this article, the authors focused on the relations between self-efficacy, social self-concept, time perspectives, school investment and academic achievement of students in four different European countries and in different adolescence periods.
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Relations between the development of future time perspective in three life domains, investment in learning, and academic achievement
Thea Peetsma,Ineke van der Veen +1 more
TL;DR: In this paper, the authors examined the relationship between the development of future time perspectives in three life domains (i.e., school and professional career, social relations, and leisure time) and changes in students' investment in learning and academic achievement.
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Psychometric properties and convergent and predictive validity of an executive function test battery for two-year-olds
TL;DR: Results show that EF can be assessed with psychometrically sound instruments in children as young as 2 years, and that EF tasks can be reliably applied in large scale field research.
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Student–teacher relationship quality and academic adjustment in upper elementary school: The role of student personality
TL;DR: Support was found for a model that identified conscientiousness and agreeableness as predictors of close, nonconflictual relationships, and neuroticism as a predictor of dependent and conflictual relationships.
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Inclusive education and students without special educational needs
TL;DR: The functioning of typical students does not meaningfully differ by type of SEN of the included students, and the scientific evidence in support of inclusive education is strengthened.