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M. Verhoeven

Bio: M. Verhoeven is an academic researcher from University of Amsterdam. The author has contributed to research in topics: Identity (social science) & Peer group. The author has an hindex of 2, co-authored 6 publications receiving 48 citations.

Papers
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Journal ArticleDOI
TL;DR: In this paper, the authors present a literature review on the role of school in adolescents' identity development from different research fields and to provide schools and teachers with insights into how adolescents’ identity development can be supported.
Abstract: Schools can play an important role in adolescents’ identity development. To date, research on the role of school in adolescents’ identity development is scattered across research fields that employ different theoretical perspectives on identity. The aim of this literature review was to integrate the findings on the role of school in adolescents’ identity development from different research fields and to provide schools and teachers with insights into how adolescents’ identity development can be supported. Using constant comparative analysis, 111 studies were analyzed. We included articles on personal and social identity and on school-related identity dimensions. Three groups of studies emerged. First, studies on how schools and teachers unintentionally impact adolescents’ identity showed that, at school, messages may unintentionally be communicated to adolescents concerning who they should or can be through differentiation and selection, teaching strategies, teacher expectations, and peer norms. Second, studies on how schools and teachers can intentionally support adolescents’ identity development showed that different types of explorative learning experiences can be organized to support adolescents’ identity development: experiences aimed at exploring new identity positions (in-breadth exploration), further specifying already existing self-understandings (in-depth exploration), and reflecting on self-understandings (reflective exploration). The third group suggests that explorative learning experiences must be meaningful and situated in a supportive classroom climate in order to foster adolescents’ identity development. Together, the existing studies suggest that schools and teachers are often unaware of the many different ways in which they may significantly impact adolescents’ identity development.

113 citations

Journal ArticleDOI
TL;DR: In this paper, a conceptual framework is presented to understand and study the role of students' agency in their school (dis-)engagement from a Funds of Identity (FoI) perspective.
Abstract: A conceptual framework is presented to understand and study the role of students’ agency in their school (dis-)engagement from a Funds of Identity (FoI) perspective. The framework includes the noti...

8 citations

01 Jan 2014
TL;DR: Van Bochove, E.Tonkens, and L. Verplanke as discussed by the authors have investigated the relationship between vrijwilligers and professionals in zorg en welzijn.
Abstract: Citation for published version (APA): van Bochove, M., & Verhoeven, M. (2014). Extra, evenknie of eigenaar: Samenwerkingspatronen tussen vrijwilligers en professionals. In M. van Bochove, E. Tonkens, & L. Verplanke (Eds.), Kunnen we dat (niet) aan vrijwilligers overlaten? Nieuwe verhoudingen tussne vrijwilligers en professionals in zorg en welzijn (pp. 17-39). Den Haag; Amsterdam: Platform31; Universiteit van Amsterdam.

2 citations

10 Mar 2014
TL;DR: In this paper, the authors inderdaad grote delen van zorg en welzijn aan vrijwilligers overlaten, in het gemeentelijk zorg-and welzijnsbeleid verwachtingen hoog.
Abstract: Vrijwilligerswerk staat prominent op de agenda van politiek en beleid. Vooral in het gemeentelijk zorg- en welzijnsbeleid zijn de verwachtingen hoog. Kunnen we inderdaad grote delen van zorg en welzijn aan vrijwilligers overlaten? Een groep UvA-onderzoekers ontrafelt de pro’s en contra’s.

2 citations

Journal ArticleDOI
TL;DR: In this paper, a comparative case study suggests that adolescents' school engagement can be fostered by building continuities between school and home in the appreciation of students' efforts and by making them resilient to unconstructive learning notions in home and peer group contexts.

2 citations


Cited by
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Journal ArticleDOI
TL;DR: In this article, a review illuminates the growing body of funds of identity (FoI) scholarship and explores its contribution to breaking down deficit thinking and enhancing the inclusivity and equity of education.
Abstract: This review illuminates the growing body of funds of identity (FoI) scholarship and explores its contribution to breaking down deficit thinking and enhancing the inclusivity and equity of education...

34 citations

Journal ArticleDOI
TL;DR: In this article, the authors identified and summarized factors associated with enhancing or inhibiting adolescent creativity in a sample of 65 published studies and classified supportive and inhibiting factors into four categories: individual factors, parental factors, educational factors, and social contextual factors.

22 citations

Journal ArticleDOI
TL;DR: This article found that teachers of color increase school success for students of color, but little attention has been paid to whether school attendance behaviors also increase from same race and ethnicity matches. To ad...
Abstract: Teachers of color increase school success for students of color. Yet, little attention has been paid to whether school attendance behaviors also increase from same race and ethnicity matches. To ad...

15 citations

DOI
02 Sep 2020
TL;DR: Nandika et al. as mentioned in this paper used a quasi-experimental method with a pre-test and post-test control group research design to develop academic self-concepts of students at the SMAN (Sekolah Menengah Atas Negeri or Public Senior High School) 4 Bandung, West Java, Indonesia, in Academic Year 2019/2020 compared to conventional learning.
Abstract: Education aims to develop the full potential of a person to become a complete human being. The most important thing is that actualization of potential can be obtained if someone has a self-concept. The relationship between self-concept and current education can be seen in the purpose of education. The success of students in following the education and learning process in schools is greatly influenced by their academic self-concept. One method of learning that can be done by teachers in schools in developing students' academic self-concepts through the application of the SDL (Self-Directed Learning) model. This study departs from the issue of the self-directed learning model effective in developing the academic self-concept of class XI students at the SMAN (Sekolah Menengah Atas Negeri or Public Senior High School) 4 Bandung, West Java, Indonesia, in Academic Year 2019/2020 compared to conventional learning. This study uses a quasi-experimental method with a pre-test and post-test control group research design. The instrument used was an academic self-concept questionnaire by expressing three aspects, namely: the ability self-concept, achievement self-concept, and class self-concept. The population in this study were students of class XI at the SMAN 4 Bandung as many as 320 students with a sample of students in class XI MIPA (Matematika dan Ilmu Pengetahuan Alam or Mathematics and Natural Sciences) 6 of 29 students as an experimental class and students of XI MIPA 2 of 29 students as control classes. The results showed that the self-directed learning model was effective in developing students' academic self-concepts compared to conventional learning. From the results of this study, it can be recommended to teachers and researchers, further, that the model of self-directed learning can be a reference as an effort to help students to develop academic self-concepts. KEY WORDS: Self-Directed Learning Model; Academic Self-Concept; Conventional Learning. About the Author: Kania Nandika, S.Pd. is a Master Student at the Study Program of Educational Psychology SPS UPI (School of Postgraduate, Indonesia University of Education), Jalan Dr. Setiabudhi No.229 Bandung, West Java, Indonesia. For academic interests, the Author is able to be contacted via e-mail address at: kanianandika92@gmail.com Suggested Citation: Nandika, Kania. (2020). “Self-Directed Learning Model to Develop Academic Self-Concepts of Class XI Students in 2019/2020 Academic Year” in EDUCARE: International Journal for Educational Studies , Volume 13(1), August, pp.61-80. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI with ISSN 1979-7877 (print) and ISSN 2621-587X (online). Article Timeline: Accepted (June 1, 2020); Revised (July 3, 2020); and Published (August 30, 2020).

13 citations

Journal ArticleDOI
TL;DR: This article assessed the effects of Transformative Dialogic Literature Teaching (TDLT) intervention on 15-year-old students' insight into human nature, eudaimonic reasons for reading, use of reading strategies, and motivation for literature education.

12 citations