Universiteit Leiden

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Monique Boekaerts

Emeritus Instructietheorie en technologie

Naam
Prof.dr. M. Boekaerts
Telefoon
+31 71 527 2727
E-mail
boekaerts@fsw.leidenuniv.nl

Monique Boekaerts studeerde psychologie in Engeland en was hoogleraar Onderwijskunde aan de faculteit sociale wetenschappen van Nijmegen (1980-1990) en Leiden (1991 tot 2011). Na haar emeritaat bleef ze verbonden als gasthoogleraar aan de programmagroep Onderwijswetenschappen te Leiden.

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Onderzoek

Boekaerts was een pionier op het terrein van de zelf-regulatie en het affectief leerproces. Zij geniet internationaal erkenning voor de ontwikkeling van haar zelf-regulatie model en de toepassing ervan in het onderwijs. Zij was jarenlang de wetenschappelijke expert bij vernieuwingsprojecten op het MBO. Boekaerts heeft meer dan 250 artikelen op haar naam. Zij was één van de oprichters van de European Association of Learning and Instruction en EARLI president van 1999-2001. Daarnaast was ze president van Educational, Instructional and School Psychology van de International Association of Applied Psychology (IAAP, 1998-2002) en president van de International Academy of Education (IAE).

Emeritus Instructietheorie en technologie

  • Faculteit der Sociale Wetenschappen
  • Instituut Pedagogische Wetenschappen
  • Onderwijswetenschappen
  • Boekaerts M., Smit K. & Busing F.M.T.A. (2012), Salient goals direct and energise students' actions in the classroom, Applied Psychology: An International Review 4(S1): 520-539.
  • Nuland H.J.C. van, Taris T.W., Boekaerts M. & Martens R.L. (2012), Testing the hierarchical SDT model: the case of performance-oriented classrooms, European Journal of Psychology of Education 27(4): 467-482.
  • Boekaerts M. (2011), Emotions, emotion regulation, and self-regulation of learning. In: Zimmerman B. & Schunk D. (red.), Handbook of self-regulation of learning and performance. New York: Routledge. 408-425.
  • Minnaert A.E.M.G., Boekaerts M., Brabander C.J. de & Opdenakker M.-C. (2011), Student experiences of autonomy, competence, social relatedness and interest within a CSCL environment in vocational education: The case of commerce and business administration, Vocations and Learning 4: 175-190.
  • Boekaerts M. (2011), What have we learned about the social context-student engagement link?, Teachers College Record 113(2): 375-393.
  • Smit K., Boekaerts M. & Busing F. (2010), Students’ goal preferences and motivation in the classroom. [overig].
  • Boekaerts M. (2010), Coping with stressful situations: An important aspect of self-regulation. In: Peterson P., Baker E. & McGaw B. (red.), International Encyclopedia of Education. Oxford: Elsevier. 570-575.
  • Nuland H.J.C. van, Dusseldorp E., Martens R.L. & Boekaerts M. (2010), Exploring the motivation jungle: Predicting performance on a novel task by investigating constructs from different motivation perspectives in tandem, International Journal of Psychology 45: 250-259.
  • Martens R., Brabander C. den, Rozendaal J., Boekaerts M. & Leeden M. van der (2010), Inducing mind sets in self-regulated learning with motivational information, Educational Studies 36(3): 311-327.
  • Boekaerts M. (2010), Motivation and self-regulation: Two close friends. In: Urdan T.C. & Karabenick S.A. (red.), The decade ahead: Applications and contexts of motivation and achievement.. Bingley, UK: Emerald. 69-108.
  • Boekaerts M., Nuland H.J.C. van & Martens R.L. (2010), Perspectives on motivation: What mechanisms energise students’ behaviour in the classroom. In: Littleton K., Wood C. & Kleine Staarman J. (red.), International Handbook of Psychology in Education. Bingley UK: Emerald Group Publishing Limited. 535-568.
  • Boekaerts M. (2010), The crucial role of motivation and emotions in classroom learning. In: Dumont H., Istance D. & Benavides F. (red.), The nature of learning: Using research to inspire practice.. Paris: OECD Publishing. 91-113.
  • Boekaerts M. & Rozendaal J.S. (2010), Using multiple calibration indices in order to capture the complex picture of what affects students' accuracy of feeling of confidence, Learning and Instruction 20: 372-382.
  • Boekaerts M. (1 september 2009), Addressing the great disconnect: the crucial role of emotion and motivation in learning. Invited address presented at the International Conference on Alternative Learning Environments that improve Schooling, OECD. Oslo, Norway. [lezing].
  • Nuland H.J.C. van, Boekaerts M. & Martens R.L. (28 augustus 2009), Dynamic processes when motivating the individual in secondary education. Paper presented as part of the symposium Dynamic aspects in regulation of motivated learning with a focus on intervention at the 13th Biennial EARLI Conference. Amsterdam. [lezing].
  • Boekaerts M. & Cascallar E. (28 augustus 2009), Using neural network methodology in educational research: predicting writing outcomes. Paper presented at the symposium on Innovative Methods in the Study of Learning and Motivation Processes at the 13th biannual EARLI conference. Amsterdam, The Netherlands. [lezing].
  • Boekaerts M. (27 augustus 2009), What do we know about school-related motivation across the school years?. Invited discussion paper at the symposium on Development of school-related motivation from Kindergarten to adolescence at the 13th biannual EARLI conference. Amsterdam, The Netherlands. [lezing].
  • Boekaerts M. (26 augustus 2009), Connecting the goal system to theories of self-regulation. Paper presented at the symposium on Latest Developments in Research on Multiple Goals in Learning Contexts at the 13th biannual EARLI conference. Amsterdam, The Netherlands. [lezing].
  • Nuland H.J.C. van, Boekaerts M. & Martens R.L. (24 augustus 2009), Challenges and issues when motivating students in pre-vocational secondary education. Paper presented at the JURE Conference, Amsterdam, the Netherlands.. Amsterdam. [lezing].
  • Smit K., Boekaerts M. & Busing F. (2009), Students’ goal preferences in the classroom. [overig].
  • Boekaerts M. (21 mei 2009), Om maatwerk te kunnen leveren, moeten leraren weten hoe het motivatiesysteem werkt [Teachers need to know how the motivation system works]. Paper presented at the National Inservice training program in Educational Psychology. Utrecht, The Netherlands. [lezing].
  • Boekaerts M. (14 mei 2009), The crucial role of motivation and emotion in classroom learning. Invited address at the Expert meeting of the OECD. Weimar, Germany. [lezing].
  • Boekaerts M. (12 mei 2009), Connecting motivation to theories of learning and instruction. Paper presented at the Symposium on Motivation and Self-regulation at Leiden University. Leiden, The Netherlands. [lezing].
  • Boekaerts M. (2009), Goal-directed behavior in the classroom. In: Wentzel K. & Wigfield A. (red.), Handbook on motivation at school.. New York and London: Routledge. 105-122.
  • Boekaerts M. (2009), La evaluación de las competencias de auto-regulación del estudiante [The assessment of students' self-regulation competences]. In: Monereo C. (red.), PISA como excusa. Repensar la evaluación para cambiar la enseñanza.. Barcelona: Graó. 55-69.
  • Boekaerts M. (2009), Motywacja w nauce. In: Janowski A. (red.), Educational Practices Series.. Warszawa: International Academy of Education-International Bureau of Education (UNESCO).. 117-135.
  • Boekaerts M. (23 augustus 2008), Content goals tell us what students want to attain in the classroom. Paper presented at the 11th International Conference on Motivation. Turku, Finland. [lezing].
  • Lemos M.S. & Boekaerts M. (23 augustus 2008), The nature and dimensions of students’ goals. Invited Symposium organized at the 11th International Conference on Motivation. Turku, Finland. [lezing].
  • Nuland H.J.C. van, Boekaerts M. & Martens R.L. (22 augustus 2008), Generalizability testing of intrinsic motivational information: Under what conditions can extrinsic information be positive?. Paper presented at the 11th ICM - Motivation in Action -. Turku, Finland. [lezing].
  • Martens R.L., Brabander C.J. de, Rozendaal J.S., Boekaerts M. & Nuland H.J.C. van (22 augustus 2008), Inducing mind sets in self-regulated learning with motivational information. Paper presented in symposium at the 11th ICM - Motivation in Action -. Turku, Finland. [lezing].
  • Boekaerts M. (23 juli 2008), Capturing the multiple components of self-regulated writing: A systemic approach. Paper presented at the 29th International Congress of Psychology. Berlin, Germany. [lezing].
  • Boekaerts M. (23 juli 2008), Keeping track of developments in self-regulated learning. Invited Symposium organized at the 29th International Congress of Psychology. Berlin, Germany. [lezing].
  • Boekaerts M. & Rozendaal J.S. (2008), Expertise development in the college classroom: New insights. In: Berliner D.C. & Kupermintz H. (red.), Fostering change in institutions, environments, and people.. New York: Routledge. 95-118.
  • Oortwijn M.B., Boekaerts M., Vedder P.H. & Strijbos J.W. (2008), Helping behaviour during cooperative learning and learning gains: The role of the teacher and of pupils' prior knowledge and ethnic background, Learning and Instruction 18: 146-159.
  • Oortwijn M.B., Boekaerts M. & Vedder P.H. (2008), The effect of stimulating immigrant and national pupils' helping behaviour during cooperative learning in classrooms on their math-related talk, Educational Studies 34: 333-342.
  • Oortwijn M.B., Boekaerts M., Vedder P.H. & Fortuin J. (2008), The impact of a cooperative learning experience on pupils' popularity, non-cooperativeness, and interethnic bias in multiethnic elementary schools, Educational Psychology 28(2): 211-221.
  • Oortwijn M.B., Boekaerts M. & Vedder P.H. (2008), The impact of the teachter's role and pupils' ethnicity and prior knowledge on pupils' performance and motivation to cooperate, Instructional Science 36: 251-268.
  • Minnaert A., Boekaerts M. & Opdenakker M.C. (2008), The relationship between students' interest development and their conceptions and perceptions of group work, Unterrichtswissenschaft 3: 216-236.
  • Boekaerts M. & Rozendaal J.S. (31 augustus 2007), Beliefs associated with writing activities give the writing activity its meaning, focus, and driving force. Paper presented at the 12th Biennial Earli Conference. Budapest, Hungary. [lezing].
  • Nuland H.J.C. van, Martens R.L., Boekaerts M. & Taris T.W. (30 augustus 2007), An online assessment of self-regulatory skills as mediators/moderators in the effect of achievement goal orientations on performance. Paper presented at the 12th Biennial EARLI Conference.. Budapest, Hungary. [lezing].
  • Boekaerts M. (30 augustus 2007), Design-research: Waltzing with an octopus. Paper presented at the 12th Biennial Earli Conference.. Budapest, Hungary. [lezing].
  • Boekaerts M. (30 augustus 2007), Who are the students that need help with the self-regulation of writing?. Paper presented at the 12th Biennial Earli Conference. Budapest, Hungary. [lezing].
  • Nuland H.J.C. van, Martens R.L. & Boekaerts M. (10 mei 2007), How to enhance adolescents' school motivation? Issues for future research and some reseach 'evidence'. Presentation at the Bandura workshop: 'Self-efficacy and competence beliefs in the context of families and schools' (RCI).. Leiden, The Netherlands. [lezing].
  • Boekaerts M. & Martens R.L. (12 april 2007), Goal framing and the development of interest over time. Paper presented at the annual conference of the American Educational Research Association.. Chicago, USA. [lezing].
  • Boekaerts M. (12 april 2007), What root metaphor should guide motivation research in the next decade?. Paper presented at the annual conference of the American Eduational Research Association.. Chicago, USA. [lezing].
  • Minnaert A.E.M.G., Boekaerts M. & Brabander C.J. de (2007), Autonomy, competence, and social relatedness in task interest within project-based education, Psychological Reports 101: 574-586.
  • Hijzen D., Boekaerts M. & Vedder P.H. (2007), Exploring the links between students' engagement in cooperative learning, their goal preferences and appraisals of instructional conditions in the classroom, Learning and Instruction 17(6): 673-687.
  • Martens R.L. & Boekaerts M. (2007), Motiveren van studenten in het hoger onderwijs. Groningen: Wolters-Noordhoff.
  • Boekaerts M. & Rozendaal J.S. (2007), New insights into the self-regulation of writing skills in secondary vocational education, Journal of Psychology 215(3): 152-163.
  • Boekaerts M. (2007), Understanding students' affective processes in the classroom. In: Schutz P., Pekrun R. & Phye G. (red.), Emotion in education.. San Diego, CA: Academic Press. 37-56.
  • Boekaerts M. & Hijzen D. (2007), Understanding the effect of culture on the pursuit of multiple goals, perception of learning conditions, and the quality of cooperative learning. In: Salili F. (red.), Culture, motivation and learning: A multicultural perspective.. Greenwich, CT: Information Age Publishing. 113-129.
  • Boekaerts M. (2007), What have we learned about the link between motivation and learning/performance?, Zeitschrift fuer Paedagogische Psychologie 21(3/4): 263-269.
  • Boekaerts M. (29 september 2006), Motivating students to learn. Paper presented at the biennial meeting of the International Academy of Education.. Mexico City. [lezing].
  • Nuland H.J.C. van, Martens R.L., Boekaerts M. & Taris T.W. (2006), Self-regulation as a mediator/moderator in the effect of motivation on performance. [overig].
  • Boekaerts M. (16 juli 2006), Self-assessment of self-regulated writing: Beneficial effects of initial affective conditions. Paper presented at the 26th International Congress of Applied Psychology (ICAP 2006) of the International Association of Applied Psychology.. Athens, Greece. [lezing].
  • Boekaerts M., Cascallar E. & Rozendaal J.S. (2006), Joining psychological research with cutting edge technology in the service of innovations in secondary vocational education. [overig].
  • Boekaerts M. (2006), Recent advances in the study of self-regulated learning. [overig].
  • Oortwijn M.B., Boekaerts M. & Vedder P.H. (12 mei 2006), De rol van de leerkracht en coöperatief leren. Hoe en hoeveel sturing moet de leerkracht geven aan de leerlingen tijdens coöperatief leren?. Paper gepresenteerd op de Onderwijs Research Dagen (ORD) 2006. Amsterdam. [lezing].
  • Boekaerts M. (9 april 2006), Self-regulation across the domains of applied psychology: Extrapolating lessons learned. Paper presented at the Stanford Institute of Advanced Studies. Stanford. [lezing].
  • Boekaerts M. (7 april 2006), Understanding students' emotions opens a window on how they assess their progress. Paper presented at the annual Meeting of the American Educational Research Association (AERA).. San Francisco, CA. [lezing].
  • Boekaerts M. (6 april 2006), Motivational self-regulation in secondary vocational education. Paper presented at the annual Meeting of the American Educational Research Association (AERA).. San Francisco, CA. [lezing].
  • Boekaerts M. & Minnaert A. (2006), Affective and motivational outcomes of working in collaborative groups, Educational Psychology 26(2): 187-208.
  • Boekaerts M. & Cascallar E. (red.) (2006), . Educational Psychology Review.
  • Boekaerts M., Koning E. de & Vedder P.H. (2006), Goal-Directed behavior and contextual factors in the classroom: An innovative approach to the study of multiple goals, Educational Psychologist 41(1): 33-51.
  • Boekaerts M. (2006), Helping students improve collaborative learning. In: Oser F.K., Renold U. & Achtenhagen F. (red.), Competence Oriented Teacher Training. Rotterdam, Taipei: Sense.
  • Boekaerts M. & Cascallar E. (2006), How far have we moved toward the integration of theory and practice in self-regulation?, Educational Psychology Review 18(3): 199-210.
  • Verschaffel L., Dochy F., Boekaerts M. & Vosniadou S. (red.) (2006), Instructional psychology: Past, present and future trends. A look back and a look forward. London: Elsevier.
  • Boekaerts M. & Martens R.L. (2006), Motivated learning: What is it and how can it be enhanced?. In: Verschaffel L., Dochy F., Boekaerts M. & Vosniadou S. (red.), Instructional psychology: Past, present and future trends. A look back and a look forward.. London: Elsevier. 113-130.
  • Boekaerts M. (2006), Self-regulation and effort investment. In: Sigel E. & Renninger K.A. (red.), Handbook of child psychology, Vol. 4, Child psychology in practice.. Hoboken, NJ: John Wiley & Sons. 345-377.
  • Boekaerts M. & Rozendaal J.S. (2006), Self-regulation in Dutch secondary vocational education: Need for a more systematic approach to the assessment of self-regulation. Euler D., Lang M. & Pätzold G. (red.), Zeitschrift für Berufs- und Wirtschaftspädagogik, Beiheft 20, Selbstgesteuertes Lernen in der beruflichen Bildung.. : Stuttgart: Franz Steiner Verlag. 49-77.
  • Cascallar E., Boekaerts M. & Costigan T. (2006), The assessment of self-regulation as a process, Educational Psychology Review 18(3): 297-306.
  • Hijzen D., Boekaerts M. & Vedder P.H. (2006), The relationship between the quality of cooperative learning, students' goal preferences, and perceptions of contextual factors in the classroom, Scandinavian Journal of Psychology 47: 9-21.
  • Boekaerts M., Martens R.L. & Spapé M. (2006), The study of interest development: the impact of three motivational conditions, 10th International motivation conference. . Landau, Germany: University of Koblenz. 100-102.
  • Boekaerts M. & Minnaert A.E.M.G. (2005), Cognitive and affective outcomes of work in collaborative groups, Educational Psychology 26(2): 187-208.
  • Oortwijn M.B., Boekaerts M. & Vedder P.H. (2005), De effectiviteit van samenwerkend leren op multiculturele basisscholen; een vergelijking met klassikaal leren, Tijdschrift voor Nascholing en Onderzoek van het Reken-Wiskundeonderwijs 24(4): 16-24.
  • Koning E. de & Boekaerts M. (2005), Determinants of students' school-identification in secondary vocational education, European Journal of Psychology of Education 20: 289-308.
  • Oortwijn M.B., Boekaerts M. & Vedder P.H. (2005), Is coöperatief rekenen op multiculturele basisscholen effectiever dan klassikaal rekenen?, Tijdschrift voor Nascholing en Onderzoek van het Reken-Wiskundeonderwijs 24(4): 16-24.
  • Vedder P.H., Boekaerts M. & Seegers G.H.J. (2005), Perceived social support and well being in schools; the role of students' ethnicity, Journal of Youth and Adolescence 34(3): 269-278.
  • Vermeer H.J. & Boekaerts M. (2005), Rekenonderwijs: motivatie van jongens en meisjes bij rekenen in het basisonderwijs. In: IJzendoorn M.H. van & Frankrijker H. de (red.), Pedagogiek in Beeld. Een inleiding in de pedagogische studie van opvoeding, onderwijs en hulpverlening. (Geheel gereviseerde druk. Eerdere druk 2002). Houten: Bohn Stafleu van Loghum. 385-398.
  • Martens R.L. & Boekaerts M. (2005), Relatedness as a key factor in effective learning environments, Proceedings of the European Conference for Research on Learning and Instruction.. . Nicosia, Cyprus 567-570.
  • Boekaerts M., Maes S. & Karoly P. (2005), Self-regulation across domains of applied psychology: is there an emerging consensus?, Applied Psychology: An International Review 54: 149-154.
  • Boekaerts M., Maes S. & Karoly P. (2005), Self-regulation across domains of applied psychology: Is there an emerging consensus?, Applied Psychology: An International Review 54(2): 149-154.
  • Boekaerts M. (2005), Self-regulation and effort investment. In: Sigel E. & Renninger K.A. (red.), Handbook of Child Psychology. Child Psychology in Practice. 345-377.
  • Boekaerts M. & Corno L. (2005), Self-regulation in the classroom: A perspective on assessment and intervention, Applied Psychology: An International Review 54(2): 199-231.
  • Rozendaal J.S., Minnaert A.E.M.G. & Boekaerts M. (2005), The influence of teacher perceived administration of self-regulated learning on students' motivation and information-processing, Learning and Instruction 15: 141-160.
  • Karoly P., Boekaerts M. & Maes S. (2005), Toward consensus in the psychology of self-regulation: How far have we come? How far do we have yet to travel?, Applied Psychology: An International Review 54(2): 300-311.
  • Karoly P., Boekaerts M. & Maes S. (2005), Toward consensus in the psychology of self-regulation: how far have we come?, Applied Psychology: An International Review 54: 300-311.
  • Boekaerts M. (30 september 2004), Working in a community of learners at the college level: How does it affect students' perception of goal attainment?. 9th International Conference on Motivation/EARLI Sig on Motivation and emotion/WATM. Lissabon. [lezing].
  • Boekaerts M. (8 augustus 2004), What is implied by "Fostering the students' capability to self-regulate"?. invited address symposium Recent developments in research in instructional/educational psychology: An international perspective; 28th International Congress of Psychology. Beijing. [lezing].
  • Boekaerts M. (18 juni 2004), Exploring the what, how, and why of expertise development in higher education: A self-regulation approach. EARLI Sig Meeting on Higher Education: Optimizing learning environments in higher education. Stockholm. [lezing].
  • Boekaerts M. (18 juni 2004), Exploring the what, how, and why of expertise development in higher education: A self-regulation approach. EARLI Sig Meeting on Higher Education: Optimizing learning environments in higher education. Stockholm. [lezing].
  • Boekaerts M. (26 augustus 2003), Assessment of students' feelings of autonomy, competence and social relatedness: a new approach to measuring the quality of the learning process through self- and peer-assessment. EARLI conference. Padova. [lezing].
  • Koerhuis M.J.C., Koning E. de & Boekaerts M. (26 augustus 2003), Construction of the Questionnaire for Maladaptive Social Behavior. EARLI conference. Padova. [lezing].
  • Hijzen D., Vedder P.H. & Boekaerts M. (26 augustus 2003), Cooperative learning and goal coordination. EARLI conference. Padova. [lezing].
  • Vedder P.H. & Boekaerts M. (26 augustus 2003), Motivation in senior secondary vocational education: a cross-cultural comparison. EARLI conference. Padova. [lezing].
  • Koerhuis M.J.C., Koning E. de & Boekaerts M. (26 augustus 2003), Relation between social support, school climate and maladaptive social behaviour of students in secondary vocational education. EARLI conference. Padova. [lezing].
  • Rozendaal J.S., Minnaert A.E.M.G. & Boekaerts M. (26 augustus 2003), Stability and changeability of motivation and information processing: The influence of self-regulated learning based teacher characteristics. EARLI conference. Padova. [lezing].
  • Hijzen D., Boekaerts M. & Vedder P.H. (26 augustus 2003), Students' goal preferences and the quality of cooperative learning processes. EARLI conference. Padova. [lezing].
  • Minnaert A.E.M.G. & Boekaerts M. (26 augustus 2003), The need for research-practice partnerships between teachers and researchers in an ongoing innovation program. EARLI conference. Padova. [lezing].
  • Boekaerts M. (26 augustus 2003), Toward an integrated model of student goals. EARLI conference. Padova. [lezing].
  • Boekaerts M. (24 augustus 2003), Design of powerful learning environments to promote intentional learning: multiple perspectives. EARLI conference. Padova. [lezing].
  • Boekaerts M. (1 april 2003), Positive and negative affect experienced in the classroom in relation to academic and non-academic goals. American Educational Research Association. Chicago. [lezing].
  • Boekaerts M. (2003), Adolescence in Dutch culture: a self-regulation perspective. In: Pajares F. & Urdan T. (red.), Adolescence and Education, vol. III: International Perspectives on Adolescence. Greenwich, Ct.: Information Age Publishing. 101-124.
  • Boekaerts M. & Minnaert A.E.M.G. (2003), Assessment of students' feelings of autonomy, competence and social relatedness: A new approach to measuring the quality of the learning process through self- and peer-assessment. In: Segers M.S.R., Dochy F.J.R.C. & Cascallar E.C. (red.), Optimising new methods of assessment: In search of quality and standards. Dordrecht: Kluwer Academic Publishers. 225-246.
  • Koning E. de & Boekaerts M. (2003), Deelonderzoek 2: Motivationele zelfregulatie. In: Winter M. de (red.), Niet te groot en niet te klein. Effecten van schaalgrootte op het welbevinden van jongeren. Utrecht: NIZW.
  • Boekaerts M., Otten R. & Voeten M.J.M. (2003), Examination performance: Are students' causal attributions school-subject specific?, Anxiety, Stress and Coping 16(3): 331-342.
  • Boekaerts M. (2003), How do students from different cultures motivate themselves for academic learning?. In: Salili F. & Hoosain R. (red.), Research on multicultural education and international perspectives: vol. 3. Greenwich: Information Age Publishing. 13-31.
  • Boekaerts M. & Minnaert A.E.M.G. (2003), Measuring behavioral change processes during an ongoing innovation program: Scope and limits. In: De Corte E., Verschaffel L., Entwistle N. & Merriënboer J. van (red.), Powerful learning environments: Unravelling basic components and dimensions. New York: Pergamon. 71-87.
  • Rozendaal J.S., Minnaert A.E.M.G. & Boekaerts M. (2003), Motivation and self-regulated learning in secondary vocational education: information-processing type and gender differences, Learning and Individual Differences 13(4): 273-289.
  • Crombach M.J., Boekaerts M. & Voeten M.J.M. (2003), Online measurement of appraisals of students faced with curricular tasks, Educational and Psychological Measurement 63(1): 96-111.
  • Röder I., Kroonenberg P.M. & Boekaerts M. (2003), Psychosocial functioning and stress-processing of children with asthma in the school context: differences and similarities with children without asthma, Journal of Asthma 40: 777-787.
  • Koning E. de & Boekaerts M. (2003), Schaalgrootte en pedagogisch klimaat in het middelbaar beroepsonderwijs, Vernieuwing. Tijdschrift voor Onderwijs en Opvoeding 62(6): 16-18.
  • Koning E. de & Boekaerts M. (2003), Schaalgrootte en pedagogisch klimaat, Tijdschrift voor Onderwijs en Opvoeding 62(6): .
  • Boekaerts M. (2003), Towards a model that integrates motivation, affect, and learning, British Journal of Educational Psychology : 173-189.
  • Boekaerts M. (7 november 2002), Fostering learning strategies on part of powerful learning environments. Zweiter Nachdiplomlehrgang zum Dozenten oder zur Dozentin an Pädagogischen Hochschulen NDL PHZ. Fribourg. [lezing].
  • Boekaerts M. (4 november 2002), Recente ontwikkelingen m.b.t. strategiegebruik, motivatie, en affect in de klas. Partnershipbijeenkomst TSM-Consultants. Leiden. [lezing].
  • Minnaert A.E.M.G., Boekaerts M. & Brabander C.J. de (9 september 2002), Constructing and evaluating an ICT-instrument to assess students' quality of working in groups. ECER. Lissabon. [lezing].
  • Boekaerts M. & Minnaert A.E.M.G. (5 september 2002), Measuring behavioural change processes during an ongoing innovation program: Scope and limits. 1st workshop of the FWO scientific network on Design, implementation and evaluation of powerful learning environments. Leuven. [lezing].
  • Boekaerts M. (7 juli 2002), Context sensitivity: The gateway to motivated learning. 25th International Congress of Applied Psychology. Singapore. [lezing].
  • Boekaerts M. (7 juli 2002), Recent developments bridging strategy use, motivation, and affect in the classroom. XXV International Congress of Applied Psychology. Singapore. [lezing].
  • Boekaerts M. (7 juli 2002), Students bring their socio-emotional goals to the classroom. 25th International Congress of Applied Psychology. Singapore. [lezing].
  • Boekaerts M. (16 april 2002), Studying student learning intention and affect in relation to their performance assessment. International Conference Development and Motivation: Joint Perspectives. Lake District, Windermere. [lezing].
  • Boekaerts M. (1 april 2002), Student appraisals and emotions within classroom context. Annual meeting AERA. New Orleans. [lezing].
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  • Boekaerts M. & Minnaert A.E.M.G. (1999), Self-regulation with respect to informal learning, International Journal of Educational Research 31(6): 533-544.
  • Boekaerts M. & Röder I. (1999), Stress, coping, and adjustment in children with a chronic disease: a review of the literature, Disability and Rehabilitation 21(7): 311-337.
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  • Boekaerts M. (15 augustus 1998), Current issues in educational psychology from an international/cultural perspective. 106th Annual Convention of the American Psychological Association. San Fransisco. [lezing].
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  • Boekaerts M. (1998), Do culturally rooted self-construals affect students' conceptualization of control over learning?, Educational Psychologist 33(2/3): 87-108.
  • Boekaerts M., Crombach M.J. & Voeten M.J.M. (1998), Task attraction as a determinant of intended effort on curricular tasks, Scientia Paedagogica Experimentalis 35(2): 493-512.
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