Investigating effects of problem-based versus lecture-based learning environments on student motivation L Wijnia, SMM Loyens, E Derous Contemporary Educational Psychology 36 (2), 101-113, 2011 | 287 | 2011 |
Formative assessment as practice: The role of students’ motivation M Leenknecht, L Wijnia, M Köhlen, L Fryer, R Rikers, S Loyens Assessment & Evaluation in Higher Education 46 (2), 236-255, 2021 | 185 | 2021 |
Building bridges in higher education: Student-faculty relationship quality, student engagement, and student loyalty I Snijders, L Wijnia, RMJP Rikers, SMM Loyens International Journal of Educational Research 100, 101538, 2020 | 160 | 2020 |
A Review on the Accuracy of Teacher Judgments D Urhahne, L Wijnia Educational Research Review, 100374, 2021 | 131 | 2021 |
Alumni loyalty drivers in higher education I Snijders, L Wijnia, RMJP Rikers, SMM Loyens Social Psychology of Education 22 (3), 607-627, 2019 | 92 | 2019 |
Need-supportive teaching in higher education: Configurations of autonomy support, structure, and involvement MJM Leenknecht, L Wijnia, SMM Loyens, R Rikers Teaching and Teacher Education 68, 134-142, 2017 | 82 | 2017 |
Team learning and its association with the implementation of competence-based education L Wijnia, EM Kunst, M van Woerkom, RF Poell Teaching and Teacher Education 56, 115-126, 2016 | 79 | 2016 |
The relation between students’ effort and monitoring judgments during learning: A meta-analysis M Baars, L Wijnia, A de Bruin, F Paas Educational Psychology Review 32, 979-1002, 2020 | 71 | 2020 |
The association between motivation, affect, and self-regulated learning when solving problems M Baars, L Wijnia, F Paas Frontiers in psychology 8, 266763, 2017 | 71 | 2017 |
Is problem-based learning associated with students’ motivation? A quantitative and qualitative study M Wijnen, SMM Loyens, L Wijnia, G Smeets, MJ Kroeze, ... Learning Environments Research 21, 173-193, 2018 | 63 | 2018 |
The Problem‐Based Learning Process: An Overview of Different Models L Wijnia, SMM Loyens, RMJP Rikers The Wiley Handbook of Problem-Based Learning, 273-295, 2019 | 60 | 2019 |
The relation between task-specific motivational profiles and training of self-regulated learning skills M Baars, L Wijnia Learning and Individual Differences 64, 125-137, 2018 | 59 | 2018 |
How important are student-selected versus instructor-selected literature resources for students’ learning and motivation in problem-based learning? L Wijnia, SMM Loyens, E Derous, HG Schmidt Instructional Science 43, 39-58, 2015 | 56 | 2015 |
Is there a role for direct instruction in problem-based learning? Comparing student-constructed versus integrated model answers L Wijnia, SMM Loyens, T van Gog, E Derous, HG Schmidt Learning and Instruction 34, 22-31, 2014 | 55 | 2014 |
Relationship quality time: the validation of a relationship quality scale in higher education I Snijders, RMJP Rikers, L Wijnia, SMM Loyens Higher Education Research & Development 37 (2), 404-417, 2018 | 45 | 2018 |
Situating higher-order, critical, and critical-analytic thinking in problem-and project-based learning environments: A systematic review SMM Loyens, JE Van Meerten, L Schaap, L Wijnia Educational Psychology Review 35 (2), 39, 2023 | 35 | 2023 |
Theories of motivation in education: An integrative framework D Urhahne, L Wijnia Educational Psychology Review 35 (2), 45, 2023 | 34 | 2023 |
Do students’ topic interest and tutors’ instructional style matter in problem-based learning? L Wijnia, SMM Loyens, E Derous, HG Schmidt Journal of Educational Psychology 106 (4), 919, 2014 | 34 | 2014 |
The effects of praise for effort versus praise for intelligence on vocational education students J Glerum, SMM Loyens, L Wijnia, RMJP Rikers Educational Psychology 40 (10), 1270-1286, 2020 | 24 | 2020 |
Relationship quality in higher education and the interplay with student engagement and loyalty I Snijders, L Wijnia, RM Kuiper, RMJP Rikers, SMM Loyens British Journal of Educational Psychology 92 (2), 425-446, 2022 | 21 | 2022 |