Monique Volman
Education · 2001–2020
A researcher in the Science corpus: 16 papers; trusts 27 researchers and is trusted by 8 researchers here, as inferred from the citation graph.
Subfields
- Education — 149 citations into it; #3,117 of 11,309 by trust here, #952 by citations
- Developmental and Educational Psychology — 88 citations into it; #5,888 of 8,223 by trust here, #1,289 by citations
- Experimental and Cognitive Psychology — 52 citations into it
- Social Psychology — 52 citations into it
- Safety Research — 20 citations into it
- Statistics and Probability — 13 citations into it
- Artificial Intelligence — 11 citations into it
- Clinical Psychology — 11 citations into it
Whom Monique Volman trusts overall
Their strongest outbound trust, strongest first, inferred from their citations.
- Janneke van de Pol
- Klaus Krippendorff
- Richard M. Ryan
- Ming Ming Chiu
- Roger Azevedo
- Edward L. Deci
- C. Gilligan
- Brigid Barron
- Neil Mercer
- Rick Anderson
Who trusts Monique Volman overall
- Janneke van de Pol
- Charles Buabeng-Andoh
- J. Smit
- Ioanna Vekiri
- Neil Mercer
- Anastasios A. Economides
- Brian R. Belland
- Md. Shahadat Hossain Khan
- P. H. Miller
Papers from Monique Volman's perspective
Ordered by how strongly the researchers Monique Volman trusts endorse each paper. Same corpus, a different order for every researcher.
- Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (American Psychologist)
- School Engagement: Potential of the Concept, State of the Evidence
- Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions.
- Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study.
- Dialogue and the Development of Children's Thinking: A Sociocultural Approach
- Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
- Learning from human tutoring (Cognitive Sciences)
- What teachers say and do to support students' autonomy during a learning activity.
- Autonomy, competence, and relatedness in the classroom
- When Smart Groups Fail
Their papers
- Motivational teacher strategies: the role of beliefs and contextual factors (2015) — 109 citations
- The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support (2015) — 187 citations
- New technologies, new differences. Gender and ethnic differences in pupils' use of ICT in primary and secondary education (2005) — 314 citations
- Gender Equity and Information Technology in Education: The Second Decade (2001) — 460 citations
- The meaning of meaningful learning in mathematics in upper-primary education (2020) — 77 citations
- Scaffolding Student Understanding in Small-Group Work: Students’ Uptake of Teacher Support in Subsequent Small-Group Interaction (2018) — 142 citations
- The Role of School in Adolescents’ Identity Development. A Literature Review (2018) — 294 citations
- Developing a teacher identity in the university context: a systematic review of the literature (2017) — 175 citations
- Museums as avenues of learning for children: a decade of research (2016) — 192 citations
- Teacher Scaffolding in Small-Group Work: An Intervention Study (2014) — 101 citations
- Developments in motivation and achievement during primary school: A longitudinal study on group-specific differences (2013) — 91 citations
- Promoting teacher scaffolding in small-group work: A contingency perspective (2012) — 90 citations
- Patterns of contingent teaching in teacher–student interaction (2011) — 162 citations
- Scaffolding in Teacher–Student Interaction: A Decade of Research (2010) — 1,580 citations
- Educating for Adulthood or for Citizenship: social competence as an educational goal (2007) — 134 citations
- Critical Thinking as a Citizenship Competence: Teaching Strategies. (2004) — 540 citations