University of Twente Student Theses

2020

Bruijn, G. R. (2020) Digital, adaptive software : the new big thing? : A multilevel study using longitudinal data to investigate the effects of digital adaptive software on mathematics performance in sixth grade.

Heus, Steven de (2020) Designing and Evaluating an Educational Board Game.

Leeuw, Elisa de (2020) Effects of Anxiety-Reducing Strategies in an Online Math Lesson for Primary School Children.

Lutter, Ly (2020) Investigating Nonviolent Communication Skills as a Tool for Managing Anxiety and Attributional Confidence to Foster Effective Communication in Difficult Interpersonal Encounters.

Nguyen, M. (2020) Interaction technology in improving learning of sports tactics : A novel way of teaching adult novice players the volleyball side-out rotation with an interactive LED floor.

Pepers, Msc M.A. (2020) Will your infant be securely attached? A study about how current local collective preventive parent education interventions could be improved to ensure secure parental attachment in the first 1001 critical days in Twente.

Pierik, S.J. (2020) Grounded Theory on Regulative Strategies used in Cooperative Learning by primary school children.

Westerink, A.G.J. (2020) The relationship between implicit STEM ability beliefs and educational STEM choices : investigating the mediating role of gender-stereotypical beliefs.

Zijlstra, Y. (2020) The educational potential of reviews in an instructional video teaching declarative knowledge.

2019

Folkertsma, Kevin (2019) RE-Play: An exploration of game induced exercise promotion in clinical use.

Goudsblom, J.C.M. (2019) Identifying Dutch gifted children and their learning needs in the Dutch primary school context.

Hiemstra, T (2019) Adolescents’ Perception of the MenACWY Vaccination.

Noorlander, Oksana (2019) Five burning questions : the effectiveness of question types in a lecture capture video.

Teders, M.T. (2019) Exploring the Black Box of Critical Thinking: an Investigation into the Development among Elementary School Students.

2018

Hudepohl, I.M.H. (2018) Evaluation of the teaspoon method, performed with children with Avoidant/Restrictive Food Intake Disorder.

Huijgen, A.H. (2018) Critical thinking in the learning methods Geography in Primary education : to what extent do current learning methods for primary education grade 7 utilise assignments that are likely to encourage learners to engage in the fundamental skills of critical thinking?

Schoppers, P.A.C. (2018) The Future of E-Learning in Higher Education : Using the scenario planning method to develop four scenarios on the futures of technology-enhanced higher education.

Vries, Jitske de (2018) Comparability of perceived feedback across culturally different nations.

2017

Kolk, M.A.G van der (2017) Onderzoekend leren bij kinderen met een verstandelijke beperking.

Otten, D.M. (2017) Honesty-Humility and Openness to Experience as Predictors of Hypothesis Confidence Among High School Students.

Tusscher, Maks ten (2017) Kennis en Vaardigheden voor Leerkrachten Omtrent Hoogbegaafdheid.

Verlinden, M.G. (2017) StepFarm: An Active Video Game to Support the Self-Management of Chronic Diseases in Children.

Vor dem Berge, Moritz Frederik (2017) Digital privacy : behaviour and anxieties of a young digital generation.

grote Punt, Inge Rosalie (2017) Procesevaluatie positief educatief programma in het speciaal onderwijs.

2016

Godijk, N.G. (2016) An Integrated Model for the Degree of Rules in Parenting and its Association with Possible Psychiatric Disorders of Children.

Kreykes, N. (2016) Kinderen met faalangst bij Praktijk La Croix : een kwalitatief onderzoek naar de wensen en behoeftes voor een online faalangstinterventie.

Kroek, Monica (2016) Preparing pre-service teachers for high-quality science teaching : the development and effectiveness of an evidence-based professional development program to enhance pre-service teachers’ science teaching self-efficacy.

Lembcke, Tim-Benjamin (2016) Towards an understanding of success dimensions in Design Thinking education.

Slaghuis, J. (2016) Invloed van een mastery-avoidance doeloriëntatie op het ontvangen van feedback in termen van emoties en inhoud van communicatie tussen tweetallen.