Peer-reviewed publications

(Inter)national (refereed) journal articles and edited book chapters:

Korpershoek, H. (in press). Réduire la distance entre recherche et pratique en éducation : réflexions sur des développements actuels et des questions émergentes [Reflections on current developments and emerging issues for further investigation to reduce the research-practice gap in education]. In T. Coppe, A. Baye, & B. Galand (Eds.) Transformer les pratiques en éducation: Quelles recherches pour quels apports? Presse Universitaire de Louvain. 

Dijks, M.A. Warrens, M.J., Korpershoek, H., & Bosker, R.J. (in press). Understanding Dutch students’ subject choices in secondary education using the theory of planned behavior. Educational Research and Evaluation. https://doi.org/10.1080/13803611.2023.2290508

Wichgers, I.J.M., Korpershoek, H., Warrens, M.J., Dijks, M.A., & Bosker, R.J. (in press). Dutch secondary school counselors’ and tutors’ views on how students should make study profile choices. Australian Journal of Career Development. https://doi.org/10.1177/10384162231220755

Dijks, M.A. Warrens, M.J., Bosker, R.J., & Korpershoek, H.  (in press). Understanding subject choices from report card grades: Gender and educational level disparities. Research Papers in Education. https://doi.org/10.1080/02671522.2023.2296399

Mouw, J.M., Fokkens-Bruinsma, M., Kupers, E., & Korpershoek, H. (2023). Technology-supported teaching in times of COVID-19’s first period of emergency remote teaching: An exploratory analysis of influencing factors. Educational Psychology, 43(5), 561-581. https://doi.org/10.1080/01443410.2023.2208789

Korpershoek, H., Mouw, J.M., & de Boer, H. (2022). International research on the foci and effectiveness of classroom management programs and strategies (pp. 350-372). In E. J. Sabornie & D. L. Espelage, Handbook of Classroom Management (3rd ed.), Routledge. https://doi.org/10.4324/9781003275312-22

Hebbink, P., Warrens, M. J., Fleur, E., Dijks, M. A., & Korpershoek, H. (2022). De voorspellende waarde van het initiële schooladvies, het toetsadvies en het definitieve schooladvies in het Nederlandse onderwijs. Pedagogische Studiën, 99, 22-35. https://dspace.uba.uva.nl/server/api/core/bitstreams/a2659900-c2f0-4b3e-b0b5-5c86e66b850c/content

Wichgers, I. J. M., Korpershoek, H., Warrens, M. J., Dijks, M. A. & Bosker, R. J. (2022) Study profile choices in secondary education: searching for factors underlying the recommendations made by school guidance counsellors and tutors to vignette students. British Journal of Guidance & Counselling, 51(6), 1005-1024. https://doi.org/10.1080/03069885.2022.2068504

Douma, N.H., Warrens, M.J., Fleur, E., Dijks, M.A., & Korpershoek, H. (2022). Verschillen in percentages heroverwegingen tussen de eindtoetsen in groep 8. Pedagogische Studiën, 99, 80-92.
https://pure.rug.nl/ws/portalfiles/portal/230318576/download2.pdf

Dijks, M.A., Warrens, M.J., Fleur, E., Korpershoek, H., Wichgers, I.J.M., & Bosker, R.J. (2020). The predictive power of track recommendations in Dutch secondary education. Pedagogische Studiën, 97, 263-280.
https://pure.rug.nl/ws/portalfiles/portal/154947491/ps_4_263.pdf

Korpershoek, H., King, R.B., McInerney, D.M., Nasser, R.N., Ganotice, F.A., & Watkins, D.A. (2021; online first 2019). Gender and cultural differences in school motivation. Research Papers in Education, 36, 27-51. doi:10.1080/02671522.2019.1633557
https://www.tandfonline.com/doi/full/10.1080/02671522.2019.1633557

Dijks, M.A., Warrens, M.J., Fleur, E., Korpershoek, H., Wichgers, I.J.M., & Bosker, R.J. (2020). The predictive power of track recommendations in Dutch secondary education for different SES groups. Pedagogische Studiën, 97, 263-280.
https://pure.rug.nl/admin/files/154947491/ps_4_263.pdf

Korpershoek, H., Canrinus, E.T., Fokkens-Bruinsma, M., & de Boer, H. (2020; online first 2019). The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: A meta-analytic review. Research Papers in Education, 6, 641-680. doi:10.1080/02671522.2019.1615116
https://www.tandfonline.com/doi/full/10.1080/02671522.2019.1615116

Korpershoek, H., Hesseling, A., Venema, F., Verduyn, N., & Talens, R. (2018). Nieuwsgierigheid in kaart gebracht: Validatiestudie van de Epistemic Curiosity Scale in de Nederlandse onderwijscontext. Pedagogische Studiën, 95, 19-33.

http://www.pedagogischestudien.nl/download?type=document&identifier=650870

McInerney, D.M., Korpershoek, H., Morin, A.J.S., & Wang, H. (accepted). Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions. Teaching and Teacher Education, 71, 145-158. doi:10.1016/j.tate.2017.12.020
https://www.sciencedirect.com/science/article/pii/S0742051X17306121?via%3Dihub

Van Rooijen, M., Korpershoek, H., Vugteveen, J., & Opdenakker, M.-C. (2017). De overgang van het basis- naar het voortgezet onderwijs en de verdere schoolloopbaan. Pedagogische Studiën, 94, 110-134.
http://pedagogischestudien.nl/search?identifier=632153

Guntern, S., Korpershoek, H., & van der Werf, M.P.C. (2017). Benefits of personality characteristics and self-efficacy in the perceived academic achievement of medical students. Educational Psychology, 37, 733-744. doi:10.1080/01443410.2016.1223277
http://www.tandfonline.com/doi/full/10.1080/01443410.2016.1223277

Korpershoek, H. (2016). Relationships among motivation, commitment, cognitive capacities, and academic achievement in secondary education. Frontline Learning Research, 4(3), 28-43. doi:10.14786/flr.v4i3.182
http://journals.sfu.ca/flr/index.php/journal/article/view/182

Korpershoek, H., Harms, G. J., De Boer, H., Van Kuijk, M. F., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioural, emotional, and motivational outcomes. Review of Educational Research,  86, 643-680. doi:10.3102/0034654315626799.
http://rer.sagepub.com/content/86/3/643

Flach, N., Timmermans, A.C., Korpershoek, H. (2016). The effect of the design of written music on the ability of children with dyslexia to read music. International Journal of Music Education,34, 234-246. doi:10.1177/0255761414546245
http://ijm.sagepub.com/content/34/2/234.full.pdf?ijkey=MyLV89zYpFOB84r&keytype=finite

Korpershoek, H. (2015). An investigation of the reliability and validity of the Utrecht-Management of Identity Commitments Scale adapted to measure students’ identity formation processes at their university. Pensamiento Educativo. Revista De InvestigacióN Educacional Latinoamericana, 52 (2), 79-97.
http://pensamientoeducativo.uc.cl/index.php/pel/article/view/729

Fokkens-Bruinsma, M., Canrinus, E. T., Korpershoek, H., & Doolaard, S. (2015). Motivatie om leraar te worden: Validering van de FIT-Choice vragenlijst voor de Nederlandse context. Pedagogische Studien, 92, 324-343.

Korpershoek, H., Xu, J. K., Mok, M. M. C., McInerney, D. M., & Van der Werf, M. P. C. (2015). Testing the multidimensionality of the Inventory of School Motivation in a Dutch student sample. Journal of Applied Measurement, 16, 41-59.
http://www.ncbi.nlm.nih.gov/pubmed/25562335

Guntern, S., Korpershoek, H., & Van der Werf, M. P. C. (2015). Prestige added to Holland’s vocational interest scales for the prediction of medical students’ aspired work environments. Journal of Career Assessment.
http://jca.sagepub.com/content/early/2015/04/09/1069072715580418.full.pdf+html

Korpershoek, H., Guntern, S., & Van der Werf, M. P. C. (2014). The impact of significant others on gender-atypical, gender-typical and gender-neutral study choices. Gruppendynamik und Organisationsberatung, 45, 441-463.
http://link.springer.com/article/10.1007%2Fs11612-014-0263-1

Korpershoek, H., Kuyper, H., & Van der Werf, M. P. C. (2014). Differences in students’ school motivation: A latent class modelling approach. Social Psychology of Education, 18, 137-163.
http://link.springer.com/article/10.1007/s11218-014-9274-6>

Korpershoek, H., Kuyper, H., & van der Werf, M. P. C. (2014). The relation between students’ math and reading ability and their mathematics, physics, and chemistry examination grades in secondary education. International Journal of Science and Mathematics Education, 13, 1013-1037.
http://link.springer.com/article/10.1007/s10763-014-9534-0

Korpershoek, H., Kuyper, H., Bosker, R. J., & van der Werf, M. P. C. (2013). Students leaving the STEM pipeline; An investigation of their attitudes and the influence of significant others on their study choice. Research Papers in Education, 28, 483-505.
http://www.tandfonline.com/doi/abs/10.1080/02671522.2012.698299

Korpershoek, H., Kuyper, H., Bosker, R. J., & van der Werf, M. P. C. (2013). Students’ preconceptions and perceptions of science-oriented studies. International Journal of Science Education, 35, 2356-2375.
http://www.tandfonline.com/doi/abs/10.1080/09500693.2012.679324

Korpershoek, H., Kuyper, H., & van der Werf, M. P. C. (2012). The role of personality in relation to gender differences in school subject choices in pre-university education. Sex Roles, 67, 630-645.
http://link.springer.com/article/10.1007/s11199-012-0222-7

Korpershoek, H., Kuyper, H., van der Werf, M. P. C., & Bosker, R. J. (2011). Who succeeds in advanced mathematics and science courses. British Educational Research Journal, 37, 357-380.
http://www.tandfonline.com/doi/abs/10.1080/01411921003671755

Korpershoek, H., Kuyper, H., van der Werf, M. P. C., & Bosker, R. J. (2010). Who ‘fits’ the science & technology profile? Personality differences in secondary education. Journal of Research in Personality, 44, 649-654.
http://www.sciencedirect.com/science/article/pii/S0092656610001182

Korpershoek, H., Kuyper, H., Bosker, R. J., & van der Werf, M. P. C. (2011). Onderbenut bètatalent in Nederland [Underutilized science talent in the Netherlands]. Pedagogische Studiën, 88, 400-415.
http://www.academia.edu/1625206/Onderbenut_betatalent_in_Nederland

Korpershoek, H., Kuyper, H., & Van der Werf, M. P. C. (2008). Zijn beta’s nerds? Verschillen in persoonlijkheid, sociale contacten en vrijetijdsbesteding tussen jongens met natuur & techniek en jongens met andere profielen [Are male science students nerds? Differences in personality, social contacts, and leisure activities]. Pedagogische Studien, 85, 141-156.
http://www.academia.edu/656316/Zijn_betas_nerds_Verschillen_in_persoonlijkheid_sociale_contacten_en_vrijetijdsbesteding_tussen_jongens_met_natuur_and_techniek_en_jongens_met_andere_profielen