Peer-reviewed publications

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

Nguyen , H., Mouw, J.M., Mali, A., Strijbos, J.-W., & Korpershoek, H. (in press). Adapting the Technological Pedagogical and Content Knowledge (TPACK) survey for university teachers. Computers and Education Open.

Kate X., Coertjens, S., Lespiau, F., Ouwehand, K., Korpershoek, H., Paas, F., & Geary, D.C. (in press). An evolutionary approach to motivation and learning: differentiating biologically primary and secondary knowledge. Educational Psychology Review.

Douwes, R., Metselaar, J., Boonstra, N., Korpershoek, H., & Pijnenborg, G.H.M. (in press). Teachers’ role perceptions concerning student mental health. Education Sciences.

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.

Wichgers, I.J.M., Korpershoek, H., Warrens, M.J., Dijks, M.A., & Bosker, R.J. (2024). Dutch secondary school counselors’ and tutors’ views on how students should make study profile choices. Australian Journal of Career Development, 33(1), 82-94.

Dijks, M.A. Warrens, M.J., Korpershoek, H., & Bosker, R.J. (2024). Understanding Dutch students’ subject choices in secondary education using the theory of planned behavior. Educational Research and Evaluation.

Korpershoek, H. (2024). 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. 

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.

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.

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.

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.

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.

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.

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

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

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.

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

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.

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

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

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.

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

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.

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.

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.

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.

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.>

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.

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.

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.

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.

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.

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.

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.

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.