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Anique B. H. de Bruin

Anique B. H. de Bruin

D-Index & Metrics

Psychology

D-Index
42
Citations
5241
World Ranking
7673
National Ranking
349

Overview

Anique B. H. de Bruin is affiliated with Maastricht University in the Netherlands. Their academic work spans across multiple fields with a primary focus on psychology and medicine. They have contributed extensively to subfields including developmental and educational psychology, experimental and cognitive psychology, public health, environmental and occupational health, education, and artificial intelligence.

Their main research topics involve innovative teaching and learning methods, visual and cognitive learning processes, innovations in medical education, clinical reasoning and diagnostic skills, intelligent tutoring systems and adaptive learning, educational strategies and epistemologies, and online and blended learning.

Recent publications by Anique B. H. de Bruin include:

  • Changes and Adaptations: How University Students Self-Regulate Their Online Learning During the COVID-19 Pandemic, 2021, Frontiers in Psychology
  • Fostering effective learning strategies in higher education-A mixed-methods study., 2020, Journal of Applied Research in Memory and Cognition
  • Synthesizing Cognitive Load and Self-regulation Theory: a Theoretical Framework and Research Agenda, 2020, Educational Psychology Review
  • Undergraduate Radiology Education During the COVID-19 Pandemic: A Review of Teaching and Learning Strategies, 2020, Canadian Association of Radiologists Journal
  • The Relation Between Students' Effort and Monitoring Judgments During Learning: A Meta-analysis, 2020, Educational Psychology Review

Frequent co-authors working alongside Anique B. H. de Bruin include Felicitas Biwer, Wisnu Wiradhany, Jeroen J. G. van Merriënboer, Erdem Onan, and Luotong Hui.

Their research appears in several key publication venues, with notable contributions in:

  • Educational Psychology Review
  • Medical Education
  • Medical Teacher
  • Metacognition and Learning
  • Advances in Health Sciences Education

Best Publications

  • Generating keywords improves metacomprehension and self-regulation in elementary and middle school children.

    Anique B.H. de Bruin;Keith W. Thiede;Gino Camp;Joshua Redford

  • Improving self-monitoring and self-regulation: From cognitive psychology to the classroom

    Anique B.H. de Bruin;Anique B.H. de Bruin;Tamara van Gog

  • Granularity matters: comparing different ways of measuring self-regulated learning

    Sanne F. E. Rovers;Geraldine Clarebout;Hans H. C. M. Savelberg;Anique B. H. de Bruin

  • Changes and Adaptations: How University Students Self-Regulate Their Online Learning During the COVID-19 Pandemic

    Felicitas Biwer;Wisnu Wiradhany;Mirjam Oude Egbrink;Harm Hospers

  • The role of basic science knowledge and clinical knowledge in diagnostic reasoning: a structural equation modeling approach.

    Anique B. H. de Bruin;Henk G. Schmidt;Remy M. J. P. Rikers

  • Fostering Effective Learning Strategies in Higher Education – A Mixed-Methods Study

    Felicitas Biwer;Mirjam G.A. oude Egbrink;Pauline Aalten;Anique B.H. de Bruin

  • Bridging Cognitive Load and Self-Regulated Learning Research: A complementary approach to contemporary issues in educational research

    Anique B.H. de Bruin;Jeroen J.G. van Merriënboer

  • Students’ perceptions of anatomy across the undergraduate problem-based learning medical curriculum: a phenomenographical study

    Esther M. Bergman;Esther M. Bergman;Anique B. H. de Bruin;Andreas Herrler;Inge W. H. Verheijen

  • Activation of inaccurate prior knowledge affects primary-school students' metacognitive judgments and calibration

    Mariëtte H. van Loon;Anique B.H. de Bruin;Anique B.H. de Bruin;Tamara van Gog;Jeroen J.G. van Merriënboer

  • Synthesizing Cognitive Load and Self-regulation Theory: a Theoretical Framework and Research Agenda

    Anique B. H. de Bruin;Julian Roelle;Shana K. Carpenter;Martine Baars

  • Comfort with uncertainty: reframing our conceptions of how clinicians navigate complex clinical situations

    Jonathan S. Ilgen;Kevin W. Eva;Anique de Bruin;David A. Cook

  • Effects of training self-assessment and using assessment standards on retrospective and prospective monitoring of problem solving

    Martine Baars;Sigrid Vink;Tamara van Gog;Anique de Bruin

  • Perceptual simulation in developing language comprehension.

    Jan A.A. Engelen;Samantha Bouwmeester;Anique B.H. de Bruin;Anique B.H. de Bruin;Rolf A. Zwaan

  • Deliberate practice predicts performance over time in adolescent chess players and drop-outs: a linear mixed models analysis.

    Anique B. H. de Bruin;Niels Smits;Remy M. J. P. Rikers;Henk G. Schmidt

  • Monitoring and regulation of learning in medical education: the need for predictive cues

    Anique B H de Bruin;John Dunlosky;Rodrigo B Cavalcanti

  • The impact of an online tool for monitoring and regulating learning at university: overconfidence, learning strategy, and personality

    Anique B. H. de Bruin;Ellen M. Kok;Jill Lobbestael;Andries de Grip

  • Can students evaluate their understanding of cause-and-effect relations? The effects of diagram completion on monitoring accuracy

    Mariëtte Henrica van Loon;Anique B.H. de Bruin;Tamara van Gog;Jeroen J.G. van Merriënboer

  • Refutations in science texts lead to hypercorrection of misconceptions held with high confidence

    Mariëtte H. van Loon;Mariëtte H. van Loon;John Dunlosky;Tamara van Gog;Jeroen J.G. van Merriënboer

  • Constructive, collaborative, contextual, and self-directed learning in surface anatomy education.

    Esther M. Bergman;Esther M. Bergman;Judith M. Sieben;Ida Smailbegovic;Anique B.H. de Bruin

  • The influence of achievement motivation and chess-specific motivation on deliberate practice.

    Anique B.H. de Bruin;Remy M.J.P. Rikers;Henk G. Schmidt

  • The Relation Between Student's Effort and Monitoring Judgments During Learning : A Meta-analysis

    Martine Baars;Lisette Wijnia;Lisette Wijnia;Anique de Bruin;Fred Paas;Fred Paas

Frequent Co-Authors

Jeroen J. G. van Merriënboer
Jeroen J. G. van Merriënboer Maastricht University
Tamara van Gog
Tamara van Gog Utrecht University
Fred Paas
Fred Paas Erasmus University Rotterdam
Remy M. J. P. Rikers
Remy M. J. P. Rikers Utrecht University
Henk G. Schmidt
Henk G. Schmidt Erasmus University Rotterdam
Rolf A. Zwaan
Rolf A. Zwaan Erasmus University Rotterdam
Claudia M. Roebers
Claudia M. Roebers University of Bern
John Dunlosky
John Dunlosky Kent State University
Jill Lobbestael
Jill Lobbestael Maastricht University
Monicque M. Lorist
Monicque M. Lorist University of Groningen

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