Frans J. Prins

Best Publications

• Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education

  Vittorio V Busato;Frans J Prins;Jan J Elshout;Christiaan Hamaker

  1215
  Citations

• Content analysis: what are they talking about?

  Jan-Willem Strijbos;Rob L. Martens;Frans J. Prins;Wim M. G. Jochems

  789
  Citations

• The relation between learning styles, the Big Five personality traits and achievement motivation in higher education

  Vittorio V Busato;Frans J Prins;Jan J Elshout;Christiaan Hamaker

  558
  Citations

• Personal and Social Development in Physical Education and Sports: A Review Study.

  Katrijn Opstoel;Laurent Chapelle;Frans J. Prins;An De Meester;An De Meester

  348
  Citations

• Formative peer assessment in a CSCL environment: a case study

  Frans J. Prins;Dominique M. A. Sluijsmans;Paul A. Kirschner;Jan-Willem Strijbos

  301
  Citations

• Learning styles: Self‐reports versus thinking‐aloud measures

  Marcel V. J. Veenman;Frans J. Prins;Joke Verheij

  270
  Citations

• Learning styles: a cross-sectional and longitudinal study in higher education

  Vittorio V. Busato;Frans J. Prins;Jan J. Elshout;Christiaan Hamaker

  253
  Citations

• Feedback providing improvement strategies and reflection on feedback use: Effects on students’ writing motivation, process, and performance

  Hendrien Duijnhouwer;Frans J. Prins;Karel M. Stokking

  220
  Citations

• Group awareness of social and cognitive performance in a CSCL environment: Effects of a peer feedback and reflection tool

  Chris Phielix;Frans J. Prins;Paul A. Kirschner;Gijsbert Erkens

  217
  Citations

• Awareness of group performance in a CSCL-environment: Effects of peer feedback and reflection

  Chris Phielix;Frans J. Prins;Paul A. Kirschner

  214
  Citations

• The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory

  Frans J. Prins;Frans J. Prins;Marcel V.J. Veenman;Marcel V.J. Veenman;Jan J. Elshout

  187
  Citations

• Feedback for general practitioners in training: quality, styles, and preferences.

  Frans J. Prins;Dominique M. A. Sluijsmans;Paul A. Kirschner

  167
  Citations

• Strengthening dialogic peer feedback aiming for deep learning in SPOCs

  Renée M. Filius;Renske A.M. de Kleijn;Sabine G. Uijl;Frans J. Prins

  149
  Citations

• Initial inductive learning in a complex computer simulated environment: the role of metacognitive skills and intellectual ability

  M.V.J Veenman;F.J Prins;F.J Prins;J.J Elshout

  142
  Citations

• A conceptual framework for integrating peer assessment in teacher education

  Dominique Sluijsmans;Frans Prins

  138
  Citations

• Mentor teachers: Their perceived possibilities and challenges as mentor and teacher

  W. Marieke Jaspers;Paulien C. Meijer;Frans Prins;Theo Wubbels

  131
  Citations

• Determining the quality of Competence Assessment Programs: A self-evaluation procedure

  Liesbeth K.J. Baartman;Liesbeth K.J. Baartman;Frans J. Prins;Paul A. Kirschner;Paul A. Kirschner;Cees P.M. van der Vleuten

  129
  Citations

• Feedback Dialogues That Stimulate Students' Reflective Thinking

  Marieke Van der Schaaf;Liesbeth Baartman;Frans Prins;Anne Oosterbaan

  119
  Citations

• University students' achievement goals and help-seeking strategies in an intelligent tutoring system

  Bram E. Vaessen;Frans J. Prins;Johan Jeuring

  105
  Citations

• Progress feedback effects on students' writing mastery goal, self-efficacy beliefs, and performance

  Hendrien Duijnhouwer;Frans J. Prins;Karel M. Stokking

  91
  Citations