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Hilde Van Keer

Hilde Van Keer

D-Index & Metrics

Social Sciences and Humanities

D-Index
48
Citations
10345
World Ranking
3126
National Ranking
34

Overview

Hilde Van Keer is affiliated with Ghent University in Belgium. Their research encompasses fields primarily in Psychology and Social Sciences, with a notable emphasis on Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology, Social Psychology, and Literature and Literary Theory.

Their scholarly output includes multiple publications, with a focus on topics such as Innovative Teaching and Learning Methods, Reading and Literacy Development, Educational Strategies and Epistemologies, Education, Achievement, and Giftedness, Writing and Handwriting Education, Motivation and Self-Concept in Sports, and Online and Blended Learning.

Frequent venues for their publications include:

  • Frontiers in Psychology
  • Frontiers in Education
  • The Journal of Educational Research
  • Education Sciences
  • Learning and Instruction

They have collaborated often with several coauthors, including:

  • Fien De Smedt
  • Emmelien Merchie
  • Martín Valcke
  • Koen Aesaert
  • Bram De Wever

Recent publications by Hilde Van Keer feature work on self-regulation, motivation, and collaborative learning, among other topics. Selected recent papers are:

  • "Identifying regulation profiles during computer-supported collaborative learning and examining their relation with students' performance, motivation, and self-efficacy for learning", 2021, Computers & Education
  • "The functions of shared metacognitive regulation and their differential relation with collaborative learners' understanding of the learning content", 2021, Learning and Instruction
  • "Variations in socially shared metacognitive regulation and their relation with university students' performance", 2020, Metacognition and Learning
  • "Assessing and Mapping Reading and Writing Motivation in Third to Eight Graders: A Self-Determination Theory Perspective", 2020, Frontiers in Psychology
  • "Mine the process: investigating the cyclical nature of upper primary school students' self-regulated learning", 2020, Instructional Science

Best Publications

  • Content analysis schemes to analyze transcripts of online asynchronous discussion groups: a review

    B. De Wever;T. Schellens;M. Valcke;H. Van Keer

  • ICT integration in the classroom: Challenging the potential of a school policy

    Jo Tondeur;Hilde van Keer;Johan van Braak;Martin Valcke

  • The Relation between Elementary Students' Recreational and Academic Reading Motivation, Reading Frequency, Engagement, and Comprehension: A Self-Determination Theory Perspective.

    Jessie De Naeghel;Hilde Van Keer;Maarten Vansteenkiste;Yves Rosseel

  • The relation between school leadership from a distributed perspective and teachers' organizational commitment: examining the source of the leadership function

    Hester Hulpia;Geert Devos;Hilde Van Keer

  • The Influence of Distributed Leadership on Teachers’ Organizational Commitment: A Multilevel Approach

    Hester Hulpia;Geert Devos;Hilde Van Keer

  • Students' objectively measured physical activity levels and engagement as a function of between-class and between-student differences in motivation toward physical education.

    Nathalie Aelterman;Maarten Vansteenkiste;Hilde Van Keer;Lynn Van den Berghe

  • The influence of student characteristics and interpersonal teacher behaviour in the classroom on student’s wellbeing

    Karen Van Petegem;Antonia Aelterman;Hilde Van Keer;Yves Rosseel

  • Long-term study of safe Internet use of young children

    M. Valcke;B. De Wever;H. Van Keer;T. Schellens

  • Roles as a structuring tool in online discussion groups: The differential impact of different roles on social knowledge construction

    Bram De Wever;Hilde Van Keer;Tammy Schellens;Martin Valcke

  • Development and evaluation of a training on need-supportive teaching in physical education: qualitative and quantitative findings

    N. Aelterman;M. Vansteenkiste;H. Van Keer;J. De Meyer

  • Scripting by assigning roles: Does it improve knowledge construction in asynchronous discussion groups?

    Tammy Schellens;Hilde Van Keer;Bram De Wever;Martin Valcke

  • Applying multilevel modelling to content analysis data: Methodological issues in the study of role assignment in asynchronous discussion groups

    Bram De Wever;Hilde Van Keer;Tammy Schellens;Martin Valcke

  • Structuring asynchronous discussion groups: the impact of role assignment and self-assessment on students' levels of knowledge construction through social negotiation

    B. De Wever;B. De Wever;H. Van Keer;T. Schellens;M. Valcke

  • Development of the Beliefs about Primary Education Scale: Distinguishing a developmental and transmissive dimension

    Ruben Hermans;Johan van Braak;Hilde Van Keer

  • Primary school children's safe and unsafe use of the Internet at home and at school: An exploratory study

    M. Valcke;T. Schellens;H. Van Keer;M. Gerarts

  • The Impact of Role Assignment on Knowledge Construction in Asynchronous Discussion Groups A Multilevel Analysis

    Tammy Schellens;Hilde Van Keer;Martin Valcke

  • Changing teachers' beliefs regarding autonomy support and structure: The role of experienced psychological need satisfaction in teacher training

    Nathalie Aelterman;Maarten Vansteenkiste;Hilde Van Keer;Leen Haerens

  • Effective Peer Learning: From Principles to Practical Implementation

    Keith Topping;Céline Buchs;David Duran;Hilde van Keer

  • Effects of Explicit Reading Strategies Instruction and Peer Tutoring on Second and Fifth Graders' Reading Comprehension and Self-Efficacy Perceptions

    Hilde Van Keer;Jean Pierre Verhaeghe

  • Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation

    Liesje De Backer;Hilde Van Keer;Martin Valcke

  • Fostering Reading Comprehension in Fifth Grade by Explicit Instruction in Reading Strategies and Peer Tutoring.

    Hilde Van Keer

  • Learning in asynchronous discussion groups: a multilevel approach to study the influence of student, group and task characteristics

    T. Schellens;H. van Keer;M. Valcke;B. de Wever

Frequent Co-Authors

Martin Valcke
Martin Valcke Ghent University
Tammy Schellens
Tammy Schellens Ghent University
Maarten Vansteenkiste
Maarten Vansteenkiste Ghent University
Johan van Braak
Johan van Braak Ghent University
Steve Graham
Steve Graham Arizona State University
Yves Rosseel
Yves Rosseel Ghent University
Leen Haerens
Leen Haerens Ghent University
Nathalie Aelterman
Nathalie Aelterman Ghent University
Keith Topping
Keith Topping University of Dundee
Katrien Struyven
Katrien Struyven Hasselt University

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