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Jan Van Damme

Jan Van Damme

D-Index & Metrics

Social Sciences and Humanities

D-Index
39
Citations
7026
World Ranking
5634
National Ranking
69

Overview

Jan Van Damme is affiliated with KU Leuven in Belgium and focuses on research within the social sciences and psychology, with a particular emphasis on education and its related subfields. Their scholarly work spans several aspects of educational psychology, developmental and educational psychology, as well as experimental and cognitive psychology.

Van Damme's recent publications include studies on achievement, self-concept, and motivation in educational settings. Notable papers include:

  • The reciprocal 2I/E model: An investigation of mutual relations between achievement and self-concept levels and changes in the math and verbal domain across three countries (2020, Journal of Educational Psychology)
  • Temporal relationship between attitude toward mathematics and mathematics achievement (2020, International Journal of Mathematical Education in Science and Technology)
  • Testing the dynamic model of educational effectiveness: the impact of teacher factors on interest and achievement in mathematics and biology in Serbia (2021, School Effectiveness and School Improvement)
  • School Stratification and Science Climate in Early Secondary Education in Ireland and Flanders: Associations with Students' Science Dispositions and Science Literacy (2023, International Journal of Science and Mathematics Education)
  • Mejorar el esfuerzo y los logros: la importancia de la participación de los padres y las asociaciones entre el hogar y la escuela (2023, REICE Revista Iberoamericana sobre Calidad Eficacia y Cambio en Educación)

Their research topics explore educational achievement and giftedness, parental involvement, school choice and performance, and youth development alongside educational strategies and reforms. Key topical areas covered in their work include:

  • Education, Achievement, and Giftedness
  • School Choice and Performance
  • Early Childhood Education and Development
  • Parental Involvement in Education
  • Diverse Education Studies and Reforms
  • Youth Development and Social Support
  • Educational Strategies and Epistemologies

Van Damme frequently collaborates with coauthors such as Wim Van Den Noortgate, Fabian Wolff, Fabio Sticca, Christoph Niepel, and Thomas Götz. This network of collaborators contributes to a multidisciplinary approach within education research.

The scholar's work is published in several peer-reviewed venues including the Journal of Educational Psychology, International Journal of Mathematical Education in Science and Technology, School Effectiveness and School Improvement, International Journal of Science and Mathematics Education, and REICE Revista Iberoamericana sobre Calidad Eficacia y Cambio en Educación.

Best Publications

  • Educational effectiveness research (EER): a state-of-the-art review

    David Reynolds;Pam Sammons;Bieke De Fraine;Jan Van Damme

  • Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice

    Marie-Christine Opdenakker;Marie-Christine Opdenakker;Jan Van Damme

  • Classroom problem behavior and teacher-child relationships in kindergarten: the moderating role of classroom climate.

    Evelien Buyse;Karine Verschueren;Sarah Doumen;Jan Van Damme

  • Effects of Schools, Teaching Staff and Classes on Achievement and Well-Being in Secondary Education: Similarities and Differences Between School Outcomes

    Marie-Christine Opdenakker;Jan Van Damme

  • Relationship between School Composition and Characteristics of School Process and their Effect on Mathematics Achievement

    Marie-Christine Opdenakker;Jan Van Damme

  • Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure

    Maarten Pinxten;Herbert W. Marsh;Bieke De Fraine;Wim Van Den Noortgate

  • A Longitudinal Analysis of Gender Differences in Academic Self-Concept and Language Achievement: A Multivariate Multilevel Latent Growth Approach.

    Beatrijs De Fraine;Jan Van Damme;Patrick Onghena

  • Do school context, student composition and school leadership affect school practice and outcomes in secondary education?

    Marie-Christine Opdenakker;Marie-Christine Opdenakker;Jan Van Damme

  • The effect of class composition by gender and ability on secondary school students’ school well-being and academic self-concept: A literature review

    Barbara Belfi;Mieke Goos;Bieke De Fraine;Jan Van Damme

  • Predicting school adjustment in early elementary school: Impact of teacher-child relationship quality and relational classroom climate

    Evelien Buyse;Karine Verschueren;Pieter Verachtert;Jan Van Damme

  • A New Study on Educational Effectiveness in Secondary Schools in Flanders: An Introduction

    Jan Van Damme;Beatrijs De Fraine;Georges Van Landeghem;Marie-Christine Opdenakker

  • Differences between secondary schools: A study about school context, group composition, school practice, and school effects with special attention to public and Catholic schools and types of schools

    Marie-Christine Opdenakker;Jan Van Damme

  • The Importance of Identifying Levels in Multilevel Analysis: An Illustration of the Effects of Ignoring the Top or Intermediate Levels in School Effectiveness Research

    Marie-Christine Opdenakker;Jan Van Damme

  • The effect of schools and classes on language achievement

    Beatrijs De Fraine;Jan Van Damme;Georges Van Landeghem;Marie-Christine Opdenakker

  • Causal ordering of academic self-concept and achievement: Effects of type of achievement measure

    Maarten Pinxten;Bieke de Fraine;Jan van Damme;Ellen D'Haenens

  • Different pathways towards dropout; the role of engagement in early school leaving

    Carl Lamote;Sara Speybroeck;Wim Van Den Noortgate;Jan Van Damme

  • The Impact of Institutional Context, Education and Labour Market Policies on Early School Leaving: a comparative analysis of EU countries

    Kristof De Witte;Ides Nicaise;Jeroen Lavrijsen;Georges Van Landeghem

  • First-grade retention in the Flemish educational context: Effects on children's academic growth, psychosocial growth, and school career throughout primary education.

    Mieke Goos;Jan Van Damme;Patrick Onghena;Katja Petry

  • The role of teachers' expectations in the association between children's SES and performance in kindergarten: a moderated mediation analysis.

    Sara Speybroeck;Sofie Kuppens;Sofie Kuppens;Jan Van Damme;Peter Van Petegem

  • Principal leadership long-term indirect effects on learning growth in mathematics

    Xavier Dumay;Tinneke Boonen;Jan Van Damme

  • How Can Cross-Country Differences in the Practice of Grade Retention Be Explained? A Closer Look at National Educational Policy Factors

    Mieke Goos;Brigitte Maria Schreier;Heidi Maria Eduard Knipprath;Bieke De Fraine

Frequent Co-Authors

Erik De Corte
Erik De Corte KU Leuven
Jan Elen
Jan Elen KU Leuven
Peter Van Petegem
Peter Van Petegem University of Antwerp
Chandra A. Reynolds
Chandra A. Reynolds University of California, Riverside
Leonidas Kyriakides
Leonidas Kyriakides University of Cyprus

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