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Marcel V. J. Veenman

Marcel V. J. Veenman

D-Index & Metrics

Psychology

D-Index
33
Citations
8911
World Ranking
10354
National Ranking
459

Overview

Marcel V. J. Veenman is affiliated with Leiden University in the Netherlands. Their research primarily focuses on the fields of psychology and social sciences, with a particular emphasis on developmental and educational psychology as well as education.

Veenman's work covers several main topics, including:

  • Innovative Teaching and Learning Methods
  • Online and Blended Learning
  • Educational Strategies and Epistemologies

Their recent publications are concentrated in scholarly journals related to educational psychology. Notably, they have contributed to the "Educational Psychology Review," where they have published research on self-regulated learning and instructional strategies.

One example of their recent work is the 2020 paper titled The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning-Evidence from Classroom Observation Studies, published in Educational Psychology Review. This paper explores mechanisms of strategy instruction to support learner self-regulation, based on classroom observations.

Collaborations feature prominently in Veenman's research approach. A frequent co-author is Charlotte Dignath, with whom Veenman has jointly worked on studies related to educational psychology.

Veenman's scholarly activity has been published mainly in the venue:

  • Educational Psychology Review

Their expertise lies at the intersection of psychology and education, addressing theoretical and practical aspects of learning strategies, teaching innovation, and technology-enhanced education environments.

Best Publications

  • Metacognition and learning: conceptual and methodological considerations

    Marcel V. J. Veenman;Marcel V. J. Veenman;Bernadette H. A. M. Van Hout-Wolters;Peter Afflerbach

  • The relation between intellectual and metacognitive skills from a developmental perspective

    Marcel V.J. Veenman;Pascal Wilhelm;Jos J. Beishuizen

  • Relation between intellectual and metacognitive skills: Age and task differences

    Marcel V.J. Veenman;Marcel V.J. Veenman;Marleen A. Spaans

  • The relation between intellectual and metacognitive skills in early adolescence.

    Marcel V. J. Veenman;Rosalie Kok;Anke W. Blöte

  • Alternative assessment of strategy use with self-report instruments: a discussion

    Marcel V. J. Veenman

  • The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies

    Unknown

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

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

  • Metacognitive activities in text-studying and problem-solving: Development of a taxonomy

    Joost Meijer;Marcel V. J. Veenman;Bernadette H. A. M. van Hout-Wolters

  • The assessment of metacognitive skills: what can be learned from multi-method designs?

    M.V.J. Veenman

  • The generality vs domain-specificity of metacognitive skills in novice learning across domains.

    Marcel V.J. Veenman;Jan J. Elshout;Joost Meijer

  • LEARNING TO SELF-MONITOR AND SELF-REGULATE

    Marcel V. J. Veenman

  • Intellectual and metacognitive skills of novices while studying texts under conditions of text difficulty and time constraint

    Marcel V.J. Veenman;Marcel V.J. Veenman;Jos J. Beishuizen

  • Changes in the relation between cognitive and metacognitive skills during the acquisition of expertise

    Marcel Veenman;Jan J. Elshout

  • 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

  • Development of metacognitive skillfulness: A longitudinal study

    Manita van der Stel;Marcel V.J. Veenman

  • Metacognitive skills and intellectual ability of young adolescents: a longitudinal study from a developmental perspective

    Manita van der Stel;Marcel V. J. Veenman

  • 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

  • Metacognitive mediation in learning with computer-based simulations

    Marcel V.J. Veenman;Jan J. Elshout;Vittorio V. Busato

  • Relation between intellectual ability and metacognitive skillfulness as predictors of learning performance of young students performing tasks in different domains

    Manita van der Stel;Marcel V.J. Veenman

  • Metacognition in Science Education: Defi nitions, Constituents, and Their Intricate Relation with Cognition

    Marcel V. J. Veenman

  • Technical students' metacognitive skills: relating general vs. specific metacognitive skills to study success

    Marcel V.J. Veenman;Joke Verheij

Frequent Co-Authors

Janet G. van Hell
Janet G. van Hell Pennsylvania State University

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