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Psychology

D-Index
32
Citations
8767
World Ranking
10728
National Ranking
473

Overview

Marinus Voeten is affiliated with Radboud University in the Netherlands, contributing to research primarily in social sciences and psychology. Their work focuses on education, developmental and educational psychology, human factors and ergonomics, as well as cognitive neuroscience.

The scientist's research covers a range of topics related to reading and literacy development, child development and digital technology, education and technology integration, digital accessibility for disabilities, writing and handwriting education, tactile and sensory interactions, and educational and psychological assessments.

Marinus Voeten's recent publications include:

  • "Computer-supported early literacy intervention effects in preschool and kindergarten: A meta-analysis," 2020, Educational Research Review
  • "Computer-assisted word reading intervention effects throughout the primary grades: A meta-analysis," 2022, Educational Research Review
  • "Modeling developmental changes in print tuning in a transparent alphabetic orthography," 2022, Frontiers in Neuroscience
  • "PARE0001 DIET, NUTRITION AND ARTHRITIS - A WORKSHOP FOR YOUNG PEOPLE WITH RHEUMATIC AND MUSCULOSKELETAL DISEASES (RMDS).," 2020, Annals of the Rheumatic Diseases

The frequent coauthors collaborating with Voeten are:

  • Ludo Verhoeven
  • Eliane Segers
  • Ellie van Setten
  • Jos Keuning
  • Anna A. van der Hoeven-van Doornum

The primary publication venues for Voeten's work include:

  • Educational Research Review
  • Frontiers in Neuroscience
  • Annals of the Rheumatic Diseases

Best Publications

  • Connections between attitudes, group norms, and behaviour in bullying situations:

    Christina Salmivalli;Marinus Voeten

  • The Implicit Prejudiced Attitudes of Teachers Relations to Teacher Expectations and the Ethnic Achievement Gap

    Linda van den Bergh;Eddie Denessen;Lisette Hornstra;Marinus Voeten

  • A large-scale evaluation of the KiVa antibullying program: grades 4-6.

    Antti Kärnä;Marinus Voeten;Todd D. Little;Elisa Poskiparta

  • Bystanders Matter: Associations Between Reinforcing, Defending, and the Frequency of Bullying Behavior in Classrooms

    Christina Salmivalli;Marinus Voeten;Elisa Poskiparta

  • Anti-bullying intervention: implementation and outcome.

    Christina Salmivalli;Ari Kaukiainen;Marinus Voeten

  • Vulnerable Children in Varying Classroom Contexts: Bystanders' Behaviors Moderate the Effects of Risk Factors on Victimization

    Antti Kärnä;Marinus Voeten;Elisa Poskiparta;Christina Salmivalli

  • Teacher Attitudes Toward Dyslexia: Effects on Teacher Expectations and the Academic Achievement of Students With Dyslexia

    Lisette Hornstra;Eddie Denessen;Joep Bakker;Linda van den Bergh

  • Effectiveness of the KiVa Antibullying Program: Grades 1-3 and 7-9

    Antti Kärnä;Marinus Voeten;Todd D. Little;Erkki Alanen

  • New Learning and the Classification of Learning Environments in Secondary Education

    Adrianus de Kock;Peter Sleegers;Marinus J. M. Voeten

  • Going to scale: A nonrandomized nationwide trial of the KiVa Antibullying Program for Grades 1-9

    Antti Kärnä;Marinus Voeten;Todd D. Little;Elisa Poskiparta

  • Person-Group Dissimilarity in Involvement in Bullying and Its Relation with Social Status

    Miranda Sentse;Ron H. J. Scholte;Christina Salmivalli;Marinus Voeten

  • Toward self-directed learning in secondary schools: what do teachers do?

    Sanneke Bolhuis;Marinus J.M Voeten

  • The role of phonological memory, word recognition, and comprehension skills in reading development: from preschool to grade 2

    Mia Dufva;Pekka Niemi;Marinus J. M. Voeten

  • Native language literacy and phonological memory as prerequisites for learning English as a foreign language

    Mia Dufva;Marinus J. M. Voeten

  • Multisource Assessment of Children's Social Competence:

    Niina Junttila;Marinus Voeten;Ari Kaukiainen;Marja Vauras

  • Teachers' conceptions of student learning and own learning

    Sanneke Bolhuis;Marinus J.M. Voeten

  • Development of Decoding, Reading Comprehension, Vocabulary and Spelling during the Elementary School Years.

    Cor Aarnoutse;Jan van Leeuwe;Marinus Voeten;Han Oud

  • Do maternal interaction and early language predict phonological awareness in 3- to 4-year-olds?

    Maarit Silvén;Maarit Silvén;Pekka Niemi;Pekka Niemi;Marinus J.M Voeten

  • Predicting Writing Skill Development with Word Recognition and Preschool Readiness Skills.

    Hanna S. Maki;Marinus J. M. Voeten;Marja M. S. Vauras;Elisa H. Poskiparta

  • The KiVa antibullying curriculum and outcome: does fidelity matter?

    Anne Haataja;Marinus Voeten;Aaron Jacob Boulton;Annarilla Ahtola

Frequent Co-Authors

Christina Salmivalli
Christina Salmivalli University of Turku
Elisa Poskiparta
Elisa Poskiparta University of Turku
Ludo Verhoeven
Ludo Verhoeven Radboud University
Todd D. Little
Todd D. Little Texas Tech University
Pekka Niemi
Pekka Niemi University of Turku
Ron H. J. Scholte
Ron H. J. Scholte Radboud University
Rob W. Holland
Rob W. Holland Radboud University
Monique Boekaerts
Monique Boekaerts Leiden University
Heikki Hämäläinen
Heikki Hämäläinen University of Turku

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