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D-Index & Metrics

Social Sciences and Humanities

D-Index
54
Citations
19298
World Ranking
2097
National Ranking
82

Overview

Mien Segers is affiliated with Maastricht University in the Netherlands. Their research primarily spans the social sciences and psychology, with a focused engagement in education and organizational behavior.

Their work spans several subfields, including:

  • Education
  • Organizational Behavior and Human Resource Management
  • Social Psychology
  • Communication
  • Human Factors and Ergonomics

The topics covered in their research include:

  • Job Satisfaction and Organizational Behavior
  • Higher Education and Employability
  • Organizational Learning and Leadership
  • Innovative Education and Learning Practices
  • Knowledge Management and Sharing
  • Mentoring and Academic Development
  • Perfectionism, Procrastination, Anxiety Studies

Mien Segers has published research in several academic venues with repeated contributions to:

  • Vocations and Learning
  • International Journal of Training and Development
  • Andragoske studije
  • Educational Research Review
  • Human Resource Development Quarterly

Significant recent publications include:

  • "Towards successful innovations in education: Development and validation of a multi-dimensional Innovative Work Behaviour Instrument" (2020, Vocations and Learning)
  • "When innovation in education works: stimulating teachers' innovative work behaviour" (2020, International Journal of Training and Development)
  • "Conceptualizing mentoring in higher education: A systematic literature review" (2023, Educational Research Review)
  • "Social informal learning and the role of learning climate: Toward a better understanding of the social side of learning among consultants" (2021, Human Resource Development Quarterly)
  • "Antecedents of Knowledge Withholding: A Systematic Review & Integrative Framework" (2021, Group & Organization Management)

Frequent co-authors collaborating with Mien Segers include:

  • Simon Beausaert
  • Samantha Crans
  • Peggy Lambriex-Schmitz
  • Marcel R. van der Klink
  • Dominik E. Froehlich

Best Publications

  • Effects of problem-based learning: a meta- analysis

    Filip Dochy;Filip Dochy;Mien Segers;Piet Van den Bossche;David Gijbels

  • The use of self-, peer and co-assessment in higher education: A review

    Filip Dochy;M Segers;D Sluijsmans

  • Effects of Problem-Based Learning: A Meta-Analysis From the Angle of Assessment:

    David Gijbels;Filip Dochy;Piet Van den Bossche;Mien Segers

  • Factors affecting students' self-efficacy in higher education

    Mart van Dinther;Filip Dochy;Mien Segers

  • Social and cognitive factors driving teamwork in collaborative learning environments : team learning beliefs and behaviors

    Piet Van den Bossche;Wim H. Gijselaers;Mien Segers;Paul A. Kirschner

  • The Relation Between Assessment Practices and Outcomes of Studies: The Case of Research on Prior Knowledge

    Filip Dochy;Mien Segers;Michelle M. Buehl

  • Team learning: Building shared mental models

    Piet Van den Bossche;Piet Van den Bossche;Wim Gijselaers;Mien Segers;Geert Woltjer

  • New Assessment Forms in Problem-based Learning: the value-added of the students' perspective

    M.S.R. Segers;F.J.R.C. Dochy

  • Peer Assessment as a Collaborative Learning Activity: The Role of Interpersonal Variables and Conceptions.

    Nanine A.E. van Gennip;Mien S.R. Segers;Harm H. Tillema

  • NUEVAS VÍAS DE APRENDIZAJE Y ENSEÑANZA Y SUS CONSECUENCIAS: UNA NUEVA ERA DE EVALUACIÓN

    Filip Dochy;Mien Segers;Sabine Dierick

  • Optimising new modes of assessment : in search of qualities and standards

    Mien Segers;F. J. R. C. Dochy;Eduardo Cascallar

  • Peer assessment for learning from a social perspective: The influence of interpersonal variables and structural features

    Nanine A.E. van Gennip;Mien S.R. Segers;Harm H. Tillema

  • How experts deal with novel situations: A review of adaptive expertise

    Katerina Bohle Carbonell;Renée E. Stalmeijer;Karen D. Könings;Mien Segers

  • The role of academic motivation in Computer-Supported Collaborative Learning

    Bart Rienties;Dirk Tempelaar;Piet Van den Bossche;Wim Gijselaers

  • Constructivist learning environments and the (im)possibility to change students’ perceptions of assessment demands and approaches to learning

    David Gijbels;Mien Segers;Mien Segers;Elke Struyf

  • Influence of redesigning a learning environment on student perceptions and learning strategies

    Jan F. H. Nijhuis;Mien S. R. Segers;Mien S. R. Segers;Wim H. Gijselaers

  • Transfer of training: the role of feedback in supportive social networks

    Piet Van den Bossche;Mien Segers;Niekie Jansen

  • STUDENTS' PERCEPTIONS OF A PROBLEM-BASED LEARNING ENVIRONMENT

    Filip Dochy;Mien Segers;Piet Van Den Bossche;Katrien Struyven

  • Reconsidering group cognition: From conceptual confusion to a boundary area between cognitive and socio-cultural perspectives?

    Sanne Akkerman;Piet Van den Bossche;Wilfried Admiraal;Wim Gijselaers

  • The role of scaffolding and motivation in CSCL

    Bart Rienties;Bas Giesbers;Dirk Tempelaar;Simon Lygo-Baker

  • Assessment in Education: Principles, Policy & Practice

    Ron Jonathan Pat-El;Harm Tillema;Mien Segers;Paul Vedder

Frequent Co-Authors

Wim H. Gijselaers
Wim H. Gijselaers Maastricht University
Filip Dochy
Filip Dochy KU Leuven
Piet Van den Bossche
Piet Van den Bossche University of Antwerp
David Gijbels
David Gijbels University of Antwerp
Harm Tillema
Harm Tillema Leiden University
Katrien Struyven
Katrien Struyven Hasselt University
Bart Rienties
Bart Rienties The Open University
Karen A. Jehn
Karen A. Jehn University of Melbourne
Paul Vedder
Paul Vedder Leiden University
Martin Valcke
Martin Valcke Ghent University

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