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Remy M. J. P. Rikers

Remy M. J. P. Rikers

D-Index & Metrics

Psychology

D-Index
50
Citations
9939
World Ranking
5442
National Ranking
260

Overview

Remy M. J. P. Rikers is affiliated with Utrecht University in the Netherlands, focusing on research within Psychology and Social Sciences. Their work encompasses multiple subfields including Education, Social Psychology, Developmental and Educational Psychology, Organizational Behavior and Human Resource Management, as well as Sociology and Political Science.

Their research touches on key topics such as Communication in Education and Healthcare, Innovative Teaching and Learning Methods, Job Satisfaction and Organizational Behavior, Problem and Project Based Learning, Attachment and Relationship Dynamics, Motivation and Self-Concept in Sports, and Educational Assessment and Improvement.

Some of the recent papers linked to their field of research include:

  • Formative assessment as practice: the role of students' motivation, 2020, Assessment & Evaluation in Higher Education
  • Building bridges in higher education: Student-faculty relationship quality, student engagement, and student loyalty, 2020, International Journal of Educational Research
  • The Effects of Problem-Based, Project-Based, and Case-Based Learning on Students' Motivation: a Meta-Analysis, 2024, Educational Psychology Review
  • Problem-Based Learning, 2020, Oxford Research Encyclopedia of Education
  • Relationship quality in higher education and the interplay with student engagement and loyalty, 2021, British Journal of Educational Psychology

Rikers has collaborated frequently with several co-authors, including:

  • Sofie M. M. Loyens
  • Lisette Wijnia
  • Ingrid Snijders
  • Martijn J. M. Leenknecht
  • Marloes L. Nederhand

Their work is regularly published in venues such as Education Sciences, Metacognition and Learning, Tijdschrift voor Hoger Onderwijs, Assessment & Evaluation in Higher Education, and the International Journal of Educational Research.

Best Publications

  • Self-Directed Learning in Problem-Based Learning and Its Relationships with Self-Regulated Learning.

    Sofie M. M. Loyens;Joshua Magda;Remy M. J. P. Rikers

  • How expertise develops in medicine: knowledge encapsulation and illness script formation.

    Henk G Schmidt;Remy M J P Rikers

  • Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design

    Björn B. de Koning;Huib K. Tabbers;Remy M. J. P. Rikers;Fred Paas;Fred Paas

  • Attention guidance in learning from a complex animation: Seeing is understanding?

    Björn B. de Koning;Huib K. Tabbers;Remy M.J.P. Rikers;Fred Paas;Fred Paas

  • Effect of Availability Bias and Reflective Reasoning on Diagnostic Accuracy Among Internal Medicine Residents

    Sílvia Mamede;Tamara van Gog;Kees van den Berge;Remy M. J. P. Rikers

  • Attention Cueing as a Means to Enhance Learning from an Animation

    Björn B. de Koning;Huib K. Tabbers;Remy M. J. P. Rikers;Fred Paas;Fred Paas

  • Instructional Design for Advanced Learners: Establishing Connections between the Theoretical Frameworks of Cognitive Load and Deliberate Practice

    Tamara van Gog;K. Anders Ericsson;Remy M. J. P. Rikers;Fred Paas

  • Diagnostic errors and reflective practice in medicine.

    Sílvia Mamede;Henk G. Schmidt;Remy Rikers

  • The role of basic science knowledge and clinical knowledge in diagnostic reasoning: a structural equation modeling approach.

    Anique B. H. de Bruin;Henk G. Schmidt;Remy M. J. P. Rikers

  • Formative assessment as practice: the role of students’ motivation

    Martijn Leenknecht;Lisette Wijnia;Martine Köhlen;Luke Fryer

  • Dynamic problem selection in air traffic control training : A comparison between performance, mental effort and mental efficiency

    Gino Camp;Fred Paas;Remy M. J. P. Rikers;Jeroen J. G. van Merriënboer

  • Reflection as a strategy to foster medical students’ acquisition of diagnostic competence

    Sílvia Mamede;Tamara van Gog;Alexandre S Moura;Rosa M D de Faria

  • The effects of deliberate practice in undergraduate medical education

    Véronique Moulaert;Maarten G M Verwijnen;Remy Rikers;Albert J J A Scherpbier

  • Knowledge Encapsulation and the Intermediate Effect.

    Remy M.J.P. Rikers;Henk G. Schmidt;Henny P.A. Boshuizen

  • Conscious thought beats deliberation without attention in diagnostic decision-making: at least when you are an expert.

    Sílvia Mamede;Henk G. Schmidt;Remy M. J. P. Rikers;Eugene J. F. M. Custers

  • Educational Implications of Expertise Reversal Effects in Learning and Performance of Complex Cognitive and Sensorimotor Skills.

    Slava Kalyuga;Remy Rikers;Fred Paas;Fred Paas

  • Building bridges in higher education: Student-faculty relationship quality, student engagement, and student loyalty

    Ingrid Snijders;Ingrid Snijders;Lisette Wijnia;Lisette Wijnia;Remy M.J.P. Rikers;Remy M.J.P. Rikers;Sofie M.M. Loyens;Sofie M.M. Loyens

  • INSTRUCTION BASED ON INQUIRY

    Sofie M. M. Loyens;Remy M. J. P. Rikers

  • Learning by generating vs. receiving instructional explanations: Two approaches to enhance attention cueing in animations

    Björn B. de Koning;Huib K. Tabbers;Remy M. J. P. Rikers;Fred Paas

  • Instructional Compensation for Age-Related Cognitive Declines: Effects of Goal Specificity in Maze Learning

    Fred Paas;Gino Camp;Remy Rikers

  • Students' conceptions of constructivist learning: a comparison between a traditional and a problem-based learning curriculum.

    Sofie M. M. Loyens;Remy M. J. P. Rikers;Henk G. Schmidt

Frequent Co-Authors

Henk G. Schmidt
Henk G. Schmidt Erasmus University Rotterdam
Fred Paas
Fred Paas Erasmus University Rotterdam
Anique B. H. de Bruin
Anique B. H. de Bruin Maastricht University
Tamara van Gog
Tamara van Gog Utrecht University
Henny P. A. Boshuizen
Henny P. A. Boshuizen The Open University
K. Anders Ericsson
K. Anders Ericsson Florida State University
Chris Visscher
Chris Visscher University Medical Center Groningen
Peter A. Hancock
Peter A. Hancock University of Central Florida
Paul Ayres
Paul Ayres University of New South Wales
Jeroen J. G. van Merriënboer
Jeroen J. G. van Merriënboer Maastricht University

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