Stefanie Adriaensens | University of Antwerp (original) (raw)
Papers by Stefanie Adriaensens
Dit boek bundelt de belangrijkste inzichten uit een grootschalig onderzoek naar het zorgbeleid in... more Dit boek bundelt de belangrijkste inzichten uit een grootschalig onderzoek naar het zorgbeleid in Vlaamse basis- en secundaire scholen. Aan de basis van dit onderzoek ligt een geïntegreerde visie op zorg, waarbij de leraar een centrale rol vervult in het opnemen van zorgtaken en hierbij ondersteund wordt door een goed uitgebouwd zorgbeleid op school. De auteurs bespreken niet alleen de resultaten maar reiken ook concrete handvatten aan om een geïntegreerde zorgverlening op school uit te bouwen. Wat zijn de kenmerken van een geïntegreerd zorgbeleid op school? En op welke manier beïnvloeden deze kenmerken de mate waarin leraren zich opgewassen voelen om zorgtaken op te nemen? Hoe kan de zorgverantwoordelijke een meerwaarde betekenen? En welke zorg nemen leraren juist op in de klas? Het zijn enkele vragen waarop dit boek een antwoord geeft. Dit boek wil niet alleen directies, zorgverantwoordelijken of schoolondersteuners, maar ook leraren en aspirant leraren inspireren bij de realisati...
... Vincent; Petegem, Van, Peter (in: Exploring styles to enhance learning and teaching in divers... more ... Vincent; Petegem, Van, Peter (in: Exploring styles to enhance learning and teaching in diverse contexts / Pedrosa-de-Jesus, H. [edit.]; ea; 2010). ... Het ILS-instrument voor leerstijlen: een methodologische kanttekening. Petegem, Van, Peter; Maeyer, de, Sven (Tijdschrift voor ...
Purpose: The theory that self-esteem is substantially constructed based on social interactions i... more Purpose:
The theory that self-esteem is substantially constructed based on social interactions implies that having a stutter could have a negative impact on self-esteem. Specifically, self-esteem during adolescence, a period of life characterized by increased self-consciousness, could be at risk. In addition to studying mean differences between stuttering and non-stuttering adolescents, this article concentrates on the influence of stuttering severity on domain-specific and general self-esteem. Subsequently, we investigate if covert processes on negative communication attitudes, experienced stigma, non-disclosure of stuttering, and (mal)adaptive perfectionism mediate the relationship between stuttering severity and self-esteem.
Methods:
Our sample comprised 55 stuttering and 76 non-stuttering adolescents. They were asked to fill in a battery of questionnaires, consisting of: Subjective Screening of Stuttering, Self-Perception Profile for Adolescents, Erickson S-24, Multidimensional Perfectionism Scale, and the Stigmatization and Disclosure in Adolescents Who Stutter Scale.
Results:
SEM (structural equation modeling) analyses showed that stuttering severity negatively influences adolescents' evaluations of social acceptance, school competence, the competence to experience a close friendship, and global self-esteem. Maladaptive perfectionism and especially negative communication attitudes fully mediate the negative influence of stuttering severity on self-esteem. Group comparison showed that the mediation model applies to both stuttering and non-stuttering adolescents.
Conclusion:
We acknowledge the impact of having a stutter on those domains of the self in which social interactions and communication matter most. We then accentuate that negative attitudes about communication situations and excessive worries about saying things in ways they perceive as wrong are important processes to consider with regard to the self-esteem of adolescents who stutter. Moreover, we provide evidence that these covert processes also need to be addressed when helping adolescents who are insecure about their fluency in general.
Assessment & Evaluation in Higher Education, 2011
ABSTRACT Society has become more complex in recent decades, and this has increased the demands pl... more ABSTRACT Society has become more complex in recent decades, and this has increased the demands placed on the educational system and the teaching profession. This study focuses on the development and validation of an instrument that measures the basic skills of beginning teachers. The instrument was developed according to scientific knowledge on teacher skills and their legal context as described by the Flemish government. Teacher competencies are measured along three aspects: behaviour, capability and beliefs. Construct validation took place in two rounds, using data obtained from a survey of beginning secondary teachers that was conducted in September 2008 and June 2009. Exploratory factor analyses with oblique rotation resulted in 12 reliable scales, containing a total of 60 items. The instrument can be used in teacher‐training institutes to explore the basic skills of graduating students. It can also be used in schools to initiate a process of reflection amongst beginning teachers and to adapt the induction programme to the needs of each beginning teacher.
Dit boek bundelt de belangrijkste inzichten uit een grootschalig onderzoek naar het zorgbeleid in... more Dit boek bundelt de belangrijkste inzichten uit een grootschalig onderzoek naar het zorgbeleid in Vlaamse basis- en secundaire scholen. Aan de basis van dit onderzoek ligt een geïntegreerde visie op zorg, waarbij de leraar een centrale rol vervult in het opnemen van zorgtaken en hierbij ondersteund wordt door een goed uitgebouwd zorgbeleid op school. De auteurs bespreken niet alleen de resultaten maar reiken ook concrete handvatten aan om een geïntegreerde zorgverlening op school uit te bouwen. Wat zijn de kenmerken van een geïntegreerd zorgbeleid op school? En op welke manier beïnvloeden deze kenmerken de mate waarin leraren zich opgewassen voelen om zorgtaken op te nemen? Hoe kan de zorgverantwoordelijke een meerwaarde betekenen? En welke zorg nemen leraren juist op in de klas? Het zijn enkele vragen waarop dit boek een antwoord geeft. Dit boek wil niet alleen directies, zorgverantwoordelijken of schoolondersteuners, maar ook leraren en aspirant leraren inspireren bij de realisati...
... Vincent; Petegem, Van, Peter (in: Exploring styles to enhance learning and teaching in divers... more ... Vincent; Petegem, Van, Peter (in: Exploring styles to enhance learning and teaching in diverse contexts / Pedrosa-de-Jesus, H. [edit.]; ea; 2010). ... Het ILS-instrument voor leerstijlen: een methodologische kanttekening. Petegem, Van, Peter; Maeyer, de, Sven (Tijdschrift voor ...
Purpose: The theory that self-esteem is substantially constructed based on social interactions i... more Purpose:
The theory that self-esteem is substantially constructed based on social interactions implies that having a stutter could have a negative impact on self-esteem. Specifically, self-esteem during adolescence, a period of life characterized by increased self-consciousness, could be at risk. In addition to studying mean differences between stuttering and non-stuttering adolescents, this article concentrates on the influence of stuttering severity on domain-specific and general self-esteem. Subsequently, we investigate if covert processes on negative communication attitudes, experienced stigma, non-disclosure of stuttering, and (mal)adaptive perfectionism mediate the relationship between stuttering severity and self-esteem.
Methods:
Our sample comprised 55 stuttering and 76 non-stuttering adolescents. They were asked to fill in a battery of questionnaires, consisting of: Subjective Screening of Stuttering, Self-Perception Profile for Adolescents, Erickson S-24, Multidimensional Perfectionism Scale, and the Stigmatization and Disclosure in Adolescents Who Stutter Scale.
Results:
SEM (structural equation modeling) analyses showed that stuttering severity negatively influences adolescents' evaluations of social acceptance, school competence, the competence to experience a close friendship, and global self-esteem. Maladaptive perfectionism and especially negative communication attitudes fully mediate the negative influence of stuttering severity on self-esteem. Group comparison showed that the mediation model applies to both stuttering and non-stuttering adolescents.
Conclusion:
We acknowledge the impact of having a stutter on those domains of the self in which social interactions and communication matter most. We then accentuate that negative attitudes about communication situations and excessive worries about saying things in ways they perceive as wrong are important processes to consider with regard to the self-esteem of adolescents who stutter. Moreover, we provide evidence that these covert processes also need to be addressed when helping adolescents who are insecure about their fluency in general.
Assessment & Evaluation in Higher Education, 2011
ABSTRACT Society has become more complex in recent decades, and this has increased the demands pl... more ABSTRACT Society has become more complex in recent decades, and this has increased the demands placed on the educational system and the teaching profession. This study focuses on the development and validation of an instrument that measures the basic skills of beginning teachers. The instrument was developed according to scientific knowledge on teacher skills and their legal context as described by the Flemish government. Teacher competencies are measured along three aspects: behaviour, capability and beliefs. Construct validation took place in two rounds, using data obtained from a survey of beginning secondary teachers that was conducted in September 2008 and June 2009. Exploratory factor analyses with oblique rotation resulted in 12 reliable scales, containing a total of 60 items. The instrument can be used in teacher‐training institutes to explore the basic skills of graduating students. It can also be used in schools to initiate a process of reflection amongst beginning teachers and to adapt the induction programme to the needs of each beginning teacher.