Yvonne Vermetten - Academia.edu (original) (raw)

Papers by Yvonne Vermetten

Computers in Human Behavior, 2005

In (higher) education students are often faced with information problems: tasks or assignments th... more In (higher) education students are often faced with information problems: tasks or assignments that require them to identify information needs, locate corresponding information sources, extract and organize relevant information from each source, and synthesize information from a variety of sources. It is often assumed that students master this complex cognitive skill of information problem solving all by themselves. In our point of view, however, explicit and intensive instruction is necessary. A skill decomposition is needed in order to design instruction that fosters the development of information problem solving. This research analyzes the information problem solving process of novices and experts in order to reach a detailed skill decomposition. Results reveal that experts spend more time on the main skill 'define problem' and more often activate their prior knowledge, elaborate on the content, and regulate their process. Furthermore, experts and novices show little differences in the way they search the Internet. These findings formed the basis for formulating instructional guidelines.

... Summerfield and Youngman (1999) investigated relationships between personality and educationa... more ... Summerfield and Youngman (1999) investigated relationships between personality and educational attainment. ... Other variables, such as former attainment ( Summerfield &amp;amp;amp; Youngman, 1999) and informal learning might explain additional variance in this respect. ...

Personality and Individual Differences, 2002

Learning and Instruction, 2002

This study aimed at measuring the effects of a university educational reform project on student l... more This study aimed at measuring the effects of a university educational reform project on student learning, and individual differences in students' responses to similar instructional measures. The reforms mainly failed to influence reported learning strategies in the direction of more deep and self-regulated learning. One explanation for this could be that the instructional measures were not powerful enough to create more deep-level learning strategies. In a second study, a different explanation was explored. It was found that student groups with different learner characteristics tend to use instructional measures in different ways, such that they suit their own habits, ideas and preferences of learning well. This makes it quite clear that direct influence of instructional measures on learning processes does not take place. We explore suggestions for adapting instructional practice. 

Higher Education, 2006

An important purpose of higher social work education is to guide students to acquire and develop ... more An important purpose of higher social work education is to guide students to acquire and develop social-communicative competencies. The purpose of this study was to investigate the role students' personality characteristics, self-perceived communicative competence and learning conceptions play in the acquisition and development of social-communicative competencies. We designed and tested a hypothetical model on the student-related variables -self-perceived communicative competence, learning conceptions and reported learning activities regarding communication -in relation to performance scores. We were interested in developmental trends in the above mentioned variables. We also wanted to gain insight into the relationships among the variables. The study was set up according to a longitudinal, within-subjects design in order to study intra-individual changes. One-hundred and twenty-three first-year social-work students participated in this study. Many changes were found in students characteristics, reported deployed learning activities and study results during their first academic year. Except for confidence in ''showing sympathy'', which was already relatively high at the beginning of the study, all scores on aspects of students' self-perceived social-communicative competence increased. Assessment scores on comparable communication tests also increased significantly. Extraversion and emotional stability were the only two personality characteristics, which seemed rather stable. Agreeableness decreased while autonomy increased continuously during the first academic year. It seemed to be possible to set up a model, which may serve as a starting point for further research into the development of social-communicative competence.

Educational Psychology Review, 2004

This paper reviews the research conducted in the last decade on patterns in student learning, mos... more This paper reviews the research conducted in the last decade on patterns in student learning, mostly in higher education. More specifically, the review focuses on a series of studies that have in common (a) the use of the Inventory of Learning Styles (ILS), an ...

Contemporary Educational Psychology, 2001

The aim of this study was to contribute to the development of an integrated theory on individual ... more The aim of this study was to contribute to the development of an integrated theory on individual learning differences. To that end, theories on learning styles, personality, and achievement motivation were combined in an explanatory model (tested with structural equation modelling). Goal orientations play an important role in this model, situated between personality traits and theories of intelligence, on the one hand, and learning strategy constructs (surface learning and deep learning), on the other. Surface-level strategies were related to entity theory beliefs and ego orientation as well as to conscientiousness, agreeableness, and effort orientation. Deep-level strategies were only directly related to task orientation and intellect. The relations found shed more light on what individual differences in learning consist of and help explain regularities in learning behavior. Copyright 2001 Academic Press.

Computers in Human Behavior, 2005

In (higher) education students are often faced with information problems: tasks or assignments th... more In (higher) education students are often faced with information problems: tasks or assignments that require them to identify information needs, locate corresponding information sources, extract and organize relevant information from each source, and synthesize information from a variety of sources. It is often assumed that students master this complex cognitive skill of information problem solving all by themselves. In our point of view, however, explicit and intensive instruction is necessary. A skill decomposition is needed in order to design instruction that fosters the development of information problem solving. This research analyzes the information problem solving process of novices and experts in order to reach a detailed skill decomposition. Results reveal that experts spend more time on the main skill Ôdefine problemÕ and more often activate their prior knowledge, elaborate on the content, and regulate their process. Furthermore, experts and novices show little differences in the way they search the Internet. These findings formed the basis for formulating instructional guidelines.

Computers in Human Behavior, 2008

This is a pre-print of: Wopereis, I., Brand-Gruwel, S., & Vermetten, Y. (2008). The effect of emb... more This is a pre-print of: Wopereis, I., Brand-Gruwel, S., & Vermetten, Y. (2008). The effect of embedded instruction on solving information problems. Computers in Human Behavior, 24, 738-752. Copyright Elsevier; available online at

British Journal of Educational Psychology, 2003

Background. An important purpose of education in the field of social work is the development of s... more Background. An important purpose of education in the field of social work is the development of social-communicative competence and students' individual learning theories (ILTs) concerning this domain.

British Journal of Educational Psychology, 1999

Background. An important purpose of tertiary education is that students develop more advanced, de... more Background. An important purpose of tertiary education is that students develop more advanced, deep-level learning. Longitudinal, within-subject studies to examine intra-individual changes, however, are scarce.

The present study addressed the question of consistency and variability in learning strategies. F... more The present study addressed the question of consistency and variability in learning strategies. Four university courses provided different learning contexts. The same group of students reported about their learning strategies by completing identical questionnaires on each of these courses. Participants were 85 students attending the first year of Law studies. A second study consisted of 63 students attending similar courses in the following academic

Strategische kennis over het oplossen van informatieproblemen ... Feddes, R., Vermetten, Y., Bran... more Strategische kennis over het oplossen van informatieproblemen ... Feddes, R., Vermetten, Y., Brand-Gruwel, S., & Wopereis, I. (2003). Strategische kennis over het oplossen van informatieproblemen: een exploratief onderzoek [Strategic knowledge about information ...

Datum afdruk 17 februari 2004 Opgeslagen E:\ARCHIEF\ARCHIEF 1-10-99 TM 1-4-2000\ELO 1.1\PRODUCTEN... more Datum afdruk 17 februari 2004 Opgeslagen E:\ARCHIEF\ARCHIEF 1-10-99 TM 1-4-2000\ELO 1.1\PRODUCTEN\ELO1-1RAP00V01.DOC ... Versie Acroniem Datum Wijziging 0.1 HHE 3 april 2000 Conceptversie (zonder bijlage) 1.0 HHE 27 apr. 2000 Definitieve versie (met ...

Computers in Human Behavior, 2005

Personality and Individual Differences, 2002

Learning and Instruction, 2002

Higher Education, 2006

Educational Psychology Review, 2004

Contemporary Educational Psychology, 2001

Computers in Human Behavior, 2005

In (higher) education students are often faced with information problems: tasks or assignments th... more In (higher) education students are often faced with information problems: tasks or assignments that require them to identify information needs, locate corresponding information sources, extract and organize relevant information from each source, and synthesize information from a variety of sources. It is often assumed that students master this complex cognitive skill of information problem solving all by themselves. In our point of view, however, explicit and intensive instruction is necessary. A skill decomposition is needed in order to design instruction that fosters the development of information problem solving. This research analyzes the information problem solving process of novices and experts in order to reach a detailed skill decomposition. Results reveal that experts spend more time on the main skill Ôdefine problemÕ and more often activate their prior knowledge, elaborate on the content, and regulate their process. Furthermore, experts and novices show little differences in the way they search the Internet. These findings formed the basis for formulating instructional guidelines.

Computers in Human Behavior, 2008

British Journal of Educational Psychology, 2003

British Journal of Educational Psychology, 1999