Marjon Fokkens-Bruinsma | University of Groningen (original) (raw)
Papers by Marjon Fokkens-Bruinsma
Cultivating Teacher Resilience
Preservice teachers face the complex challenge of balancing the requirements of teacher education... more Preservice teachers face the complex challenge of balancing the requirements of teacher education programmes and schools and developing a professional identity as a teacher. Developing the knowledge and skills to manage working as a teacher is important to prevent emotional exhaustion during teacher education and later in the teaching career. Therefore, it is important to begin building resilience during the teacher education programme. Dutch policymakers and teacher educators recognize this need; however, there are currently no structural practices in teacher education programmes to help preservice teachers build resilience. Thus, introducing the BRiTE framework and modules could be a beneficial opportunity for Dutch teacher education. This chapter focuses on describing the Dutch teacher education context and teacher educators' perceptions of resilience. We also discuss how the BRiTE modules can be implemented in Dutch teacher education programmes. Keywords Resilience • Preservice teachers • BRiTE • Dutch teacher education programmes • Implementation 9.1 Introduction By sending you this email I want to express that I am not doing so well at the moment. Last week I was feeling ill, but mainly stressed out. I also noticed that I have been feeling down. Since Christmas holidays, I noticed that the pressure from school and my field experience made me push myself to the limit. This made me dislike education, which made me feel bad, especially since I was very enthusiastic in the beginning.
Frontiers in Psychology
A wealth of evidence has indicated that both students and teachers experience high levels of stre... more A wealth of evidence has indicated that both students and teachers experience high levels of stress, burnout, and ultimately compromised well-being in the university context. However, although numerous studies have investigated well-being among university students, and some studies have addressed well-being among university teachers, these lines of research are often conducted in isolation from one another. This is surprising, as the importance of considering reciprocal links between students and teachers has been suggested in numerous empirical studies. Additionally, when researching well-being in academia, conceptualizations of well-being differ from study-to-study. The present research therefore investigated how students and teachers conceptualize well-being at the university based on their personal experiences, as well as how student and teacher well-being interact. To examine this, six university students (50% female), and ten teachers (50% female) from Germany and the Netherlands participated in semi-structured interviews. Qualitative analysis using a multistage coding process revealed detailed insights concerning students’ and teachers’ perceptions of well-being that coincided with positive psychology, resilience, multifaceted, and basic psychological need fulfillment approaches. Moreover, an interaction between students’ and teachers’ well-being became apparent, including several factors such as the student-teacher relationship, that contributed to both population’s well-being. The present findings lend evidence towards a more coherent conceptualization of well-being for further research and are discussed in terms of suggestions for initiatives that simultaneously support both populations, for example, through the student-teacher relationship.
Teachers and Teaching
This study focused on the question of how to enhance a mastery-goal orientation in the classroom.... more This study focused on the question of how to enhance a mastery-goal orientation in the classroom. We started from the perspective of the achievement goal theory, which assumes that the goals that students have (personal goals) relate to the goals that are set in the classroom (classroom goal structures). In classrooms where teachers focus on learning and effort-instead of normative standards and social comparison-mastery goals are enhanced. This type of classroom can be endorsed by focusing on the following classroom structures: Task design, Autonomy, Recognition, Grouping, Evaluation, and Time (TARGET). The present study investigated how classroom goal structures as perceived by students are related to students' personal goals. Based on survey data from 501 students from three secondary schools in the Netherlands, we found that the Task design dimension, concerning designing challenging and varied tasks, and the Time dimension, concerning e.g., pacing, predicted both masteryapproach and avoidance goals. Our findings provide insight in how perceived classroom goal structures are related to students' personal goals that focus on understanding/competence, thus informing teachers and educational developers where to start when it comes to improving student motivation.
European Journal of Teacher Education
The Teacher Educator
One of the causes of the science teacher shortage is the low enrollment in science teacher educat... more One of the causes of the science teacher shortage is the low enrollment in science teacher education. In the Netherlands, science undergraduates can enroll in a half-year teaching course that leads to a teacher qualification for junior secondary education. The goal is that these undergraduates continue in teacher education to obtain a full qualification. The present study investigated how self-efficacy was related to continuing in teacher education, and to commitment, perceived workload, and stress. Moreover, we investigated how mastery experiences, vicarious experiences, social persuasions, and emotional states influenced self-efficacy. Findings based on 69 science undergraduates showed that self-efficacy was positively related to commitment and negatively to workload and stress, but unrelated to continuing in teacher education. Mastery experiences and positive emotional states explained variance in self-efficacy. We call for more research that investigates all sources of self-efficacy and for more attention to preservice teachers' emotional states in research and practice.
![Research paper thumbnail of Wat motiveerde je om docent te worden? Relaties met professionele betrokkenheid en vertrouwen in eigen kunnen bij beginnende en ervaren docenten [What motivated you to become a teacher? Relationships with professional commitment and self-efficacy of beginning and experienced teachers]](https://attachments.academia-assets.com/71680465/thumbnails/1.jpg)
](Pedagogische Studiën, 2011
Om meer inzicht te krijgen in het lerarentekort zijn vooral de vragen van belang hoe studenten aa... more Om meer inzicht te krijgen in het lerarentekort zijn vooral de vragen van belang hoe studenten aan te trekken tot het leraarsberoep Wat motiveerde je om docent te worden? Relaties met professionele betrokkenheid en vertrouwen in eigen kunnen bij beginnende en ervaren docenten in het voorgezet onderwijs M. Fokkens-Bruinsma en E. T. Canrinus
Research Papers in Education
This meta-analytic review examines the relationships between students' sense of school belonging ... more This meta-analytic review examines the relationships between students' sense of school belonging and students' motivational, social-emotional, behavioural, and academic functioning in secondary education. Moreover, it examines to what extent these relationships differ between different student groups (grade level, SES), measurement instruments, and region. The metaanalysis included 82 correlational studies, published in peerreviewed journals between 2000 and 2018. Results revealed, on average, a small positive correlation with academic achievement, and small to moderate positive correlations with motivational outcomes such as mastery goal orientations; with socialemotional outcomes such as self-concept and self-efficacy; and with behavioural outcomes such as behavioural, cognitive, and agentic engagement. A small negative correlation is observed with absence and dropout rates. Similar results are found across different student groups (grade level, SES). Although the results vary to some extent across measurement instruments and region, generally, the results reveal that school belonging plays an important role in students' school life.
Electronic Journal of Research in Educational Psychology, 2006
The purpose of this study was to propose and test a motivational model of performance by integrat... more The purpose of this study was to propose and test a motivational model of performance by integrating constructs from self-concept and self-determination theories and to explore cultural group differences in the model. To this end, self-report measures of global self-esteem, academic self-concept, academic motivation and academic performance were collected from Asian and European graduate students. Analysis consisted of structural equation models for the overall sample (N=181) and for separate cultural groups (Asian = 94) and European = 87). In the overall sample, the proposed model did fit the data reasonably with all proposed path coefficients being statistically significant. In the separate cultural group analyses although the models fit both samples data, one path coefficient was not found to be significant in the Asian sub-sample. The results are discussed using self-concept and selfdetermination theories as well as cultural difference perspectives.
Electronic Journal of Research in Educational Psychology, 2006
Http Dx Doi Org 10 1080 02619760903512927, Mar 24, 2010
This study investigated 198 pre‐service teachers’ intrinsic and extrinsic motivation for becoming... more This study investigated 198 pre‐service teachers’ intrinsic and extrinsic motivation for becoming teachers and focused on the distinction between adaptive motives, which promote lasting and effective engagement, and maladaptive motives, which promote superficial engagement. We examined the relationships with teacher self‐efficacy, the quality of the teacher training programme, classroom teaching experiences and the time pre‐service teachers expect to spend in
Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación
Literature distinguishes three complexes of factors that affect university achievement. Firstly, ... more Literature distinguishes three complexes of factors that affect university achievement. Firstly, factors related to characteristics of the education system and study financing. Secondly, Factors related to how institutions organise their education. Finally, these concern student characteristics. The effects on achievement were examined. Dutch first-year university students filled in a self-report questionnaire on motivation and deep information processing. Further, student ratings provided information on quality of courses. Finally, information on quantity of courses, in terms of number of contact hours was obtained through study guides. Multilevel analyses showed that ability, motivation, quality of assessment and the numbers of self-study hours, active hours and passive hours, affected achievement.
Marjon Bruinsma concludeert in haar proefschrift dat voor een goede studievoortgang in het hoger ... more Marjon Bruinsma concludeert in haar proefschrift dat voor een goede studievoortgang in het hoger onderwijs de volgende factoren van belang zijn: het gemiddelde eindexamencijfer van de middelbare school, de motivatie van de student, de studielast, de kwaliteit van het doceergedrag en de kwaliteit van de instructie. De verwachte relatie tussen de mate van diepgaande leerstofverwerking en studievoortgang kon zij niet aantonen. Voor haar onderzoek verzamelde Bruinsma gegevens over studiemotivatie, leerstofverwerking en de ervaren kwaliteit van instructie van ongeveer 1100 eerstejaarsstudenten van de RUG.
International Journal of Educational Research, 2014
School Effectiveness and School Improvement, 2007
Several factors in the H. J. Walberg Educational Productivity Model, which assumes that 9 factors... more Several factors in the H. J. Walberg Educational Productivity Model, which assumes that 9 factors affect academic achievement, were examined with a limited sample of 1st-year students in the University of Groningen. Information concerning 8 of these factors—grades, motivation, age, prior achievement, home environment, support from peers, classroom environment, quality of instruction, and quantity of instruction—was collected through the departmental
Learning and Instruction, 2004
This study investigated the question of whether a student's expectancy, values and negative affec... more This study investigated the question of whether a student's expectancy, values and negative affect influenced their deep information processing approach and achievement at the end of the first and second academic year. Five hundred and sixty-five first-year students completed a self-report questionnaire on three different occasions. The departmental administrations provided data on the students' achievement. Covariance analysis indicated that student's expectancy and values positively affected the total number of credits. However, the expected relationship through the deep information processing approach was not found. Even though the analysis showed a relationship between students' expectancy, values and the deep information processing approach, this approach did not affect academic achievement.
Higher Education Research & Development, 2009
The goal of this study was to illustrate survival analysis with higher education data and gain in... more The goal of this study was to illustrate survival analysis with higher education data and gain insight into a limited set of factors that predict when students passed their first‐year examination at a Dutch university. Study participants consisted of 565 first‐year students in four departments. Data were collected on when students pass their first‐year examination, prior achievement and procrastination. The
European Journal of Teacher Education, 2010
This study investigated 198 pre‐service teachers’ intrinsic and extrinsic motivation for becoming... more This study investigated 198 pre‐service teachers’ intrinsic and extrinsic motivation for becoming teachers and focused on the distinction between adaptive motives, which promote lasting and effective engagement, and maladaptive motives, which promote superficial engagement. We examined the relationships with teacher self‐efficacy, the quality of the teacher training programme, classroom teaching experiences and the time pre‐service teachers expect to spend in
Educational Research and Evaluation, 2005
This research project investigated the relationship between students' pre-entry character... more This research project investigated the relationship between students' pre-entry characteristics, perceptions of the learning environment, reported work discipline, the use of deep information processing strategies, and academic achievement. Ability measured by grade-point average in pre-university education was the most important predictor of achievement, followed by work discipline, age, and gender. Involvement, work discipline, and perceived course difficulty affected the perception
Cultivating Teacher Resilience
Preservice teachers face the complex challenge of balancing the requirements of teacher education... more Preservice teachers face the complex challenge of balancing the requirements of teacher education programmes and schools and developing a professional identity as a teacher. Developing the knowledge and skills to manage working as a teacher is important to prevent emotional exhaustion during teacher education and later in the teaching career. Therefore, it is important to begin building resilience during the teacher education programme. Dutch policymakers and teacher educators recognize this need; however, there are currently no structural practices in teacher education programmes to help preservice teachers build resilience. Thus, introducing the BRiTE framework and modules could be a beneficial opportunity for Dutch teacher education. This chapter focuses on describing the Dutch teacher education context and teacher educators' perceptions of resilience. We also discuss how the BRiTE modules can be implemented in Dutch teacher education programmes. Keywords Resilience • Preservice teachers • BRiTE • Dutch teacher education programmes • Implementation 9.1 Introduction By sending you this email I want to express that I am not doing so well at the moment. Last week I was feeling ill, but mainly stressed out. I also noticed that I have been feeling down. Since Christmas holidays, I noticed that the pressure from school and my field experience made me push myself to the limit. This made me dislike education, which made me feel bad, especially since I was very enthusiastic in the beginning.
Frontiers in Psychology
A wealth of evidence has indicated that both students and teachers experience high levels of stre... more A wealth of evidence has indicated that both students and teachers experience high levels of stress, burnout, and ultimately compromised well-being in the university context. However, although numerous studies have investigated well-being among university students, and some studies have addressed well-being among university teachers, these lines of research are often conducted in isolation from one another. This is surprising, as the importance of considering reciprocal links between students and teachers has been suggested in numerous empirical studies. Additionally, when researching well-being in academia, conceptualizations of well-being differ from study-to-study. The present research therefore investigated how students and teachers conceptualize well-being at the university based on their personal experiences, as well as how student and teacher well-being interact. To examine this, six university students (50% female), and ten teachers (50% female) from Germany and the Netherlands participated in semi-structured interviews. Qualitative analysis using a multistage coding process revealed detailed insights concerning students’ and teachers’ perceptions of well-being that coincided with positive psychology, resilience, multifaceted, and basic psychological need fulfillment approaches. Moreover, an interaction between students’ and teachers’ well-being became apparent, including several factors such as the student-teacher relationship, that contributed to both population’s well-being. The present findings lend evidence towards a more coherent conceptualization of well-being for further research and are discussed in terms of suggestions for initiatives that simultaneously support both populations, for example, through the student-teacher relationship.
Teachers and Teaching
This study focused on the question of how to enhance a mastery-goal orientation in the classroom.... more This study focused on the question of how to enhance a mastery-goal orientation in the classroom. We started from the perspective of the achievement goal theory, which assumes that the goals that students have (personal goals) relate to the goals that are set in the classroom (classroom goal structures). In classrooms where teachers focus on learning and effort-instead of normative standards and social comparison-mastery goals are enhanced. This type of classroom can be endorsed by focusing on the following classroom structures: Task design, Autonomy, Recognition, Grouping, Evaluation, and Time (TARGET). The present study investigated how classroom goal structures as perceived by students are related to students' personal goals. Based on survey data from 501 students from three secondary schools in the Netherlands, we found that the Task design dimension, concerning designing challenging and varied tasks, and the Time dimension, concerning e.g., pacing, predicted both masteryapproach and avoidance goals. Our findings provide insight in how perceived classroom goal structures are related to students' personal goals that focus on understanding/competence, thus informing teachers and educational developers where to start when it comes to improving student motivation.
European Journal of Teacher Education
The Teacher Educator
One of the causes of the science teacher shortage is the low enrollment in science teacher educat... more One of the causes of the science teacher shortage is the low enrollment in science teacher education. In the Netherlands, science undergraduates can enroll in a half-year teaching course that leads to a teacher qualification for junior secondary education. The goal is that these undergraduates continue in teacher education to obtain a full qualification. The present study investigated how self-efficacy was related to continuing in teacher education, and to commitment, perceived workload, and stress. Moreover, we investigated how mastery experiences, vicarious experiences, social persuasions, and emotional states influenced self-efficacy. Findings based on 69 science undergraduates showed that self-efficacy was positively related to commitment and negatively to workload and stress, but unrelated to continuing in teacher education. Mastery experiences and positive emotional states explained variance in self-efficacy. We call for more research that investigates all sources of self-efficacy and for more attention to preservice teachers' emotional states in research and practice.
Pedagogische Studiën, 2011
Om meer inzicht te krijgen in het lerarentekort zijn vooral de vragen van belang hoe studenten aa... more Om meer inzicht te krijgen in het lerarentekort zijn vooral de vragen van belang hoe studenten aan te trekken tot het leraarsberoep Wat motiveerde je om docent te worden? Relaties met professionele betrokkenheid en vertrouwen in eigen kunnen bij beginnende en ervaren docenten in het voorgezet onderwijs M. Fokkens-Bruinsma en E. T. Canrinus
Research Papers in Education
This meta-analytic review examines the relationships between students' sense of school belonging ... more This meta-analytic review examines the relationships between students' sense of school belonging and students' motivational, social-emotional, behavioural, and academic functioning in secondary education. Moreover, it examines to what extent these relationships differ between different student groups (grade level, SES), measurement instruments, and region. The metaanalysis included 82 correlational studies, published in peerreviewed journals between 2000 and 2018. Results revealed, on average, a small positive correlation with academic achievement, and small to moderate positive correlations with motivational outcomes such as mastery goal orientations; with socialemotional outcomes such as self-concept and self-efficacy; and with behavioural outcomes such as behavioural, cognitive, and agentic engagement. A small negative correlation is observed with absence and dropout rates. Similar results are found across different student groups (grade level, SES). Although the results vary to some extent across measurement instruments and region, generally, the results reveal that school belonging plays an important role in students' school life.
Electronic Journal of Research in Educational Psychology, 2006
The purpose of this study was to propose and test a motivational model of performance by integrat... more The purpose of this study was to propose and test a motivational model of performance by integrating constructs from self-concept and self-determination theories and to explore cultural group differences in the model. To this end, self-report measures of global self-esteem, academic self-concept, academic motivation and academic performance were collected from Asian and European graduate students. Analysis consisted of structural equation models for the overall sample (N=181) and for separate cultural groups (Asian = 94) and European = 87). In the overall sample, the proposed model did fit the data reasonably with all proposed path coefficients being statistically significant. In the separate cultural group analyses although the models fit both samples data, one path coefficient was not found to be significant in the Asian sub-sample. The results are discussed using self-concept and selfdetermination theories as well as cultural difference perspectives.
Electronic Journal of Research in Educational Psychology, 2006
Http Dx Doi Org 10 1080 02619760903512927, Mar 24, 2010
This study investigated 198 pre‐service teachers’ intrinsic and extrinsic motivation for becoming... more This study investigated 198 pre‐service teachers’ intrinsic and extrinsic motivation for becoming teachers and focused on the distinction between adaptive motives, which promote lasting and effective engagement, and maladaptive motives, which promote superficial engagement. We examined the relationships with teacher self‐efficacy, the quality of the teacher training programme, classroom teaching experiences and the time pre‐service teachers expect to spend in
Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación
Literature distinguishes three complexes of factors that affect university achievement. Firstly, ... more Literature distinguishes three complexes of factors that affect university achievement. Firstly, factors related to characteristics of the education system and study financing. Secondly, Factors related to how institutions organise their education. Finally, these concern student characteristics. The effects on achievement were examined. Dutch first-year university students filled in a self-report questionnaire on motivation and deep information processing. Further, student ratings provided information on quality of courses. Finally, information on quantity of courses, in terms of number of contact hours was obtained through study guides. Multilevel analyses showed that ability, motivation, quality of assessment and the numbers of self-study hours, active hours and passive hours, affected achievement.
Marjon Bruinsma concludeert in haar proefschrift dat voor een goede studievoortgang in het hoger ... more Marjon Bruinsma concludeert in haar proefschrift dat voor een goede studievoortgang in het hoger onderwijs de volgende factoren van belang zijn: het gemiddelde eindexamencijfer van de middelbare school, de motivatie van de student, de studielast, de kwaliteit van het doceergedrag en de kwaliteit van de instructie. De verwachte relatie tussen de mate van diepgaande leerstofverwerking en studievoortgang kon zij niet aantonen. Voor haar onderzoek verzamelde Bruinsma gegevens over studiemotivatie, leerstofverwerking en de ervaren kwaliteit van instructie van ongeveer 1100 eerstejaarsstudenten van de RUG.
International Journal of Educational Research, 2014
School Effectiveness and School Improvement, 2007
Several factors in the H. J. Walberg Educational Productivity Model, which assumes that 9 factors... more Several factors in the H. J. Walberg Educational Productivity Model, which assumes that 9 factors affect academic achievement, were examined with a limited sample of 1st-year students in the University of Groningen. Information concerning 8 of these factors—grades, motivation, age, prior achievement, home environment, support from peers, classroom environment, quality of instruction, and quantity of instruction—was collected through the departmental
Learning and Instruction, 2004
This study investigated the question of whether a student's expectancy, values and negative affec... more This study investigated the question of whether a student's expectancy, values and negative affect influenced their deep information processing approach and achievement at the end of the first and second academic year. Five hundred and sixty-five first-year students completed a self-report questionnaire on three different occasions. The departmental administrations provided data on the students' achievement. Covariance analysis indicated that student's expectancy and values positively affected the total number of credits. However, the expected relationship through the deep information processing approach was not found. Even though the analysis showed a relationship between students' expectancy, values and the deep information processing approach, this approach did not affect academic achievement.
Higher Education Research & Development, 2009
The goal of this study was to illustrate survival analysis with higher education data and gain in... more The goal of this study was to illustrate survival analysis with higher education data and gain insight into a limited set of factors that predict when students passed their first‐year examination at a Dutch university. Study participants consisted of 565 first‐year students in four departments. Data were collected on when students pass their first‐year examination, prior achievement and procrastination. The
European Journal of Teacher Education, 2010
This study investigated 198 pre‐service teachers’ intrinsic and extrinsic motivation for becoming... more This study investigated 198 pre‐service teachers’ intrinsic and extrinsic motivation for becoming teachers and focused on the distinction between adaptive motives, which promote lasting and effective engagement, and maladaptive motives, which promote superficial engagement. We examined the relationships with teacher self‐efficacy, the quality of the teacher training programme, classroom teaching experiences and the time pre‐service teachers expect to spend in
Educational Research and Evaluation, 2005
This research project investigated the relationship between students' pre-entry character... more This research project investigated the relationship between students' pre-entry characteristics, perceptions of the learning environment, reported work discipline, the use of deep information processing strategies, and academic achievement. Ability measured by grade-point average in pre-university education was the most important predictor of achievement, followed by work discipline, age, and gender. Involvement, work discipline, and perceived course difficulty affected the perception