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1. The impact of teachers’ self-efficacy and classroom externalising problem behaviours on emotional exhaustion:Between- and within-person associations

Author

Hoogendijk, Kirsten, Tick, Nouchka T., Hofman, Adriaan W.H., Windig, Rinske J., Holland, Judith G., Severiens, Sabine E., Vuijk, Patricia, van Veen, Dolf, Hoogendijk, Kirsten, Tick, Nouchka T., Hofman, Adriaan W.H., Windig, Rinske J., Holland, Judith G., Severiens, Sabine E., Vuijk, Patricia, and van Veen, Dolf

Abstract

Teaching can be a challenging profession, which puts teachers at high risk for developing burnout symptoms, such as emotional exhaustion. In this study we aim to investigate the interplay between classroom externalising problem behaviours (as a job demand), teachers’ self-efficacy (as a job resource) and emotional exhaustion over a school year. Conducting three measurements during a school year among 103 Dutch primary education teachers, we examine the sensitivity for, and the individual development of, emotional exhaustion. Findings show that emotional exhaustion, classroom externalising problem behaviours, and teachers’ self-efficacy are stable constructs in teachers. Traditional (between-person) cross-lagged panel models indicate that teachers with low levels of self-efficacy are more likely to develop emotional exhaustion during the school year, compared to their colleagues. We found no evidence that teachers confronted with classroom externalising problem behaviours were more likely to develop emotional exhaustion. Random intercept (within-person) cross-lagged panel models indicate that teachers with high levels of classroom externalising problem behaviours do not show increased emotional exhaustion at a later time point. For self-efficacy and emotional exhaustion, we could not estimate the within-person model due to limited variance in the variables. Implications of these findings and suggestions for further research were discussed.

Published
2023

2. Self-Efficacy, Job Satisfaction, Motivation and Commitment: Exploring the Relationships between Indicators of Teachers' Professional Identity

Author

Canrinus, Esther T., Helms-Lorenz, Michelle, Beijaard, Douwe, Buitink, Jaap, and Hofman, Adriaan

Abstract

This study investigates how relevant indicators of teachers' sense of their professional identity (job satisfaction, occupational commitment, self-efficacy and change in level of motivation) are related. A model is proposed, tested with structural equation modelling (SEM) and refined using data from 1,214 Dutch teachers working in secondary education. Classroom self-efficacy and relationship satisfaction play a key influencing role in the relationships between the indicators. Using multiple-group SEM, the parameters of the overall model are similar for the novice, experienced and senior teachers in a constrained model. This aspect of similarity across experience groups is in line with findings of previous research on teachers' professional identity. The present study contributes to the further development of a solid theory on teachers' professional identity, which has been lacking. (Contains 5 tables, 2 figures and 1 footnote.)

Published
2012
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3. Effect of Key2Teach on Dutch teachers’ relationships with students with externalizing problem behavior: a randomized controlled trial

Author

Hoogendijk, Kirsten, Holland, Judith G., Tick, Nouchka T., Hofman, Adriaan W.H., Severiens, Sabine E., Vuijk, Patricia, Maras, Athanasios, van Veen, Dolf, Social and personality development: A transactional approach, Leerstoel Orobio de Castro, Social and personality development: A transactional approach, Leerstoel Orobio de Castro, Teaching and Teacher Education, Research Methods and Techniques, Child and Adolescent Psychiatry / Psychology, and Educational and Developmental Psychology

Subjects
Closeness, Control (management), Intervention, artikel tijdschrift, Coaching, law.invention, Developmental psychology, CLASSROOM, Education, AGE, ACHIEVEMENT, Randomized controlled trial, law, Intervention (counseling), IMPLEMENTATION, Developmental and Educational Psychology, 0501 psychology and cognitive sciences, CONCEPTUALIZATION, CONFLICT, Externalizing problem behavior, business.industry, 05 social sciences, Behavior change, Teacher interaction skills, 050301 education, Educational psychology, CHILD RELATIONSHIPS, Teacher-student relationships, Key2Teach, Mental representation, KINDERGARTEN, BANKING TIME, business, Psychology, DIFFICULTIES, 0503 education, 050104 developmental & child psychology
Abstract

The teacher-student relationship plays an important role in the academic and behavioral development of primary school children with externalizing problem behavior. However, such problem behavior often threatens the quality of the teacher-student relationship. Teacher-focused coaching intervention Key2Teach aims to improve elements of the relationship between teachers and students with externalizing problem behavior and consists of two phases and four building blocks. This intervention provides primary school teachers with insight into their mental representation of the relationship and opportunities to practice functional interaction skills. In a randomized controlled trial (RCT), effects of Key2Teach on different aspects of the relationship between teachers and students with externalizing problem behavior were examined. In two cohorts, 103 dyads consisting of a teacher and a student with externalizing problem behavior in grades 3–6 were assessed three times during a school year. Fifty-three dyads received the intervention (intervention group), whereas 50 dyads received no intervention (control group). Data were collected on teacher-reported teacher-student closeness and conflict, and on teacher interaction skills in various domains. Results show a significant increase in closeness and a decrease in conflict as a result of Key2Teach, with substantial effect sizes. No effects on teacher interaction skills were found. This study indicates that Key2Teach may help teachers to improve elements of the relationship they have with students with externalizing problem behavior. Implications for practice and future research are discussed.

Published
2020

4. Effect of Key2Teach on Dutch teachers’ relationships with students with externalizing problem behavior: a randomized controlled trial

Author

Social and personality development: A transactional approach, Leerstoel Orobio de Castro, Hoogendijk, Kirsten, Holland, Judith G., Tick, Nouchka T., Hofman, Adriaan W.H., Severiens, Sabine E., Vuijk, Patricia, Maras, Athanasios, van Veen, Dolf, Social and personality development: A transactional approach, Leerstoel Orobio de Castro, Hoogendijk, Kirsten, Holland, Judith G., Tick, Nouchka T., Hofman, Adriaan W.H., Severiens, Sabine E., Vuijk, Patricia, Maras, Athanasios, and van Veen, Dolf

Published
2020

6. Longitudinal Peer Network Data in Higher Education

Author

Brouwer, Jasperina, Jansen, Ellen, Flache, Andreas, Hofman, Adriaan, Huisman, Jeroen, Tight, Malcolm, Research and Evaluation of Educational Effectiveness, Teaching and Teacher Education, and Sociology/ICS

Abstract

This chapter employs a longitudinal social network approach to research small group teaching in higher education. Longitudinal social network analyses can provide in-depth understanding of the social dynamics in small groups. Specifically, it is possible to investigate and disentangle the processes by which students make or break social connections with peers and are influenced by them, as well as how those processes relate to group compositions and personal attributes, such as achievement level. With advanced methods for modelling longitudinal social networks, researchers can identify social processes affecting small group teaching and learning.

Published
2018

7. Emergent achievement segregation in freshmenlearning community networks

Author

Brouwer, Jasperina, Flache, Andreas, Jansen, Ellen, Hofman, Adriaan, Steglich, Christian, Brouwer, Jasperina, Flache, Andreas, Jansen, Ellen, Hofman, Adriaan, and Steglich, Christian

Abstract

A common assumption about Freshmen Learning Communities (FLCs) is that academic relationships contribute to students’ success. This study investigates how students inlearning communities connect with fellow students for friendship and academic support. Longitudinal social network data across the first year, collected from 95 Dutch students in eight FLCs, measure both social and academic relational choices within and beyond the FLCs. Using stochastic actor-based models, the study tests two competing hypotheses. The alignment hypothesis states that students connect with their similar-achieving friends for both academic and social support, leading to an alignment of both types of networks over time. In contrast, the duality hypothesis states dissimilarity between academic support networks and friendship networks: students should connect with better-achieving fellow students for academic support and to more similar peers for friendship. The data support the alignment hypothesis but not the duality hypothesis; in addition, they show evidence of achievement segregation in FLCs: the higher the students’ achievement level, the more they connect with other students for both academic support and friendship, relating in particular to peers with a similarly high achievement level. The results suggest that lower-achieving students are excluded from the support provided by higher achieving students and instead ask similar lower achievers for support. They thus cannot benefit optimally from the academic integration FLC offer. The article concludes with recommendations of how to support students in an FLC so that they can reach optimal achievement potential.

Published
2018
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8. Longitudinal Peer Network Data in Higher Education

Author

Huisman, Jeroen, Tight, Malcolm, Brouwer, Jasperina, Jansen, Ellen, Flache, Andreas, Hofman, Adriaan, Huisman, Jeroen, Tight, Malcolm, Brouwer, Jasperina, Jansen, Ellen, Flache, Andreas, and Hofman, Adriaan

Abstract

This chapter employs a longitudinal social network approach to research small group teaching in higher education. Longitudinal social network analyses can provide in-depth understanding of the social dynamics in small groups. Specifically, it is possible to investigate and disentangle the processes by which students make or break social connections with peers and are influenced by them, as well as how those processes relate to group compositions and personal attributes, such as achievement level. With advanced methods for modelling longitudinal social networks, researchers can identify social processes affecting small group teaching and learning.

Published
2018

9. The association between lower educational attainment and depression owing to shared genetic effects? Results in ∼25 000 subjects: Results in ~25,000 subjects

Author

Peyrot, W. J., Lee, S. H., Milaneschi, Y., Abdellaoui, A., Byrne, E. M., Esko, T., de Geus, E. J. C., Hemani, G., Hottenga, J. J., Kloiber, S., Levinson, D. F., Lucae, S., Martin, N. G., Medland, S. E., Metspalu, A., Milani, L., Noethen, M. M., Potash, J. B., Rietschel, M., Rietveld, C. A., Ripke, S., Shi, J., Willemsen, G., Zhu, Z., Boomsma, D. I., Wray, N. R., Penninx, B. W. J. H., Lewis, C. M., Hamilton, S. P., Weissman, M. M., Breen, G., Blackwood, D. H., Cichon, S., Heath, A. C., Holsboer, F., Madden, Pamela A., McGuffin, P., Muglia, P., Pergadia, M. L., Lin, D., Müller-Myhsok, B., Steinberg, S., Grabe, H. J., Lichtenstein, P., Magnusson, P., Perlis, R. H., Preisig, M., Smoller, J. W., Stefansson, K., Uher, R., Kutalik, Z., Tansey, K. E., Teumer, A., Viktorin, A., Barnes, M. R., Bettecken, T., Binder, E. B., Breuer, R., Castro, V. M., Churchill, S. E., Coryell, W. H., Craddock, N., Craig, I. W., Czamara, D., Degenhardt, F., Farmer, A. E., Fava, M., Frank, J., Gainer, V. S., Gallagher, P. J., Gordon, S. D., Goryachev, S., Gross, M., Guipponi, M., Henders, A. K., Herms, S., Hickie, I. B., Hoefels, S., Hoogendijk, W., Iosifescu, D. V., Ising, M., Jones, I., Jones, L., Jung-Ying, T., Knowles, J. A., Kohane, I. S., Kohli, M. A., Korszun, A., Landen, M., Lawson, W. B., Lewis, G., Macintyre, D., Maier, W., Mattheisen, M., McGrath, P. J., McIntosh, A., McLean, A., Middeldorp, C. M., Middleton, L., Montgomery, G. M., Murphy, S. N., Nauck, M., Nolen, W. A., Nyholt, Dale R., O'Donovan, M., Oskarsson, H., Pedersen, N., Scheftner, W. A., Schulz, A., Schulze, T. G., Shyn, S. I., Sigurdsson, E., Slager, S. L., Smit, J. H., Stefansson, H., Steffens, M., Thorgeirsson, T., Tozzi, F., Treutlein, J., Uhr, M., van den Oord, E. J., van Grootheest, G., Völzke, H., Weilburg, J. B., Zitman, F. G., Neale, B., Daly, M., Sullivan, P. F., Agrawal, Arpana, Albrecht, Eva, Z Alizadeh, Behrooz, Allik, J. ri, Amin, Najaf, Attia, John R., Bandinelli, Stefania, Barnard, John, Bastardot, Franois, e Baumeister, Sebastian, Beauchamp, Jonathan, Benjamin, Daniel J., Benke, Kelly S., Bennett, David A., Berger, Klaus, Bielak, Lawrence F., Bierut, Laura J., Boatman, Jeffrey A., Boyle, Patricia A., Bültmann, Ute, Campbell, Harry, Cesarini, David, Chabris, Christopher F., Cherkas, Lynn, Chung, Mina K., Conley, Dalton, Cucca, Francesco, Davey-Smith, George, Davies, Gail, de Andrade, Mariza, de Jager, Philip L., de Leeuw, Christiaan, de Neve, Jan-Emmanuel, Deary, Ian J., Dedoussis, George V., Deloukas, Panos, Derringer, Jaime, Dimitriou, Maria, Eiriksdottir, Gudny, Eklund, Niina, Elderson, Martin F., Eriksson, Johan G., Evans, Daniel S., Evans, David M., Faul, Jessica D., Fehrmann, Rudolf, Ferrucci, Luigi, Fischer, Krista, Franke, Lude, Garcia, Melissa E., Gieger, Christian, Gjessing, Hkon K., Groenen, Patrick J. F., Grönberg, Henrik, Gudnason, Vilmundur, Hägg, Sara, Hall, Per, Harris, Jennifer R., Harris, Juliette M., Harris, Tamara B., Hastie, Nicholas D., Hayward, Caroline, Hernandez, Dena G., Hoffmann, Wolgang, Hofman, Adriaan, Hofman, Albert, Holle, Rolf, Holliday, Elizabeth G., Holzapfel, Christina, Iacono, William G., Ibrahim-Verbaas, Carla A., Illig, Thomas, Ingelsson, Erik, Jacobsson, Bo, Järvelin, Marjo-Riitta, Jhun, Min A., Johannesson, Magnus, Joshi, Peter K., Jugessur, Astanand, Kaakinen, Marika, Kähönen, Mika, Kanoni, Stavroula, Kaprio, Jaakkko, Kardia, Sharon L. R., Karjalainen, Juha, Kirkpatrick, Robert M., Koellinger, Philipp D., Kolcic, Ivana, Kowgier, Matthew, Kristiansson, Kati, Krueger, Robert F., Kutalik, Z. ltan, Lahti, Jari, Laibson, David, Latvala, Antti, Launer, Lenore J., Lawlor, Debbie A., Lethimäki, Terho, Li, Jingmei, Lichtenstein, Paul, Lichtner, Peter K., Liewald, David C., Lin, Peng, Lind, Penelope A., Liu, Yongmei, Lohman, Kurt, Loitfelder, Marisa, Magnusson, Patrick K. E., Mäkinen, Tomi E., Vidal, Pedro Marques, Martin, Nicolas W., Masala, Marco, McGue, Matt, McMahon, George, Meirelles, Osorio, Meyer, Michelle N., Mielck, Andreas, Miller, Michael B., Montgomery, Grant W., Mukherjee, Sutapa, Myhre, Ronny, Nuotio, Marja-Liisa, J Oldmeadow, Christopher, Oostra, Ben A., Palmer, Lyle J., Palotie, Aarno, Perola, Markus, Petrovic, Katja E., Peyser, Patricia A., Polašek, Ozren, Posthuma, Danielle, Preisig, Martin, Quaye, Lydia, Räikkönen, Katri, Raitakari, Olli T., Realo, Anu, Reinmaa, Eva, Rice, John P., Ring, Susan M., Ripatti, Samuli, Rivadeneira, Fernando, Rizzi, Thais S., Rudan, Igor, Rustichini, Aldo, Salomaa, Veikko, Sarin, Antti-Pekka, Schlessinger, David, Schmidt, Helena, Schmidt, Reinhold, Scott, Rodney J., Shakhbazov, Konstantin, Smith, Albert V., Smith, Jennifer A., Snieder, Harold, St Pourcain, Beate, Starr, John M., Sul, Jae Hoon, Surakka, Ida, Svento, Rauli, Tanaka, Toshiko, Terracciano, Antonio, Teumer, Alexander, Thurik, A. Roy, Tiemeier, Henning, Timpson, Nicholas J., Uitterlinden, André G., van der Loos, Matthijs J. H. M., van Duijn, Cornelia M., van Rooij, Frank J. A., van Wagoner, David R., Vartiainen, Erkki, Viikari, Jorma, Visscher, Peter M., Vitart, Veronique, Vollenweider, Peter K., Völzke, Henry, Vonk, Judith M., Waeber, G. rard, Weir, David R., Wellmann, J. rgen, Westra, Harm-Jan, Wichmann, H. Erich, Widen, Elisabeth, Wilson, James F., Wright, Alan F., Yang, Jian, Yu, Lei, Zhao, Wei, and Academic Medical Center

Subjects
Adult, Male, Psychiatric Status Rating Scales, Likelihood Functions, Genotype, Estonia/epidemiology, Netherlands/epidemiology, Depressive Disorder, Major/epidemiology, Middle Aged, Polymorphism, Single Nucleotide/genetics, Cohort Studies, Odds Ratio, Educational Status, Humans, Regression Analysis, Female, Gene-Environment Interaction, Genetic Association Studies, Aged
Abstract

An association between lower educational attainment (EA) and an increased risk for depression has been confirmed in various western countries. This study examines whether pleiotropic genetic effects contribute to this association. Therefore, data were analyzed from a total of 9662 major depressive disorder (MDD) cases and 14 949 controls (with no lifetime MDD diagnosis) from the Psychiatric Genomics Consortium with additional Dutch and Estonian data. The association of EA and MDD was assessed with logistic regression in 15 138 individuals indicating a significantly negative association in our sample with an odds ratio for MDD 0.78 (0.75-0.82) per standard deviation increase in EA. With data of 884 105 autosomal common single-nucleotide polymorphisms (SNPs), three methods were applied to test for pleiotropy between MDD and EA: (i) genetic profile risk scores (GPRS) derived from training data for EA (independent meta-analysis on ∼120 000 subjects) and MDD (using a 10-fold leave-one-out procedure in the current sample), (ii) bivariate genomic-relationship-matrix restricted maximum likelihood (GREML) and (iii) SNP effect concordance analysis (SECA). With these methods, we found (i) that the EA-GPRS did not predict MDD status, and MDD-GPRS did not predict EA, (ii) a weak negative genetic correlation with bivariate GREML analyses, but this correlation was not consistently significant, (iii) no evidence for concordance of MDD and EA SNP effects with SECA analysis. To conclude, our study confirms an association of lower EA and MDD risk, but this association was not because of measurable pleiotropic genetic effects, which suggests that environmental factors could be involved, for example, socioeconomic status.

Published
2015

10. The effects of prior education and engagement on success in engineering studies: do women and men differ?

Author

Kamphorst, Jan, Hofman, Adriaan, Jansen, Ellen, Terlouw, Cees, and Human Capital

Subjects
hoger onderwijs, higher education, engineering, education, gender, techniek
Abstract

Background In Dutch engineering education, female students outperform male students. Using an interactionalist framework, this study explores factors that contribute to this gender-based difference. Purpose This study aims to answer two questions: Do female and male students differ in background characteristics, engagement factors, and academic success? Are differences in the relationships among background characteristics, engagement factors, and academic success gender-specific? Design/method Data on male and female engineering undergraduate students from five Dutch universities were subjected to linear structural modeling to compare potential gender differences in the relationships among the focal variables. Two structural models were considered. Results Female students spent more time on independent study, reported more social inte- gration, completed more credits, and were more likely to stay in engineering than were male students. Academic integration and intention to persist were important for comple- tion of credits for both genders. Social integration was only important for men’s academic success. Females seemed to benefit less from good preparation through active learning during secondary education, and the effect of a high grade point average on math was neg- ative for females but positive for males. Conclusions Interactionalist concepts can explain academic success, but the relationships among concepts vary by gender. Males’ intentions to persist in engineering are an outcome of engagement processes during the first year, whereas females’ intentions to persist in engineering are manifest at the start of the first year.

Published
2015

11. GWAS of 126,559 Individuals Identifies Genetic Variants Associated with Educational Attainment

Author

Rietveld, Cornelius A., Medland, Sarah E., Derringer, Jaime, Yang, Jian, Esko, Tonu, Martin, Nicolas W., Westra, Harm-Jan, Shakhbazov, Konstantin, Abdellaoui, Abdel, Agrawal, Arpana, Albrecht, Eva, Alizadeh, Behrooz Z., Amin, Najaf, Bamard, John, Baumeister, Sebastian E., Benke, Kelly S., Bielak, Lawrence F., Boatman, Jeffrey A., Boyle, Patricia A., Davies, Gail, De Leeuw, Christiaan, Eklund, Niina, Evans, Daniel S., Ferhmann, Rudolf, Fischer, Krista, Gieger, Christian, Gjessing, Hakon K., Hägg, Sara, Harris, Jennifer R., Hayward, Caroline, Holzapfel, Christina, Ibrahim-Verbaas, Carla A., Ingelsson, Erik, Jacobsson, Bo, Joshi, Peter K., Jugessur, Astanand, Kaakinen, Marika, Kanoni, Stavroula, Karjalainen, Juha, Kolcic, Ivana, Kristiansson, Kati, Kutalik, Zoltan, Lahti, Jari, Lee, Sang H., Lin, Peng, Lind, Penelope A., Liu, Yongmei, Lohman, Kurt, Loitfelder, Marisa, McMahon, George, Vidal, Pedro Marques, Meirelles, Osorio, Milani, Lili, Myhre, Ronny, Nuotio, Marja-Liisa, Oldmeadow, Christopher J., Petrovic, Katja E., Peyrot, Wouter J., Polasek, Ozren, Quaye, Lydia, Reinmaa, Eva, Rice, John P., Rizzi, Thais S., Schmidt, Helena, Schmidt, Reinhold, Smith, Albert V., Smith, Jennifer A., Tanaka, Toshiko, Terracciano, Antonio, van der Loos, Matthijs J. H. M., Vitart, Veronique, Voelzke, Henry, Wellmann, Juergen, Yu, Lei, Zhao, Wei, Allik, Jueri, Attia, John R., Bandinelli, Stefania, Bastardot, Franois, Beauchamp, Jonathan, Bennett, David A., Berger, Klaus, Bierut, Laura J., Boomsma, Dorret I., Bueltmann, Ute, Campbell, Harry, Chabris, Christopher F., Cherkas, Lynn, Chung, Mina K., Cucca, Francesco, de Andrade, Mariza, De Jager, Philip L., De Neve, Jan-Emmanuel, Deary, Ian J., Dedoussis, George V., Deloukas, Panos, Dimitriou, Maria, Eiriksdottir, Guony, Elderson, Martin F., Eriksson, Johan G., Evans, David M., Faul, Jessica D., Ferrucci, Luigi, Garcia, Melissa E., Groenberg, Henrik, Guonason, Vilmundur, Hall, Per, Harris, Juliette M., Harris, Tamara B., Hastie, Nicholas D., Heath, Andrew C., Hernandez, Dena G., Hoffmann, Wolfgang, Hofman, Adriaan, Holle, Rolf, Holliday, Elizabeth G., Hottenga, Jouke-Jan, Iacono, William G., Illig, Thomas, Jaervelin, Marjo-Riitta, Kaehoenen, Mika, Kaprio, Jaakko, Kirkpatrick, Robert M., Kowgier, Matthew, Latvala, Antti, Launer, Lenore J., Lawlor, Debbie A., Lehtimaeki, Terho, Li, Jingmei, Lichtenstein, Paul, Lichtner, Peter, Liewald, David C., Madden, Pamela A., Magnusson, Patrik K. E., Maekinen, Tomi E., Masala, Marco, McGue, Matt, Metspalu, Andres, Mielck, Andreas, Miller, Michael B., Montgomery, Grant W., Mukherjee, Sutapa, Nyholt, Dale R., Oostra, Ben A., Palmer, Lyle J., Palotie, Aarno, Penninx, Brenda W. J. H., Perola, Markus, Peyser, Patricia A., Preisig, Martin, Raeikkoenen, Katri, Raitakari, Olli T., Realo, Anu, Ring, Susan M., Ripatti, Samuli, Rivadeneira, Fernando, Rudan, Igor, Rustichini, Aldo, Salomaa, Veikko, Sarin, Antti-Pekka, Schlessinger, David, Scott, Rodney J., Snieder, Harold, St Pourcain, Beate, Starr, John M., Sul, Jae Hoon, Surakka, Ida, Svento, Rauli, Teumer, Alexander, Tiemeier, Henning, van Rooij, Frank J. A., Van Wagoner, David R., Vartiainen, Erkki, Viikari, Jorma, Vollenweider, Peter, Vonk, Judith M., Waeber, Gerard, Weir, David R., Wichmann, H. -Erich, Widen, Elisabeth, Willemsen, Gonneke, Wilson, James F., Wright, Alan F., Conley, Dalton, Davey-Smith, George, Franke, Lude, Groenen, Patrick J. F., Hofman, Albert, Johannesson, Magnus, Kardia, Sharon L. R., Krueger, Robert F., Laibson, David, Martin, Nicholas G., Meyer, Michelle N., Posthuma, Danielle, Thurik, A. Roy, Timpson, Nicholas J., Uitterlinden, Andre G., van Duijn, Cornelia M., Visscher, Peter M., Benjamin, Daniel J., Cesarini, David, Koellinger, Philipp D., Rietveld, Cornelius A., Medland, Sarah E., Derringer, Jaime, Yang, Jian, Esko, Tonu, Martin, Nicolas W., Westra, Harm-Jan, Shakhbazov, Konstantin, Abdellaoui, Abdel, Agrawal, Arpana, Albrecht, Eva, Alizadeh, Behrooz Z., Amin, Najaf, Bamard, John, Baumeister, Sebastian E., Benke, Kelly S., Bielak, Lawrence F., Boatman, Jeffrey A., Boyle, Patricia A., Davies, Gail, De Leeuw, Christiaan, Eklund, Niina, Evans, Daniel S., Ferhmann, Rudolf, Fischer, Krista, Gieger, Christian, Gjessing, Hakon K., Hägg, Sara, Harris, Jennifer R., Hayward, Caroline, Holzapfel, Christina, Ibrahim-Verbaas, Carla A., Ingelsson, Erik, Jacobsson, Bo, Joshi, Peter K., Jugessur, Astanand, Kaakinen, Marika, Kanoni, Stavroula, Karjalainen, Juha, Kolcic, Ivana, Kristiansson, Kati, Kutalik, Zoltan, Lahti, Jari, Lee, Sang H., Lin, Peng, Lind, Penelope A., Liu, Yongmei, Lohman, Kurt, Loitfelder, Marisa, McMahon, George, Vidal, Pedro Marques, Meirelles, Osorio, Milani, Lili, Myhre, Ronny, Nuotio, Marja-Liisa, Oldmeadow, Christopher J., Petrovic, Katja E., Peyrot, Wouter J., Polasek, Ozren, Quaye, Lydia, Reinmaa, Eva, Rice, John P., Rizzi, Thais S., Schmidt, Helena, Schmidt, Reinhold, Smith, Albert V., Smith, Jennifer A., Tanaka, Toshiko, Terracciano, Antonio, van der Loos, Matthijs J. H. M., Vitart, Veronique, Voelzke, Henry, Wellmann, Juergen, Yu, Lei, Zhao, Wei, Allik, Jueri, Attia, John R., Bandinelli, Stefania, Bastardot, Franois, Beauchamp, Jonathan, Bennett, David A., Berger, Klaus, Bierut, Laura J., Boomsma, Dorret I., Bueltmann, Ute, Campbell, Harry, Chabris, Christopher F., Cherkas, Lynn, Chung, Mina K., Cucca, Francesco, de Andrade, Mariza, De Jager, Philip L., De Neve, Jan-Emmanuel, Deary, Ian J., Dedoussis, George V., Deloukas, Panos, Dimitriou, Maria, Eiriksdottir, Guony, Elderson, Martin F., Eriksson, Johan G., Evans, David M., Faul, Jessica D., Ferrucci, Luigi, Garcia, Melissa E., Groenberg, Henrik, Guonason, Vilmundur, Hall, Per, Harris, Juliette M., Harris, Tamara B., Hastie, Nicholas D., Heath, Andrew C., Hernandez, Dena G., Hoffmann, Wolfgang, Hofman, Adriaan, Holle, Rolf, Holliday, Elizabeth G., Hottenga, Jouke-Jan, Iacono, William G., Illig, Thomas, Jaervelin, Marjo-Riitta, Kaehoenen, Mika, Kaprio, Jaakko, Kirkpatrick, Robert M., Kowgier, Matthew, Latvala, Antti, Launer, Lenore J., Lawlor, Debbie A., Lehtimaeki, Terho, Li, Jingmei, Lichtenstein, Paul, Lichtner, Peter, Liewald, David C., Madden, Pamela A., Magnusson, Patrik K. E., Maekinen, Tomi E., Masala, Marco, McGue, Matt, Metspalu, Andres, Mielck, Andreas, Miller, Michael B., Montgomery, Grant W., Mukherjee, Sutapa, Nyholt, Dale R., Oostra, Ben A., Palmer, Lyle J., Palotie, Aarno, Penninx, Brenda W. J. H., Perola, Markus, Peyser, Patricia A., Preisig, Martin, Raeikkoenen, Katri, Raitakari, Olli T., Realo, Anu, Ring, Susan M., Ripatti, Samuli, Rivadeneira, Fernando, Rudan, Igor, Rustichini, Aldo, Salomaa, Veikko, Sarin, Antti-Pekka, Schlessinger, David, Scott, Rodney J., Snieder, Harold, St Pourcain, Beate, Starr, John M., Sul, Jae Hoon, Surakka, Ida, Svento, Rauli, Teumer, Alexander, Tiemeier, Henning, van Rooij, Frank J. A., Van Wagoner, David R., Vartiainen, Erkki, Viikari, Jorma, Vollenweider, Peter, Vonk, Judith M., Waeber, Gerard, Weir, David R., Wichmann, H. -Erich, Widen, Elisabeth, Willemsen, Gonneke, Wilson, James F., Wright, Alan F., Conley, Dalton, Davey-Smith, George, Franke, Lude, Groenen, Patrick J. F., Hofman, Albert, Johannesson, Magnus, Kardia, Sharon L. R., Krueger, Robert F., Laibson, David, Martin, Nicholas G., Meyer, Michelle N., Posthuma, Danielle, Thurik, A. Roy, Timpson, Nicholas J., Uitterlinden, Andre G., van Duijn, Cornelia M., Visscher, Peter M., Benjamin, Daniel J., Cesarini, David, and Koellinger, Philipp D.

Abstract

A genome-wide association study (GWAS) of educational attainment was conducted in a discovery sample of 101,069 individuals and a replication sample of 25,490. Three independent single-nucleotide polymorphisms (SNPs) are genome-wide significant (rs9320913, rs11584700, rs4851266), and all three replicate. Estimated effects sizes are small (coefficient of determination R-2 approximate to 0.02%), approximately 1 month of schooling per allele. A linear polygenic score from all measured SNPs accounts for approximate to 2% of the variance in both educational attainment and cognitive function. Genes in the region of the loci have previously been associated with health, cognitive, and central nervous system phenotypes, and bioinformatics analyses suggest the involvement of the anterior caudate nucleus. These findings provide promising candidate SNPs for follow-up work, and our effect size estimates can anchor power analyses in social-science genetics.

Published
2013
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14. One size fits all?: Differential effectiveness in higher vocational education

Author

Kamphorst, Jan, Hofman, Adriaan, and Human Capital

Subjects
higher education, effectiviteit, psychological theories, hoger beroepsonderwijs, interactionele theorieën, interactional theories, academic success, effectiveness, academisch succes, psychologische theorieën
Abstract

Meer aandacht voor verschillen tussen disciplines en achtergrondkenmerken van studenten leidt tot een hoger rendement in het hbo. De invloed van psychologische en omgevingsfactoren op studiesucces verschilt naar etnische groep, geslacht en hbo-sector. De werkzaamheid van psychologische factoren verschilt ook voor verschillende onderwijsdoelen. Het combineren van psychologische en omgevingsfactoren in een verklaringsmodel is theoretisch en voor de praktijk aantrekkelijk. Het blijkt dat de mate waarin studenten zich sociaal en academisch thuis voelen in hun hbo-leeromgeving indirect van invloed is op studievoortgang, via leerproces-gerelateerde factoren als zelfvertrouwen, regelmatig studeren en intrinsieke motivatie. Het onderzoek draagt bij aan het ontmythologiseren van verklaringen voor studiesucces. Bijvoorbeeld, tevredenheid met het onderwijs kan bijdragen aan studiesucces, maar is gelieerd aan andere belangrijker factoren. Meer contacturen leiden niet altijd tot meer studievoortgang van studenten. Een diepgaande studiestrategie draagt er aan bij dat studenten zich competenter voelen, maar leidt niet vanzelfsprekend tot meer behaalde studiepunten. Voor het hbo zijn de uitkomsten om diverse redenen belangrijk. Het geeft aanwijzingen voor docenten op welke factoren zij het beste kunnen inspelen bij adolescenten. Managers zijn gewaarschuwd dat er geen blauwdrukken bestaan voor het bevorderen van studiesucces in het hbo. Ze zullen steeds weer rekening moeten houden met de kenmerken van studentgroepen naar geslacht, etniciteit, studierichting. Onderzoek blijven doen is daarvoor belangrijk. Het beste aanknopingspunt voor monitoren vormt de factor ‘intentie om te blijven’. Drie maanden na de start in het hbo geeft een op de vijf studenten aan dat zij overwegen iets anders te gaan doen.

Published
2013

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