Erasmus University College

dr.
(Lisette) L Wijnia

dr. (Lisette) L Wijnia
Erasmus School of Social and Behavioural Sciences Erasmus University College (EUC)
Location
Burg. Oudlaan 50, Rotterdam
Email
wijnia@essb.eur.nl

More information

‹ Back to overview

Profile

Lisette Wijnia is a lecturer at the Social & Behavioural Sciences department of Erasmus University College, part of Erasmus University Rotterdam. 

Lisette received a master's degree in Educational and Developmental Psychology in 2007 (cum laude). In November 2014, she obtained her Ph.D. in educational psychology (cum laude). Her Ph.D-research focused on motivation and achievement in problem-based learning. 

Her current research interests include problem-based learning, motivation, self-regulated learning, and teacher judgment accuracy.

      • M. Baars, L. Wijnia, A. de Bruin & F. Paas (2020). Sharing the load: A strategy to improve self-regulated learning. In D. Dinsmore & L. Fryer (Eds.), Handbook of strategies and strategic processing (pp. 234-247). New York: Routledge
      • M.A. Baars, L. Wijnia, A. De Bruin & F. Paas (2020). SHARING THE LOAD A Strategy to Improve Self-regulated Learning. In Handbook of Strategies and Strategic Processing. New York: Routlegde

      • G. Noordzij & L. Wijnia (2015). Quality of problems in problem-based learning and their role in the relation between achievement goal orientation and motivation. In E De Graaff, A Guerra, A Kolmos & N Arexolaleiba (Eds.), Global research community: Collaboration and developments (pp. 324-336). Aalborg, Denmark: Aalborg Universitetsforlag

        • G. Noordzij & L. Wijnia (2015, juli 9). The effects of quality of problems on students' motivation. San Sebastian, Spain, Paper presented at the 5th International Research Symposium on Problem-Based Learning.
        • G. Noordzij & L. Wijnia (2013, juni 28). Stability and Change in Motivation and Achievement Goal Orientation. Rochester, VS., 5th Presentation at the International Conference on Self-determiantion theory.
        • L. Wijnia, S.M.M. Loyens & E. Derous (2010, november 4). Student motivation in problem-based learning: A comparison with lecture-based learning. Amsterdam, ICO Toogdag.

        • L. Wijnia, E. Kunst, M. van Woerkom, R. Wesselink, R. Poell, M. Bouwmans, H. Zoethout, R. Runhaar & M. Mulder (2015, juni 18). Teamleren van docenten en het implementeren van beroepsgericht onderwijs. Leiden, the Netherlands, Paper presented at the Onderwijs Research Dagen.
        • L. Wijnia, G. Noordzij, S.M.M. Loyens & E. Derous (2014, juni 12). Motivation and engagement in student-centered learning: The role of autonomy support and structure. Finland, Paper presented at the International Conference on Motivation, Helsinki, Finland.

      • L. Wijnia, J. Ista, E.C. Eielts & M. Wijnen (2017). The Effect of Self-Directed Versus Model Answer Study on Different Learning Outcomes in Problem-Based Learning. Paper presented at the American Educational Research Association: San Antonio, Texas (2017, april 29 - 2017, mei 2).
      • L. Wijnia, S.M.M. Loyens, G. Noordzij & R.M.J.P. Rikers (2017). A Meta-Analysis on the Effect of Problem-Based Learning Versus Conventional Teacher-Centered Learning on Student Motivation. Paper presented at the American Educational Research Association: San Antonio, Texas (2017, april 29 - 2017, mei 2).
      • M.A. Baars, L. Wijnia & F. Paas (2017). The Influence of Affect and Motivation on Self-regulated Learning When Learning to Solve Problems in Secondary Education. Conference by EARLI: Tampere, Finland.
      • M.A. Baars & L. Wijnia (2017). Autonomous and controlled motivation and their relation with task-specific self-regulated learning. Conference of the American Educational Research Association (AERA): San Antonio, USA.
      • M.A. Baars & L. Wijnia (2016). The will and the skill: Motivatieprofielen en de relatie met het trainen van zelfregulatievaardigheden [The will and the skill: Motivational profiles and their relationship with the training of self-regulatory skills]. Paper presented at the Onderwijs Research Dagen: Rotterdam, the Netherlands.
      • L. Wijnia, S.M.M. Loyens & R.M.J.P. Rikers (2016). The role of student-centered learning for motivation and intention for lifelong learning. Paper presented and the Conference PBL 2016: Zürich, Switzerland.
      • M.A. Baars & L. Wijnia (2016). Motivational profiles and their relation with task-specific self-regulated learning. Paper presented at EARLI-SIG 16 Metacognition: Nijmegen, the Netherlands..
      • M.J.M. Leenknecht, L. Wijnia, S.M.M. Loyens & R.M.J.P. Rikers (2016). Promoting students’ motivation in higher education: When do students perceive teachers as being need-supportive? Paper presented at the Summer School of the International Conference on Motivation: Thessaloniki, Greece.
      • M.J.M. Leenknecht, L. Wijnia, S.M.M. Loyens & R.M.J.P. Rikers (2016). Configurations of autonomy support, structure, and involvement in higher education. Paper presented at the International Conference on Motivation: Thessaloniki, Greece..
      • L. Wijnia & G. Noordzij (2013). Student-centered learning: The effects of motivation, affect, and engagement on performance. Poster presented at the 5th International Conference on Self-Determination Theory: Rochester, New York (2013, juli 27 - 2013, juli 30).
      • L. Wijnia, S.M.M. Loyens, E. Derous & H.G. Schmidt (2012). Student motivation in student-centered learning: The influence of topic interest and tutor instructions. Paper presented at the International Conference on Motivation: Frankfurt am Main, Germany (2012, augustus 28 - 2012, augustus 30).
      • L. Wijnia, S.M.M. Loyens, E. Derous & H.G. Schmidt (2012). Student motivation in problem-based learning: Do topic interest and tutor communication style matter? Paper presented at the ICO Fall School: Girona, Spain (2012, november 5 - 2012, november 10).
      • L. Wijnia, S.M.M. Loyens, E. Derous & H.G. Schmidt (2012). The influence of tutor communication on motivation: Controlling versus noncontrolling language. In D. H. J. M. Dolmans (Chair), Does feedback in problem-based learning enhance student learning? Symposium conducted at the meeting of American Educational Research Association: Vancouver, Canada (2012, april 13 - 2012, april 17).
      • L. Wijnia, S.M.M. Loyens, E. Derous & H.G. Schmidt (2012). Literature recommendations in problem-based learning: The effects of autonomy. Paper presented at the meeting of Junior Researchers of the European Association for Research on Learning and Instruction: Regensburg, Germany (2012, juli 23 - 2012, juli 27).
      • L. Wijnia, S.M.M. Loyens, N.S. Koendjie & H.G. Schmidt (2011). Tutor predictions of students' study success. In S. M. M. Loyens (Chair). Factors influencing students’ achievement in problem-based learning. Symposium conducted at the meeting of European Association for Research on Learning and Instruction: Exeter, United Kingdom (2011, augustus 30 - 2011, september 3).
      • L. Wijnia, S.M.M. Loyens, E. Derous & H.G. Schmidt (2011). The influence of tutor autonomy-support on student motivation and performance in problem-based learning. Poster session presented at the meeting of Junior Researchers of the European Association for Research on Learning and Instruction: Exeter, United Kingdom (2011, augustus 29 - 2011, augustus 30).
      • L. Wijnia, S.M.M. Loyens & E. Derous (2010). The influence of student-centered and lecture-based learning environments on student motivation: A self-determination perspective. Poster session presented at the meeting of American Educational Research Association: Denver, Colorado (2010, april 30 - 2010, mei 4).
      • L. Wijnia, S.M.M. Loyens, N.S. Koendjie & H.G. Schmidt (2010). The accuracy of tutor expectations of student achievement in a problem-based learning environment. Poster session presented at the meeting of Junior Researchers of the European Association for Research on Learning and Instruction: Frankfurt am Main, Germany (2010, juli 19 - 2010, juli 22).
      • L. Wijnia, S.M.M. Loyens & E. Derous (2010). Effects of student-centered vs. lecture-based learning environments on student motivation. Poster session presented at the Self-Determination Theory Conference: Ghent, Belgium (2010, mei 13 - 2010, mei 16).

      • L. Wijnia (2015). Studieprijs van Stichting Praemium Erasmianum for Doctoral Dissertation. Wetenschappelijk.

  • Basestone Research & Writing Project

    Title
    Basestone Research & Writing Project
    Year
    2020
    Year level
    Year 1

    Legal Psychology

    Title
    Legal Psychology
    Year
    2020
    Year level
    Level 300

  • Contemporary Educational Psychology

    Role
    Member Editorial Board
    Start date approval
    Feb/2018

    Interdisciplinary Journal of Problem-Based Learning

    Role
    Member Editorial Board
    Start date approval
    Apr/2016
    End date approval
    Apr/2019

  • University
    Erasmus University Rotterdam
    School
    Erasmus School of Social and Behavioural Sciences
    Department
    Erasmus University College (EUC)
    Country
    The Netherlands

  • HZ University of Applied Sciences

    Role
    Lector Onderwijsexcellentie VO
    Obtained Wage
    yes
    Start date approval
    Apr/2017

Address

Visiting address

Burg. Oudlaan 50 3062 PA Rotterdam

Postal address

Postbus 1738 3000 DR Rotterdam