| Investigating effects of problem-based versus lecture-based learning environments on student motivation L Wijnia, SMM Loyens, E Derous Contemporary Educational Psychology 36 (2), 101-113, 2011 | 315 | 2011 |
| Formative assessment as practice: The role of students’ motivation M Leenknecht, L Wijnia, M Köhlen, L Fryer, R Rikers, S Loyens Assessment & Evaluation in Higher Education 46 (2), 236-255, 2021 | 278 | 2021 |
| Building bridges in higher education: Student-faculty relationship quality, student engagement, and student loyalty I Snijders, L Wijnia, RMJP Rikers, SMM Loyens International Journal of Educational Research 100, 101538, 2020 | 224 | 2020 |
| A Review on the Accuracy of Teacher Judgments D Urhahne, L Wijnia Educational Research Review, 100374, 2021 | 188 | 2021 |
| Theories of motivation in education: An integrative framework D Urhahne, L Wijnia Educational Psychology Review 35 (2), 45, 2023 | 178 | 2023 |
| Alumni loyalty drivers in higher education I Snijders, L Wijnia, RMJP Rikers, SMM Loyens Social Psychology of Education 22 (3), 607-627, 2019 | 132 | 2019 |
| The relation between students’ effort and monitoring judgments during learning: A meta-analysis M Baars, L Wijnia, A de Bruin, F Paas Educational Psychology Review 32, 979-1002, 2020 | 94 | 2020 |
| The association between motivation, affect, and self-regulated learning when solving problems M Baars, L Wijnia, F Paas Frontiers in psychology 8, 1346, 2017 | 92 | 2017 |
| Need-supportive teaching in higher education: Configurations of autonomy support, structure, and involvement MJM Leenknecht, L Wijnia, SMM Loyens, R Rikers Teaching and Teacher Education 68, 134-142, 2017 | 91 | 2017 |
| Team learning and its association with the implementation of competence-based education L Wijnia, EM Kunst, M van Woerkom, RF Poell Teaching and Teacher Education 56, 115-126, 2016 | 86 | 2016 |
| Situating higher-order, critical, and critical-analytic thinking in problem-and project-based learning environments: A systematic review SMM Loyens, JE Van Meerten, L Schaap, L Wijnia Educational Psychology Review 35 (2), 39, 2023 | 85 | 2023 |
| The Problem‐Based Learning Process: An Overview of Different Models L Wijnia, SMM Loyens, RMJP Rikers The Wiley Handbook of Problem-Based Learning, 273-295, 2019 | 81 | 2019 |
| The effects of problem-based, project-based, and case-based learning on students’ motivation: A meta-analysis L Wijnia, G Noordzij, LR Arends, RMJP Rikers, SMM Loyens Educational Psychology Review 36 (1), 29, 2024 | 70 | 2024 |
| The relation between task-specific motivational profiles and training of self-regulated learning skills M Baars, L Wijnia Learning and Individual Differences 64, 125-137, 2018 | 70 | 2018 |
| Is problem-based learning associated with students’ motivation? A quantitative and qualitative study M Wijnen, SMM Loyens, L Wijnia, G Smeets, MJ Kroeze, ... Learning Environments Research 21, 173-193, 2018 | 69 | 2018 |
| How important are student-selected versus instructor-selected literature resources for students’ learning and motivation in problem-based learning? L Wijnia, SMM Loyens, E Derous, HG Schmidt Instructional Science 43, 39-58, 2015 | 59 | 2015 |
| Is there a role for direct instruction in problem-based learning? Comparing student-constructed versus integrated model answers L Wijnia, SMM Loyens, T van Gog, E Derous, HG Schmidt Learning and Instruction 34, 22-31, 2014 | 59 | 2014 |
| Relationship quality time: the validation of a relationship quality scale in higher education I Snijders, RMJP Rikers, L Wijnia, SMM Loyens Higher Education Research & Development 37 (2), 404-417, 2018 | 50 | 2018 |
| What is in a student-faculty relationship? A template analysis of students’ positive and negative critical incidents with faculty and staff in higher education I Snijders, L Wijnia, HJJ Dekker, RMJP Rikers, SMM Loyens European Journal of Psychology of Education 37 (4), 1115-1139, 2022 | 45 | 2022 |
| Do students’ topic interest and tutors’ instructional style matter in problem-based learning? L Wijnia, SMM Loyens, E Derous, HG Schmidt Journal of Educational Psychology 106 (4), 919, 2014 | 36 | 2014 |
