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See detailSchool transitions from primary to secondary school: development of intervention strategies to improve the quality of teachers´transition decisions
Krolak-Schwerdt, Sabine UL; Pit-Ten Cate, Ineke UL

Report (2015)

The TRANSINTER project focused on intervention modules to improve teachers’ diagnostic competence, especially in regards to decisions on students’ transition from primary to secondary education in ... [more ▼]

The TRANSINTER project focused on intervention modules to improve teachers’ diagnostic competence, especially in regards to decisions on students’ transition from primary to secondary education in Luxembourg. The main aims of the project were to investigate the effect of three different intervention / training modules, separately and in combination, as well as the influence of group constellation on decision making processes. In order to address the aims, several steps were taken. First, we conducted a thorough literature review, which provided a solid theoretical framework for the studies within the project. Second we developed materials and a criterion to evaluate changes in teachers’ decision making accuracy. At the individual level, we conducted 3 studies to investigate the short and long term effects of accountability, theoretical knowledge and the application of prediction rules on teachers’ decision accuracy. All 3 studies showed at the baseline that teachers’ general decision accuracy was of high standard but also that decision accuracy for ethnic majority students was significantly better than for ethnic minority students. Similarly, teachers were generally more accurate in decisions for students with typical academic profiles compared to mixed profiles. The study on the effects of accountability showed that increased accountability resulted in increased decision accuracy, especially in regards to decisions for ethnic minority students with typical profiles. The studies concerning the introduction of theoretical models of decision making and judgment formation and the application of SPRs resulted in an improvement of transition decisions for ethnic minority students only. Unfortunately, the differential intervention effects of increased accountability, the introduction of theoretical models, and the application of SPRs could not be maintained over time, that is, at follow up, the ethnicity bias reappeared. Interestingly, when we combined the intervention modules to investigate their combined effect on the accuracy of transition decisions, the training in the application of formal decision rules seemed most effective in reducing ethnicity bias. It should be noted that this training was delivered to preservice teachers whilst the intervention studies were conducted with experienced inservice teachers. At the inter-individual level, we investigated the effect of group constellation on the accuracy of transition decisions. In contrast to our hypothesis, we did neither detect a social loafing nor a social facilitation effect and decisions taken in groups did not differ from decisions taken alone. From these studies we can conclude that teachers’ transition decisions can be improved by providing experienced teachers with theoretical knowledge and by increasing accountability. Preservice teachers may profit most from training in the application of formal decision rules as part of a comprehensive training concerning diagnostic competence. [less ▲]

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See detailPrenatal maternal stress and child developmental outcome: Implications for health care provision?
Pit-Ten Cate, Ineke UL

in Developmental Medicine & Child Neurology (2014), 56(3), 204-205

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See detailImproving teachers' judgments: Obtaining change through cognitive processes
Pit-Ten Cate, Ineke UL; Krolak-Schwerdt, Sabine UL; Glock, Sabine UL et al

in Krolak-Schwerdt, Sabine; Glock, Sabine; Böhmer, Matthias (Eds.) Teachers' professional development: Assessment, training, & learning (2014)

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See detailSmoking, implicit attitudes, and context-sensitivity: An Overview
Glock, Sabine UL; Pit-Ten Cate, Ineke UL

in Jin, Z (Ed.) Exploring implicit cognition: Learning, memory, and social-cognitive processes (2014)

The focus on implicit attitudes toward smoking is relatively novel and this chapter provides the first systematic review of research in this domain. The review summarizes empirical studies focusing on ... [more ▼]

The focus on implicit attitudes toward smoking is relatively novel and this chapter provides the first systematic review of research in this domain. The review summarizes empirical studies focusing on implicit attitudes toward smoking. Implicit attitudes are suggested to guide automatic behavior, thereby playing a pivotal role for automatic processes inherent in addictive behaviors. The chapter further explores the extent to which implicit attitudes are sensitive to context. More specifically it reviews studies that have focused on the differential effects of external cues such as warning labels as well as internal cues such as deprivation. Overall 32 studies were analyzed, including studies focusing on implicit attitudes toward smoking compared to positive, negative or neutral categories; implicit attitudes in relation to situational context such as TV advertisement, warning labels and (non)smoking settings; and implicit attitudes in relation to nicotine dependence and nicotine deprivation. Results of these studies show that although smokers generally have more positive implicit attitudes than non-smokers, the valence of the implicit attitude depends on the contrasting category and hence varies as a result of the applied method or stimuli. Studies considering situational contexts revealed that implicit attitudes toward smoking are partly dependent on external cues, especially outcome expectancies. Similarly, internal cues are shown to affect implicit attitudes whereby not so much the level of nicotine dependency but more the level of nicotine deprivation seems vital. Only one study investigated the combined effect of external and internal cues on implicit attitudes toward smoking, not only highlighting the complexity of the relationships, but also the importance of considering implicit attitudes when developing and evaluating intervention. Implications for intervention and future research are indicated in the discussion. [less ▲]

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See detailKompetenz und Arbeitsbezogene Stress bei sonderpädagogischen Fachkräfte in Luxemburg: Vermittlung durch Selbstwirksamkeit
Pit-Ten Cate, Ineke UL; Kirchen, Louisa

Scientific Conference (2013, September 25)

Forschung zeigt, dass Kompetenz, Erfahrung und arbeitsbezogener Stress die Qualität der Betreuung in inklusiven Bildungseinrichtungen beeinflusst, wobei die Beziehung zwischen Kompetenz und erlebtem ... [more ▼]

Forschung zeigt, dass Kompetenz, Erfahrung und arbeitsbezogener Stress die Qualität der Betreuung in inklusiven Bildungseinrichtungen beeinflusst, wobei die Beziehung zwischen Kompetenz und erlebtem Stress negativ ist. Theoretische Modelle gehen davon aus, dass professionelle Unterstützung und Selbstwirksamkeit Stress reduzieren. In dieser Studie wurden die Beziehungen zwischen Kompetenz, Selbstwirksamkeit und professioneller Unterstützung in Bezug auf die Betreuung von Schülern mit besonderem Förderbedarf und arbeitsbezogenem Stress in einer Stichprobe von sonderpädagogischen Fachkräfte in Luxemburg (N=143) untersucht. Die Ergebnisse zeigen Kompetenz und Selbstwirksamkeit als negative Prädiktoren für erlebten Stress, wobei Selbstwirksamkeit die Beziehung zwischen Kompetenz und erlebtem Stress vermittelte. Professionelle Unterstützung war positiv mit Kompetenz und Wirksamkeit und negativ mit Stress verbunden. Diese Ergebnisse deuten darauf hin, dass erlebter Stress, der im Zusammenhang mit niedrigerer Kompetenz und Selbstwirksamkeit besteht, möglicherweise durch professionelle Unterstützung reduziert werden kann. [less ▲]

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See detailBehaviour in children with neurofibromatosis type 1: cognition, executive function, attention, emotion, and social competence
Lehtonen, A; Pit-Ten Cate, Ineke UL

Speeches/Talks (2013)

https://www.youtube.com/watch?v=etCIyinE50k

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See detailInvited talk - TRANSINTER - erste Ergebnisse und zukünftige Pläne
Pit-Ten Cate, Ineke UL; Glock, Sabine; Krolak-Schwerdt, Sabine UL

Conference given outside the academic context (2013)

Detailed reference viewed: 14 (1 UL)