معرفی
Dr. Amelie Rogiers is a researcher at Ghent University's Faculty of Psychology and Educational Sciences, specializing in reading motivation, text-learning strategies, and educational psychology within secondary education contexts. Her work focuses on understanding how students develop reading comprehension skills, with particular attention to motivational factors and learner profiles.
Her research interests center on reading motivation and text-learning strategies in secondary education. Rogiers investigates how intrinsic motivation affects reading comprehension, how learner profiles can be identified and supported, and how explicit strategy instruction impacts student performance. Her work often applies Self-Determination Theory to understand students' motivational patterns and how these relate to academic achievement in reading.
Analysis of Rogiers' recent publications reveals a strong focus on test-taking motivation, reading comprehension in vocational education, and the relationship between student characteristics and reading proficiency. Her methodological approaches include experimental designs, cluster analysis, and mixed-methods investigations that combine self-report measures with behavioral data.
- Best Poster Award – Research Day Faculty Psychology and Educational Sciences (2016)
- Scriptieprijs Leesbevordering 2016: Stichting Lezen Nederland en Iedereen Leest Vlaanderen
Rogiers' work demonstrates strong collaboration patterns, particularly with Hilde Van Keer and other colleagues at Ghent University. Her research has practical implications for educational policy and classroom practice, especially in developing sustainable reading policies and interventions for secondary education. She appears to be actively involved in research on assessment practices and their psychological impact on students, with several forthcoming publications examining test introductions and their effects.
