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To read or not to read

Mol, S.E.

Citation

Mol, S. E. (2010, December 7). To read or not to read. Retrieved from https://hdl.handle.net/1887/16211

Version: Not Applicable (or Unknown)

License: Licence agreement concerning inclusion of doctoral thesis in the Institutional Repository of the University of Leiden

Downloaded from: https://hdl.handle.net/1887/16211

Note: To cite this publication please use the final published version (if applicable).

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163 Dankwoord

Dankwoord (Acknowledgements)

Mijn proefschrift had niet deze vorm gekregen zonder de kennis, vrijheid en belangstelling van mijn omgeving. Ik dank mijn collega’s voor het samen werken, voor de interessante discussies over artikelen, statistiek en documentaires en voor de (trein)reizen. Ik had de “meta-amolysis” (Smeets, 2008) evenmin kunnen uitvoeren wanneer (inter)nationale wetenschappers hun onderzoeksresultaten niet beschikbaar hadden gesteld via tijdschriften, boeken, e-mail of het internet.

Vriend(inn)en van de allereerste onderwijsgroep, van GGK en buiten GW, vriendinnen uit Houten, die soms ook naar Maastricht gekomen zijn, nu zelfs vlakbij wonen of die ik in Den Haag heb ontmoet: dank jullie wel voor jullie meeleven met mij en mijn dromen. Mijn familie dank ik voor de vaste thuisbasis en de liefde voor literatuur die jullie hebben doorgegeven. Egbert, dat ik jou in de laatste, dynamische maanden heb mogen leren kennen en dat we onze promotieperikelen konden delen, vind ik heel bijzonder.

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165 Curriculum Vitae

Curriculum Vitae

Suzanne Mol was born July 30, 1983 in Naarden, the Netherlands. She completed her secondary education in 2001 (Gymnasium, Koningin Wilhelmina College in Culemborg). She studied Health Sciences at Maastricht University, specializing in Mental Health Sciences (cum laude, 2006). Her master’s thesis focused on the intergenerational transmission of life aspirations in adolescents. During her studies, she was student-assistant of Dr. Susan Bögels (Department of Clinical, Medical, and Experimental Psychology) for more than two years; a period in which she also briefly participated in research of the Babylab at the University of Reading (U.K.). In December 2006, she started a PhD project in the Faculty of Social and Behavioural Sciences (Education and Child Studies; Leiden University). Her main aim was to conduct meta-analyses that quantitatively synthesize existing research in the field of (shared) book reading.

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