University of Groningen
Connecting, interacting and supporting
Brouwer, Jasperina
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Publication date: 2017
Link to publication in University of Groningen/UMCG research database
Citation for published version (APA):
Brouwer, J. (2017). Connecting, interacting and supporting: Social capital, peer network and cognitive perspectives on small group teaching. Rijksuniversiteit Groningen.
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Publications
Peer-reviewed publications
Brouwer, J., Jansen, E., Hofman, A., & Flache, A. (2016). Early tracking or finally leaving? Determinants of early study success in first-year university students. Research in
Post-Compulsory Education, 21(4), 376-393. doi: 10.1080/13596748.2016.1226584
Brouwer, J., Jansen, E.P.W.A., Hofman, W.H.A., & Flache, A. (2016). Een goed begin is het halve werk: Het belang van kleinschalig onderwijs voor de interactie, zelfeffectiviteit en studiesucces in het eerste semester [Well begun is half done: The importance of small group teaching for interaction, self-efficacy and study success in the first semester].
Pedagogische Studiën, 93(3), 119-135.
Brouwer, J., Jansen, E., Flache, A., & Hofman, A. (2016). The impact of social capital on self-efficacy and study success among first-year university students. Learning and
Individual Differences, 52, 109-118. doi: 10/1016/j.lindif.2016.09.016
Manuscripts
Zander, L*, Brouwer, J.*, Crayen, C., & Hannover, B. (under review). Help, when they need somebody: Do growth mindsets and self-efficacy beliefs predict social status in academic help-networks?
*Equal contributions to this manuscript; FU Berlin & University of Groningen Brouwer, J., Flache, A., Jansen, E., Hofman, A., & Steglich, C. (under review). Emergent
