Monique Boekaerts
Emeritus Instructietheorie en technologie
- Naam
- Prof.dr. M. Boekaerts
- Telefoon
- +31 71 527 2727
- boekaerts@fsw.leidenuniv.nl
Monique Boekaerts studeerde psychologie in Engeland en was hoogleraar Onderwijskunde aan de faculteit sociale wetenschappen van Nijmegen (1980-1990) en Leiden (1991 tot 2011). Na haar emeritaat bleef ze verbonden als gasthoogleraar aan de programmagroep Onderwijswetenschappen te Leiden.
Onderzoek
Boekaerts was een pionier op het terrein van de zelf-regulatie en het affectief leerproces. Zij geniet internationaal erkenning voor de ontwikkeling van haar zelf-regulatie model en de toepassing ervan in het onderwijs. Zij was jarenlang de wetenschappelijke expert bij vernieuwingsprojecten op het MBO. Boekaerts heeft meer dan 250 artikelen op haar naam. Zij was één van de oprichters van de European Association of Learning and Instruction en EARLI president van 1999-2001. Daarnaast was ze president van Educational, Instructional and School Psychology van de International Association of Applied Psychology (IAAP, 1998-2002) en president van de International Academy of Education (IAE).
Emeritus Instructietheorie en technologie
- Faculteit der Sociale Wetenschappen
- Instituut Pedagogische Wetenschappen
- Onderwijswetenschappen
- Boekaerts M., Smit K. & Busing F.M.T.A. (2012), Salient goals direct and energise students' actions in the classroom, Applied Psychology 4(S1): 520-539.
- Nuland H.J.C. van, Taris T.W., Boekaerts M. & Martens R.L. (2012), Testing the hierarchical SDT model: the case of performance-oriented classrooms, European Journal of Psychology of Education 27(4): 467-482.
- Boekaerts M. (2011), What have we learned about the social context-student engagement link?, Teachers College Record 113(2): 375-393.
- Boekaerts M. (2011), Emotions, emotion regulation, and self-regulation of learning. In: Zimmerman B. & Schunk D. (red.), Handbook of self-regulation of learning and performance. New York: Routledge. 408-425.
- Minnaert A.E.M.G., Boekaerts M., Brabander C.J. de & Opdenakker M.-C. (2011), Student experiences of autonomy, competence, social relatedness and interest within a CSCL environment in vocational education: The case of commerce and business administration, Vocations and Learning 4: 175-190.
- Boekaerts M. & Rozendaal J.S. (2010), Using multiple calibration indices in order to capture the complex picture of what affects students' accuracy of feeling of confidence, Learning and Instruction 20: 372-382.
- Nuland H.J.C. van, Dusseldorp E., Martens R.L. & Boekaerts M. (2010), Exploring the motivation jungle: Predicting performance on a novel task by investigating constructs from different motivation perspectives in tandem, International Journal of Psychology 45: 250-259.
- Boekaerts M. (2010), The crucial role of motivation and emotions in classroom learning. In: Dumont H., Istance D. & Benavides F. (red.), The nature of learning: Using research to inspire practice.. Paris: OECD Publishing. 91-113.
- Boekaerts M. (2010), Motivation and self-regulation: Two close friends. In: Urdan T.C. & Karabenick S.A. (red.), The decade ahead: Applications and contexts of motivation and achievement.. Bingley, UK: Emerald. 69-108.
- Boekaerts M., Nuland H.J.C. van & Martens R.L. (2010), Perspectives on motivation: What mechanisms energise students’ behaviour in the classroom. In: Littleton K., Wood C. & Kleine Staarman J. (red.), International Handbook of Psychology in Education. Bingley UK: Emerald Group Publishing Limited. 535-568.
- Boekaerts M. (2010), Coping with stressful situations: An important aspect of self-regulation. In: Peterson P., Baker E. & McGaw B. (red.), International Encyclopedia of Education. Oxford: Elsevier. 570-575.
- Smit K., Boekaerts M. & Busing F. (2010), Students’ goal preferences and motivation in the classroom. [overig].
- Martens R., Brabander C. den, Rozendaal J., Boekaerts M. & Leeden M. van der (2010), Inducing mind sets in self-regulated learning with motivational information, Educational Studies 36(3): 311-327.
- Boekaerts M. (2009), Motywacja w nauce. In: Janowski A. (red.), Educational Practices Series.. Warszawa: International Academy of Education-International Bureau of Education (UNESCO).. 117-135.
- Boekaerts M. (2009), La evaluación de las competencias de auto-regulación del estudiante [The assessment of students' self-regulation competences]. In: Monereo C. (red.), PISA como excusa. Repensar la evaluación para cambiar la enseñanza.. Barcelona: Graó. 55-69.
- Boekaerts M. (2009), Goal-directed behavior in the classroom. In: Wentzel K. & Wigfield A. (red.), Handbook on motivation at school.. New York and London: Routledge. 105-122.
- Smit K., Boekaerts M. & Busing F. (2009), Students’ goal preferences in the classroom. [overig].
- Minnaert A., Boekaerts M. & Opdenakker M.C. (2008), The relationship between students' interest development and their conceptions and perceptions of group work, Unterrichtswissenschaft 3: 216-236.
- Boekaerts M. & Rozendaal J.S. (2008), Expertise development in the college classroom: New insights. In: Berliner D.C. & Kupermintz H. (red.), Fostering change in institutions, environments, and people.. New York: Routledge. 95-118.
- Boekaerts M. (23 juli 2008), Keeping track of developments in self-regulated learning. Invited Symposium organized at the 29th International Congress of Psychology. Berlin, Germany. [lezing].
- Oortwijn M.B., Boekaerts M., Vedder P.H. & Strijbos J.W. (2008), Helping behaviour during cooperative learning and learning gains: The role of the teacher and of pupils' prior knowledge and ethnic background, Learning and Instruction 18: 146-159.
- Oortwijn M.B., Boekaerts M., Vedder P.H. & Fortuin J. (2008), The impact of a cooperative learning experience on pupils' popularity, non-cooperativeness, and interethnic bias in multiethnic elementary schools, Educational Psychology 28(2): 211-221.
- Oortwijn M.B., Boekaerts M. & Vedder P.H. (2008), The impact of the teachter's role and pupils' ethnicity and prior knowledge on pupils' performance and motivation to cooperate, Instructional Science 36: 251-268.
- Oortwijn M.B., Boekaerts M. & Vedder P.H. (2008), The effect of stimulating immigrant and national pupils' helping behaviour during cooperative learning in classrooms on their math-related talk, Educational Studies 34: 333-342.
- Minnaert A.E.M.G., Boekaerts M. & Brabander C.J. de (2007), Autonomy, competence, and social relatedness in task interest within project-based education, Psychological Reports 101: 574-586.
- Martens R.L. & Boekaerts M. (2007), Motiveren van studenten in het hoger onderwijs. Groningen: Wolters-Noordhoff.
- Boekaerts M. (2007), What have we learned about the link between motivation and learning/performance?, Zeitschrift fuer Paedagogische Psychologie 21(3/4): 263-269.
- Boekaerts M. (2007), Understanding students' affective processes in the classroom. In: Schutz P., Pekrun R. & Phye G. (red.), Emotion in education.. San Diego, CA: Academic Press. 37-56.
- Boekaerts M. & Hijzen D. (2007), Understanding the effect of culture on the pursuit of multiple goals, perception of learning conditions, and the quality of cooperative learning. In: Salili F. (red.), Culture, motivation and learning: A multicultural perspective.. Greenwich, CT: Information Age Publishing. 113-129.
- Boekaerts M. & Rozendaal J.S. (2007), New insights into the self-regulation of writing skills in secondary vocational education, Journal of Psychology 215(3): 152-163.
- Hijzen D., Boekaerts M. & Vedder P.H. (2007), Exploring the links between students' engagement in cooperative learning, their goal preferences and appraisals of instructional conditions in the classroom, Learning and Instruction 17(6): 673-687.
- Hijzen D., Boekaerts M. & Vedder P.H. (2006), The relationship between the quality of cooperative learning, students' goal preferences, and perceptions of contextual factors in the classroom, Scandinavian Journal of Psychology 47: 9-21.
- Boekaerts M. & Martens R.L. (2006), Motivated learning: What is it and how can it be enhanced?. In: Verschaffel L., Dochy F., Boekaerts M. & Vosniadou S. (red.), Instructional psychology: Past, present and future trends. A look back and a look forward.. London: Elsevier. 113-130.
- Boekaerts M. (2006), Helping students improve collaborative learning. In: Oser F.K., Renold U. & Achtenhagen F. (red.), Competence Oriented Teacher Training. Rotterdam, Taipei: Sense.
- Boekaerts M. (2006), Self-regulation and effort investment. In: Sigel E. & Renninger K.A. (red.), Handbook of child psychology, Vol. 4, Child psychology in practice.. Hoboken, NJ: John Wiley & Sons. 345-377.
- Boekaerts M. & Cascallar E. (red.) (2006), . Educational Psychology Review.
- Boekaerts M., Martens R.L. & Spapé M. (2006), The study of interest development: the impact of three motivational conditions, 10th International motivation conference. . Landau, Germany: University of Koblenz. 100-102.
- Boekaerts M. & Rozendaal J.S. (2006), Self-regulation in Dutch secondary vocational education: Need for a more systematic approach to the assessment of self-regulation. Euler D., Lang M. & Pätzold G. (red.), Zeitschrift für Berufs- und Wirtschaftspädagogik, Beiheft 20, Selbstgesteuertes Lernen in der beruflichen Bildung.. : Stuttgart: Franz Steiner Verlag. 49-77.
- Verschaffel L., Dochy F., Boekaerts M. & Vosniadou S. (red.) (2006), Instructional psychology: Past, present and future trends. A look back and a look forward. London: Elsevier.
- Boekaerts M. (2006), Recent advances in the study of self-regulated learning. [overig].
- Nuland H.J.C. van, Martens R.L., Boekaerts M. & Taris T.W. (2006), Self-regulation as a mediator/moderator in the effect of motivation on performance. [overig].
- Boekaerts M., Cascallar E. & Rozendaal J.S. (2006), Joining psychological research with cutting edge technology in the service of innovations in secondary vocational education. [overig].
- Boekaerts M. & Minnaert A. (2006), Affective and motivational outcomes of working in collaborative groups, Educational Psychology 26(2): 187-208.
- Cascallar E., Boekaerts M. & Costigan T. (2006), The assessment of self-regulation as a process, Educational Psychology Review 18(3): 297-306.
- Boekaerts M., Koning E. de & Vedder P.H. (2006), Goal-Directed behavior and contextual factors in the classroom: An innovative approach to the study of multiple goals, Educational Psychologist 41(1): 33-51.
- Boekaerts M. & Cascallar E. (2006), How far have we moved toward the integration of theory and practice in self-regulation?, Educational Psychology Review 18(3): 199-210.
- Koning E. de & Boekaerts M. (2005), Determinants of students' school-identification in secondary vocational education, European Journal of Psychology of Education 20: 289-308.
- Oortwijn M.B., Boekaerts M. & Vedder P.H. (2005), Is coöperatief rekenen op multiculturele basisscholen effectiever dan klassikaal rekenen?, Tijdschrift voor Nascholing en Onderzoek van het Reken-Wiskundeonderwijs 24(4): 16-24.
- Boekaerts M. (2005), Self-regulation and effort investment. In: Sigel E. & Renninger K.A. (red.), Handbook of Child Psychology. Child Psychology in Practice. 345-377.
- Vermeer H.J. & Boekaerts M. (2005), Rekenonderwijs: motivatie van jongens en meisjes bij rekenen in het basisonderwijs. In: IJzendoorn M.H. van & Frankrijker H. de (red.), Pedagogiek in Beeld. Een inleiding in de pedagogische studie van opvoeding, onderwijs en hulpverlening. (Geheel gereviseerde druk. Eerdere druk 2002). Houten: Bohn Stafleu van Loghum. 385-398.
- Martens R.L. & Boekaerts M. (2005), Relatedness as a key factor in effective learning environments, Proceedings of the European Conference for Research on Learning and Instruction.. . Nicosia, Cyprus 567-570.
- Boekaerts M., Maes S. & Karoly P. (2005), Self-regulation across domains of applied psychology: is there an emerging consensus?, Applied Psychology: An International Review 54: 149-154.
- Oortwijn M.B., Boekaerts M. & Vedder P.H. (2005), De effectiviteit van samenwerkend leren op multiculturele basisscholen; een vergelijking met klassikaal leren, Tijdschrift voor Nascholing en Onderzoek van het Reken-Wiskundeonderwijs 24(4): 16-24.
- Boekaerts M. & Minnaert A.E.M.G. (2005), Cognitive and affective outcomes of work in collaborative groups, Educational Psychology 26(2): 187-208.
- Vedder P.H., Boekaerts M. & Seegers G.H.J. (2005), Perceived social support and well being in schools; the role of students' ethnicity, Journal of Youth and Adolescence 34(3): 269-278.
- Karoly P., Boekaerts M. & Maes S. (2005), Toward consensus in the psychology of self-regulation: how far have we come?, Applied Psychology: An International Review 54: 300-311.
- Boekaerts M. & Corno L. (2005), Self-regulation in the classroom: A perspective on assessment and intervention, Applied Psychology: An International Review 54(2): 199-231.
- Rozendaal J.S., Minnaert A.E.M.G. & Boekaerts M. (2005), The influence of teacher perceived administration of self-regulated learning on students' motivation and information-processing, Learning and Instruction 15: 141-160.
- Boekaerts M., Maes S. & Karoly P. (2005), Self-regulation across domains of applied psychology: Is there an emerging consensus?, Applied Psychology: An International Review 54(2): 149-154.
- Karoly P., Boekaerts M. & Maes S. (2005), Toward consensus in the psychology of self-regulation: How far have we come? How far do we have yet to travel?, Applied Psychology: An International Review 54(2): 300-311.
- Boekaerts M. (2003), How do students from different cultures motivate themselves for academic learning?. In: Salili F. & Hoosain R. (red.), Research on multicultural education and international perspectives: vol. 3. Greenwich: Information Age Publishing. 13-31.
- Boekaerts M. & Minnaert A.E.M.G. (2003), Measuring behavioral change processes during an ongoing innovation program: Scope and limits. In: De Corte E., Verschaffel L., Entwistle N. & Merriënboer J. van (red.), Powerful learning environments: Unravelling basic components and dimensions. New York: Pergamon. 71-87.
- Boekaerts M. (2003), Adolescence in Dutch culture: a self-regulation perspective. In: Pajares F. & Urdan T. (red.), Adolescence and Education, vol. III: International Perspectives on Adolescence. Greenwich, Ct.: Information Age Publishing. 101-124.
- Koning E. de & Boekaerts M. (2003), Deelonderzoek 2: Motivationele zelfregulatie. In: Winter M. de (red.), Niet te groot en niet te klein. Effecten van schaalgrootte op het welbevinden van jongeren. Utrecht: NIZW.
- Boekaerts M. & Minnaert A.E.M.G. (2003), Assessment of students' feelings of autonomy, competence and social relatedness: A new approach to measuring the quality of the learning process through self- and peer-assessment. In: Segers M.S.R., Dochy F.J.R.C. & Cascallar E.C. (red.), Optimising new methods of assessment: In search of quality and standards. Dordrecht: Kluwer Academic Publishers. 225-246.
- Koning E. de & Boekaerts M. (2003), Schaalgrootte en pedagogisch klimaat in het middelbaar beroepsonderwijs, Vernieuwing. Tijdschrift voor Onderwijs en Opvoeding 62(6): 16-18.
- Koning E. de & Boekaerts M. (2003), Schaalgrootte en pedagogisch klimaat, Tijdschrift voor Onderwijs en Opvoeding 62(6): .
- Röder I., Kroonenberg P.M. & Boekaerts M. (2003), Psychosocial functioning and stress-processing of children with asthma in the school context: differences and similarities with children without asthma, Journal of Asthma 40: 777-787.
- Boekaerts M., Otten R. & Voeten M.J.M. (2003), Examination performance: Are students' causal attributions school-subject specific?, Anxiety, Stress and Coping 16(3): 331-342.
- Rozendaal J.S., Minnaert A.E.M.G. & Boekaerts M. (2003), Motivation and self-regulated learning in secondary vocational education: information-processing type and gender differences, Learning and Individual Differences 13(4): 273-289.
- Boekaerts M. (2003), Towards a model that integrates motivation, affect, and learning, British Journal of Educational Psychology : 173-189.
- Crombach M.J., Boekaerts M. & Voeten M.J.M. (2003), Online measurement of appraisals of students faced with curricular tasks, Educational and Psychological Measurement 63(1): 96-111.
- Boekaerts M. (2002), Bringing about change in the classroom: Strengths and weaknesses of the self-regulated learning approach, Learning and Instruction 12(6): 589-604.
- Boekaerts M. (2002), Motivation to learn. Brussel: IAE-IBE UNESCO.
- Vermeer H.J. & Boekaerts M. (2002), Rekenonderwijs: Motivatie van jongens en meisjes bij rekenen in het basisonderwijs. In: IJzendoorn M.H. van & Frankrijker H. de (red.), Pedagogiek in beeld: Een inleiding in de pedagogische studie van opvoeding, onderwijs en hulpverlening. Houten: Bohn Satfleu Van Loghum. 397-410.
- Boekaerts M. (2002), Unraveling the mental representation students make of stressful events. In: Gates G. & Wolverton M. (red.), Toward wellness: Prevention, coping and stress. Greenwich, CT: Information Age Publishing. 35-55.
- Boekaerts M. (2002), Meeting challenges in a classroom context. In: Frydenberg E. (red.), Beyond coping: meeting goals, visions and challenges. Oxford: Oxford University Press. 129-147.
- Boekaerts M. & Boscolo P. (red.) (2002), . Learning and Instruction.
- Boekaerts M. (red.) (2002), . Anxiety, Stress and Coping.
- Minnaert A.E.M.G., Boekaerts M. & Brabander C.J. de (2002), Constructing and evaluating an ICT-instrument to assess students' quality of working in groups, Education-Line (internettijdschrift) 2320: .
- Boekaerts M. & Boscolo P. (2002), Interest in learning, learning to be interested, Learning and Instruction 12(4): 375-382.
- Boekaerts M. (2002), Intensity of emotions, emotional regulation, and goal framing: How are they related to adolescents' choice of coping strategies?, Anxiety, Stress and Coping 15(4): 401-412.
- Boekaerts M. (2002), Coping with challenge, Anxiety, Stress and Coping 15(4): 321-326.
- Röder I., Kroonenberg P.M. & Boekaerts M. (2002), The stress and coping questionnaire for children (School version and Asthma version): Construction, factor structure, and psychometric properties, Psychological Reports 91: 29-36.
- Boekaerts M. (2002), Assessment of attitudes about new learners' roles: factor analysis of the Beliefs about Working in Groups Questionnaire, Psychological Reports 90: 986-996.
- Boekaerts M. (2001), The on-line motivation questionnaire: A self-report instrument to assess student's context sensitivity. In: Pintrich P.R. & Maehr M.L. (red.), New Directions in Measures and Methods. New York: JAI - Elsevier Science. 77-120.
- Boekaerts M. (2001), Motivation, learning and instruction. In: Smelser N.J. & Baltes P.B. (red.), International Encyclopedia of the Social and Behavioral Sciences. Oxford: Elsevier Sciences Ltd.. 10112-10117.
- Boekaerts M. (2001), Context sensitivity: activated motivational beliefs, current concerns and emotional arousal. In: Volet S. & Järvelä S. (red.), Motivation in Learning Contexts: Theoretical Advances and Methodological Implications. New York: Pergamon - Elsevier Science. 17-31.
- Rozendaal J.S., Minnaert A.E.M.G. & Boekaerts M. (2001), The relation between students' information processing modes, motivation, and anxiety in the context of innovative secondary vocational education. [overig].
- Boekaerts M. & Niemivirta M. (2000), Self-regulated learning: Finding a balance between learning goals and ego-protective goals. In: Boekaerts M., Pintrich P.R. & Zeidner M. (red.), Handbook of self-regulation. San Diego: Academic Press. 417-450.
- Zeidner M., Boekaerts M. & Pintrich P.R. (2000), Self-regulation: Directions and challenges for future research. In: Boekaerts M., Pintrich P.R. & Zeidner M. (red.), Handbook of self-regulation. San Diego: Academic Press. 750-769.
- Boekaerts M., Pintrich P.R. & Zeidner M. (2000), Self-regulation: An introductory overview. In: Boekaerts M., Pintrich P.R. & Zeidner M. (red.), Handbook of self-regulation. San Diego: Academic Press. 1-9.
- Boekaerts M. (2000), The on-line motivation questionnaire: Een meetinstrument om situatie-specifieke cognities en emoties te registreren. In: Evers A., Vliet-Mulder J.C. van & Groot C.J. (red.), Documentatie van tests en testresearch in Nederland. Assen: NIP Publicatie, Van Gorcum. 661-662.
- Boekaerts M., Pintrich P.R. & Zeidner M. (red.) (2000), Handbook of self-regulation. San Diego, Cal. USA: Academic Press.
- Vermeer H.J., Boekaerts M. & Seegers G.H.J. (2000), Motivational and gender differences: Sixth-grade students' mathematical problem-solving behavior, Journal of Educational Psychology : 308-315.
- Boekaerts M. & Röder I. (1999), Stress, coping, and adjustment in children with a chronic disease: a review of the literature, Disability and Rehabilitation 21(7): 311-337.
- Boekaerts M. (1999), Wie of wat bepaalt of een leeromgeving krachtig is?. In: Lodewijks J.G.L.C. & Sanden J.M.M. van der (red.), Op de student gericht. Tilburg: Tilburg University Press. 69-85.
- Zeidner M., Boekaerts M. & Pintrich P.R. (1999), Self-regulation: Directions and challenges for future research. In: Boekaerts M., Pintrich P.R. & Zeidner M. (red.), Handbook on self-regulation. San Diego, Calif.: Academic Press. 750-769.
- Boekaerts M. & Niemivirta M. (1999), Self-regulated learning: Finding a balance between learning goals and ego-protective goals. In: Boekaerts M., Pintrich P.R. & Zeidner M. (red.), Handbook of self-regulation. San Diego, Calif.: Academic Press. 417-450.
- Boekaerts M., Pintrich P.R. & Zeidner M. (1999), Self-regulation: An introductory overview. In: Boekaerts M., Pintrich P.R. & Zeidner M. (red.), Handbook of self-regulation. San Diego, Calif.: Academic Press. 1-9.
- Boekaerts M. (red.) (1999), . Studiehuisreeks.
- Boekaerts M., Pintrich P.R. & Zeidner M. (red.) (1999), Handbook on self-regulation. San Diego, Calif.: Academic Press.
- Boekaerts M. (red.) (1999), . International Journal of Educational Research.
- Boekaerts M. (red.) (1999), . Learning and Instruction.
- Boekaerts M. (1999), Motivated learning: The study of student x situation transactional units, European Journal of Psychology of Education 14(4): 41-55.
- Boekaerts M. (1999), Metacognitive experiences and motivational state as aspects of self-awareness: Review and discussion, European Journal of Psychology of Education 14(4): 571-584.
- Boekaerts M. (1999), Self-regulated learning: Where we are today, International Journal of Educational Research 31(6): 445-457.
- Boekaerts M. & Röder I. (1999), Stress, coping, and adjustment in children with a chronic disease: A review of the literature, Disability and Rehabilitation 21(7): 311-337.
- Boekaerts M. & Nenniger P. (1999), Motivation: A construct with a long tradition. Introduction, European Journal of Psychology of Education 14(4): 3-9.
- Boekaerts M. & Minnaert A.E.M.G. (1999), Self-regulation with respect to informal learning, International Journal of Educational Research 31(6): 533-544.
- Boekaerts M. (1998), Coping in context: Goal frustration and goal ambivalence in relation to academic and interpersonal goals. In: Frydenberg E. (red.), Learning to cope: Developing as a person in complex societies. Oxford: Oxford University Press. 175-197.
- Boekaerts M. (1998), Boosting students' capacity to promote their own learning: A goal theory perspective, Research Dialogue in Learning and Instruction 1(1): 13-22.
- Boekaerts M. (1998), Do culturally rooted self-construals affect students' conceptualization of control over learning?, Educational Psychologist 33(2/3): 87-108.
- Boekaerts M., Crombach M.J. & Voeten M.J.M. (1998), Task attraction as a determinant of intended effort on curricular tasks, Scientia Paedagogica Experimentalis 35(2): 493-512.
- Boekaerts M. (1997), Affect, emotions, and learning. In: Anderson L.W. (red.), Teaching and teacher education. Oxford: Pergamon. 402-407.
- Boekaerts M. (red.) (1997), . Scientia Paedagogica Experimentalis.
- Boekaerts M. (red.) (1997), . Studiehuisreeks.
- Boekaerts M. (red.) (1997), . Review of Research in Education.
- Boekaerts M. (1997), Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students, Learning and Instruction 7(2): 161-186.
- Boekaerts M., Otten R. & Simons P.R.J. (1997), Een onderzoek naar de bruikbaarheid van de ILS. Leerstijlen in de onderbouw van het voortgezet onderwijs, Gender Studies 22(2): 15-36.
- Boekaerts M. (1997), Capacity, inclination, and sensitivity for mathematics, Anxiety, Stress and Coping 10: 5-33.
- Boekaerts M. (red.) (1997), . Learning and Instruction.
- Boekaerts M. (1997), Zelf-regulerend leren bevorderen met behulp van het zes-blokkenmodel, Studiehuisreeks 18: 32-57.
- Boekaerts M. (1997), Samoregulisano ucenje na spoju kognicije i motivacije [The model of self-regulated learning], Psihologija U Svetu 2(1): 44-57.