Prof Dr Trudie Schils (T.)

• Graus, M., van de Broek, A., Hennissen, P., & Schils, T. (2022). Disentangling aspects of teacher identity learning from reflective blogs: The development of a category system. Teaching and Teacher Education, 111, Article 103624. https://doi.org/10.1016/j.tate.2021.103624

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• Korthals, R., Schils, T., & Borghans, L. (2022). Track placement and the development of cognitive and non-cognitive skills. Education Economics, 30(5), 540-559. https://doi.org/10.1080/09645292.2021.2010277

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• Schils, T. (2021). Gelijk op naar het hoger onderwijs? In A. Gielen, D. Webbink, & B. ter Weel (Eds.), Ongelijk Nederland (Preadviezen 2021): Een drieluik over migratie, onderwijs en de coronacrisis (pp. 44-51). Economisch Statistische Berichten. https://esb.nu/esb/20067997/gelijk-op-naar-het-hoger-onderwijs

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• Wehner, C., & Schils, T. (2021). Who are the low educational achievers? An analysis in relation to gender, emotional stability and conscientiousness. Applied Economics, 53(46), 5354-5368. https://doi.org/10.1080/00036846.2021.1922592

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• Hübner, N., Spengler, M., Nagengast, B., Borghans, L., Schils, T., & Trautwein, U. (2022). When academic achievement (also) reflects personality: Using the Personality-Achievement-Saturation-Hypothesis (PASH) to explain differential associations between achievement measures and personality traits. Journal of Educational Psychology, 114(2), 326-345. https://doi.org/10.1037/edu0000571

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• Schils, T. (2021). Samen werken aan goed onderwijs: benut die complementariteit! Maastricht University. https://doi.org/10.26481/spe.20210520ts

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• Borghans, L., & Schils, T. (2021). An economic approach to modeling personality. In D. Wood, S. J. Read, P. D. Harms, & A. Slaughter (Eds.), Measuring and Modeling Persons and Situations (pp. 675-697). Elsevier Science. https://doi.org/10.1016/B978-0-12-819200-9.00002-8

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• Feron, E., & Schils, T. (2020). A randomized field experiment using self-reflection on school behavior to help students in secondary school reach their performance potential. Frontiers in Psychology, 11, Article 1356. https://doi.org/10.3389/fpsyg.2020.01356

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• Schwabe, F., Korthals, R., & Schils, T. (2019). Positive social relationships with peers and teachers as moderators of the Big-Fish-Little-Pond Effect. Learning and Individual Differences, 70(February 2019), 21-29. https://doi.org/10.1016/j.lindif.2018.12.006

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• Feron, E., Schils, T., & ter Weel, B. (2016). Does the teacher beat the test? The additional value of the teacher's assessment in predicting student ability. De Economist, 164(4), 391-418. https://doi.org/10.1007/s10645-016-9278-z

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