Sorry! De informatie die je zoekt, is enkel beschikbaar in het Engels.
This programme is saved in My Study Choice.
Something went wrong with processing the request.
Something went wrong with processing the request.

Educational Neuroscience - brain, learning and development

How can developmental and biological perspectives help us understand learning and behavior of children and adolescents in educational contexts? Our research focuses on social-emotional, motivational and meta-cognitive factors to understand what is needed for children to do well and feel well in school. In addition to child factors, our program increases insights in how individual development is influenced by the environment, such as the peer context in the classroom, and gene-environment interplay. Throughout our work we use, and further develop, research approaches which are ecologically valid (i.e., situated and implemented in real-life settings, rather than lab environments) to ensure our findings have direct relevance for education.

Projects include:

  • Individual differences in social cognition

    We study 1) individual differences in social cognitive skills such as empathy and theory of mind, and their association with social network dynamics; and 2) the influence of cultural orientations (e.g. individualism, collectivism and honour) on social cognitive skills. 

    Contact: prof. dr. Lydia Krabbendam

  • Motivation, performance and brain development

    We study the interplay between students’ beliefs about their abilities (e.g. mindset, self-efficacy), the functioning and development of their brain when processing errors and feedback, and their actual learning trajectories and well-being in school, including the role of peers and parents in these processes.

    For more information, see

    Contact: dr. Nienke van Atteveldt

  • Social and Emotional Learning (SEL)

    Age-adequate social and emotional learning (SEL) is essential for positive development in wellbeing, mental health, academic achievement, and societal success. A major part of children’s social and emotional learning takes place in the school environment. In our project SCCILLS, we study how social and emotional learning in school can be stimulated via the teacher-student relationship in elementary school children.

    For more information see:

    Contact: dr. Marieke Buil and dr. Fanny de Swart

  • Gene-environment interplay

    We study individual differences in children’s behavioural and cognitive development. We focus on environmental factors (e.g., home and school factors) as well as child characteristics (e.g., ADHD,  dyslexia, self-control). In our studies we take genetic differences between children into account.

    Contact: dr Elsje van Bergen