Scientific staff

M. (Mariska) Okkinga MSc.

Contact information: 

Room: Cubicus C236
Phone: +31 53 489 6681
Email: m.okkinga@utwente.nl

Research interests

My research interests lie in different aspects of developmental and educational psychology: self-regulation, metacognitive skills, (reading) strategies, and prevocational education. During my research internship at Cambridge University, I was involved in a study on self-regulation, metacognition and reasoning in five-year olds. In my Masters thesis, I studied the differences in metacognitive skills between prevocational (vmbo-kader) and higher-general education students (havo).

PhD project

In my PhD project, I am studying the effectiveness of a reading comprehension program in prevocational education. With a randomized control trial, first year prevocational students will be followed during two years. The program, ‘Nieuwsbegrip’, is based on three well-known and effective principles: motivating contexts, acquiring reading strategies and self-regulation, and supporting learning. Teachers participating in the program receive both training sessions as well as coaching sessions. Implementation quality is examined through classroom observations. In addition, background characteristics, metacognitive knowledge and reading attitude in relation to the effectiveness of ‘Nieuwsbegrip’ are examined.

Educational background

2011- Present

PHD Candidate, Twente University, Enschede (promotor: prof. dr. Sleegers, daily supervisor: dr. A. van Gelderen)



2009-2011

MSc, Research Master Developmental Psychology, Leiden University, Leiden



2005-2008

BSc Psychology, Leiden University, Leiden



2002-2006

BA Humanistics, University of Humanistics, Utrecht


Publications

  • Okkinga, M., Van Schooten, E., Van Gelderen, A., Van Steensel, R., & Sleegers, P.J.C. (in progress). Effects of reciprocal teaching on reading comprehension of low achieving adolescents. Differential effects with vocabulary and metacognitive knowledge.
  • Okkinga, M., Van Schooten, E., Van Gelderen, A., Van Steensel, R., & Sleegers, P.J.C. (in progress). Effects of reciprocal teaching on reading comprehension: A two-year study in an authentic setting with low-achieving adolescents.
  • Okkinga, M., Van Steensel, R, Van Gelderen, A, & Sleegers, P.J.C. (under review). Effects of reciprocal teaching on reading comprehension in low achieving adolescents. The importance of specific teacher skills.
  • Teepe, R., & Okkinga, M. (2013). Leesstrategieën van eentalige en meertalige zwakke adolescente lezers: een oriënterende studie. In Schram, D. (Eds). De aarzelende lezer over de streep (p.123-150). Delft: Eburon.

Conference presentations

  • Okkinga, M., Van Schooten, E., Van Gelderen, A., Van Steensel, R., & Sleegers, P.J.C. (2015, April). Does reciprocal teaching contribute to low achieving adolescents’ 
    reading comprehension? Presentatie voor The Reading Network, LUMC, Leiden, April 10.
  • Okkinga, M., Van Gelderen, A., Van Schooten, E, Van Steensel, R., Sleegers, P. (2014, September). Effects of strategy-instruction and reciprocal teaching: a two-year longitudinal study among low achieving adolescents. Paper presented at ECER conference, Porto, September 1-5.
  • Okkinga, M., Steensel, R, van, Gelderen, A. van, Van Schooten, E., & Sleegers, P.J.C. (2014, June). Effecten van Nieuwsbegrip in het vmbo: een tweejarige interventiestudie. (Symposium: Lezen en schrijven met Nieuwsbegrip: onderzoek naar interventies, leesprocessen, opvattingen en de lespraktijk van docenten). Presentatie voor de Onderwijs Research Dagen, RUG, Groningen, 11-13 June, 2014.
  • Okkinga, M., Van Steensel, R, Van Gelderen, A, & Sleegers, P.J.C. (2013, Aug). Does promoting reading engagement foster low achieving adolescents’ reading ability? Symposium (Promoting reading ability and vocabulary. Evidence from recent intervention studies) presented at the European Association for Research on Learning and Instruction Conference, TU Munich, Munich, 27-31 August, 2013.
  • Okkinga, M. & Veenman, M.V.J. (2013, Aug). Production vs availability deficiency of metacognition: comparing low and high achieving students. Paper presented at the European Association for Research on Learning and Instruction Conference, TU Munich, Munich, 27-31 August, 2013.
  • Okkinga, M., Van Steensel, R, Van Gelderen, A, & Sleegers, P.J.C. (2013, May). Bevorderen van begrijpend lezen in het vmbo: een klassenexperiment. (Symposium: De lees- en schrijfontwikkeling van vmbo-leerlingen: onderzoek naar verschillen, determinanten en interventies) presented at the Onderwijs Research Dagen, VUB, Brussels, 29-31 May, 2013.
  • Steensel, R. van, Okkinga, M., Gelderen, A. van, & Sleegers, P. (2013, Aug). Does reciprocal teaching contribute to adolescent low achievers’ reading comprehension? Paper presented at the European Conference on Reading, Jönköping, Sweden, 6-9 August 2013.