Dr. Ineke Pit-Ten Cate
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| Faculté ou Centre | Faculté des Sciences Humaines, des Sciences de l'Éducation et des Sciences Sociales | ||||
| Department | LUCET | ||||
| Adresse postale |
Université du Luxembourg Maison des Sciences Humaines 11, Porte des Sciences L-4366 Esch-sur-Alzette |
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| Bureau sur le campus | MSH, E03 35-280 | ||||
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| Téléphone | (+352) 46 66 44 9742 | ||||
| Fax | (+352) 46 66 44 39742 | ||||
Research Topics: Child cognitive, social and emotional development; inclusive education; special education; teacher decision making; family adjustment to chronic illness and physical disability; brain-behaviour links; stress and coping; social cognition; research design and analyses; positive outcome of adversity; psycho-diagnostic assessment; test construction, validity and reliability.
I am a research associate at the Faculty of Humanities, Arts and Education at the University of Luxembourg. I have MSc degrees in both Experimental Psychology (University of Utrecht) and Pedagogy (University of Nijmegen) and have worked both clinically and academically in different countries. In 2004 I was awarded my PhD (University of Southampton). The lion share of my career has been dedicated to issues of children’s mental health and educational advancement, especially those children with physical disabilities and chronic illness. More recently, my research has focused on teacher characteristics that impact decisions regarding students’ educational pathways. Over the years I have conducted several studies, using a range of methodologies and statistical techniques.
Last updated on: mercredi 10 juillet 2019
Please click below for Ineke Pit-ten Cate's full CV.
Last updated on: 22 mars 2019
Research Interests
- child cognitive social and emotional development
- inclusive, integrative and special education
- Judgment formation and decision making within educational contexts
- family adjustment to chronic illness and physical disability
- brain-behaviour links
- stress and coping
- research design and analyses
- positive outcome of adversity
- psycho-diagnostic assessment
- test construction, validity and reliability.
Current Research Project
- Inclusive education: The effect of teacher characteristics and school support on inclusive practice (FNR CORE: INCLUS, Dr Ineke Pit-ten Cate)
Finalized Research Projects
Funded by the Fonds National de la Recherche (Professor Sabine Krolak-Schwerdt):
- School transitions from primary to secondary school: Development of intervention strategies to improve the quality of teachers' transition decisions
Funded by the Association of Spina Bifida and Hydrocephalus (Professor. Jim Stevenson):
- Developmental, Behavioural and Psychological Characteristics Associated with Hydrocephalus and Spina Bifida in Middle Childhood
- A Study of the Cognitive Basis for Educational Problems in Young Adolescents with Hydrocephalus and Spina Bifida
Funded by University of Southampton Annual Grant Scheme (Ineke Pit-ten Cate & David Daley):
- Parental distress and child behaviour: the mediating role of expressed emotion
- Child Behaviour and Parenting Stress over time in families of children with Hydrocephalus.
Funded by the ‘Prinses Beatrix Fonds’ (Dr Ineke Loots):
- Siblings of Children with Spina Bifida, Cerebral Palsy and Multiply Disabilities: problems and Solutions
Funded by NIMH:
- Assessment of Development in Young Children with Disabilities
- Team Collaboration in the Assessment of Young Children with Disabilities
Other:
- Trends in Service Delivery: Psychological Practice in Rehabilitation Setting
- Pain, Anxiety, and Cooperativeness in Children with Cerebral Palsy After Rhizotomy: Changes throughout Rehabilitation
- Stress and Family Satisfaction in Parents of Children with Port Wine Stains.
PhD research
Family adjustment to disability and chronic illness in children, University of Southampton. Supervisor: Prof. Jim Stevenson, Advisor: Prof. Richard Hastings
Last updated on: 22 mars 2019
2021
Erweitertes Testinventar; ;
in Ugen, Sonja; Schiltz, Christine; Fischbach, Antoine; Pit-Ten Cate, Ineke (Eds.) Lernstörungen im multilingualen Kontext. Diagnose und Hilfestellungen (2021)
Diagnostik von Lernstörungen im luxemburgischen Grundschulsystem;
in Ugen, Sonja; Schiltz, Christine; Fischbach, Antoine; Pit-Ten Cate, Ineke (Eds.) Lernstörungen im multilingualen Kontext: Diagnose und Hilfestellungen (2021)
Fallbeispiele;
in Ugen, Sonja; Schiltz, Christine; Fischbach, Antoine; Pit-Ten Cate, Ineke (Eds.) Lernstörungen im multilingualen Kontext: Diagnose und Hilfestellungen (2021)
What´s in a diagnosis: The Effect of Externalizing and Internalizing Students´ Behaviour on Pre-service Teachers' Classroom Management and Interaction Strategies;
in British Journal of Educational Psychology (2021)
Increasing the diversity of the teacher workforce: Socio-political challenges to reducing inequalities in access to teacher education programs.; ;
in Frontiers in Education (2021), 6
Social Inequality in Education: Academic Achievement of First-, Second-, and Later-Generation Immigrant Students in Luxembourg; ; ; ;
Scientific Conference (2021, April 08)
Einleitung: Lernstörungen im multilingualen Kontext – Eine Herausforderung; ; ;
in Ugen, Sonja; Schiltz, Christine; Fischbach, Antoine; Pit-Ten Cate, Ineke (Eds.) Lernstörungen im multilingualen Kontext: Diagnose und Hilfestellungen (2021)
Lernstörungen im multilingualen Kontext: Diagnose und Hilfestellungen.; ; ;
Book published by Melusina Press (2021)
Differenzialdiagnose und weitere Aspekte; ;
in Ugen, Sonja; Schiltz, Christine; Fischbach, Antoine; Pit-Ten Cate, Ineke (Eds.) Lernstörungen im multilingualen Kontext: Diagnose und Hilfestellungen (2021)
2020
Die Einstellungen von Lehrpersonen gegenüber Schüler*innen ethnischer Minoritäten und Schüler*innen mit sonderpädagogischem Förderbedarf: Ein Forschungsüberblick; ; ;
in Glock, Sabine; Kleen, Hannah (Eds.) Stereotype in der Schule (2020)
Measurement invariance of the Positive Gains Scale in families of children with and without disabilities; ; ; ;
in Research in Developmental Disabilities (2020), 103
Inclusive education in Luxembourg: implicit and explicit attitudes toward inclusion and students with special educational needs;
in International Journal of Inclusive Education (2020), 24
Akademische Profile von Schüler*innen zur Bestimmung der Akkuratheit von Schulübergangsempfehlungen – eine Validierungsstudie;
in Glock, Sabine; Kleen, Hannah (Eds.) Stereotype in der Schule (2020)
Teachers’ information processing and judgement accuracy: effects of information consistency and accountability; ; ; ; ;
in European Journal of Psychology of Education (2020), 35(3), 675-702
Stereotypen hinsichtlich Schüler*innen mit sonderpädagogischem Förderbedarf: Lehrerüberzeugen, -erwartungen und –gefühle;
in Glock, Sabine; Kleen, Hannah (Eds.) Stereotype in der Schule (2020)
Schulisches Wohlbefinden und Schulzufriedenheit unter Berücksichtigung sozio-demografischer Variablen und akademischer Leistung; ; ;
Scientific Conference (2020, March)
2019
Teacher Attitudes towards Ethnic Minority Students: Effects of Schools´ Cultural Diversity; ;
in British Journal of Educational Psychology (2019), 89
Smoking, Implicit Attitudes, and Context-Sensitivity: An Overview;
in Substance Abuse and Addiction: : Breakthroughs in Research and Practice (2019)
Pre- and in-service teachers´ attitudes toward students with learning difficulties and challenging behavior.;
in Frontiers in Psychology (2019), 10(327), 1-10
What is meant by inclusion: On the effects of different definitions on attitudes toward inclusion.; ;
in European Journal of Special Needs Education (2019), 34(5), 632-648
Spina Bifidain Llewellyn, C; Ayers, S; McManus, C; Newman, S; Petrie, K; Revenson, T.A.; Weinman, J (Eds.) Cambridge Handbook of Psychology, Health, & Medicine (2019)
Teachers' Implicit Attitudes Toward Students From Different Social Groups: A Meta-Analysis;
in Frontiers in Psychology (2019)
Teachers´ Attitudes toward Students with High- and Low-Educated Parents;
Scientific Conference (2019, February)
Implicit attitudes and stereotypes concerning male and female ethnic minority students;
Scientific Conference (2019, September 10)
Editorial: teachers’ attitudes and self‐efficacy beliefs with regard to inclusive education; ; ;
in Journal of Research in Special Educational Needs (2019), 19(S1), 3-7
Measuring social participation of students with special educational needs using large scale data; ; ;
Scientific Conference (2019, May)
Forging and Paving a Future: Immigrant Status and Academic Achievement in Luxembourg; ; ; ;
Scientific Conference (2019, August 21)
Lower plasma insulin levels during overnight closed loop in schoolchildren with type 1 diabetes: potential advantage?; ; ; ; ;
in PLoS ONE (2019), 14(3: e0212013), 1-11
Predicting Academic Success in Early Primary School: A Propensity Score Matching Approach; ; ; ; ;
Scientific Conference (2019, November 06)
2018
Décisions d´orientation transitoire au Luxembourg: L’ adéquation entre le niveau de performance et le niveau d’exigence et leur relation avec la réussite de l’apprentissage; ;
in Lenz, Thomas; Baumann, Isabell; Küpper, Achim (Eds.) Rapport National sur l´Éducation au Luxembourg 2108 (2018)
Übergangsentscheidungen in Luxemburg – Die Passung zwischen Leistungs- und Anforderungsniveau und deren Relation zum späteren Lernerfolg; ;
in Lenz, Thomas; Baumann, Isabell; Küpper, Achim (Eds.) Nationaler Bildungsbericht Luxemburg 2018 (2018)
Mixed stereotype content and attitudes toward students with special educational needs and their inclusion in regular schools in Luxembourg; ;
in Research in Developmental Disabilities (2018), 75
Teachers´ judgments and decision making: Studies concerning the transition from primary to secondary education and their implications for teacher education; ;
in Zlatkin-Troitschanskaia, Olga; Toepper, M.; Pant, H.A.; Lautenbach, C.; Kuhn, C. (Eds.) Assessment of Learning Outcomes in Higher Education – Cross-national Comparisons and Perspectives (2018)
Inclusive Practice: The influence of teachers´ attitudes and competencePresentation (2018, November 21)
Social participation and peer relationships of students with special educational needsScientific Conference (2018, September 06)
Instilling teacher agency in professional development: an international outlook. Enabling teachers in Luxembourg to implement inclusive practicein Sibilio, Maurizio; Aiello, Paola (Eds.) Lo sviluppo professionale dei docenti. Ragionare di agentività per una scuola inclusiva (2018, July)
Inklusive Bildung: Die Rolle der Einstellungen und Kompetenzen von Lehrkräften und LehramtsstudierendenPresentation (2018, April 25)
Teacher expectations concerning students with immigrant background or special educational needs;
in Educational Research and Evaluation (2018)
Teacher expectations concerning students with immigrant background or special educational needs;
Scientific Conference (2018, November 20)
Teachers´ Attitudes toward Students with High- and Low-Educated Parents;
in Social Psychology of Education (2018), 21(3), 725-742
Inklusive Bildung aus der Sicht luxemburgischer Grundschullehrerinnen und -lehrer;
in Lenz, Thomas; Baumann, Isabell; Küpper, Achim (Eds.) Nationaler Bildungsbericht Luxemburg 2018 (2018)
L’éducation inclusive du point de vue du personnel de l’enseignement fondamental luxembourgeois;
in Lenz, Thomas; Baumann, Isabell; Küpper, Achim (Eds.) Rapport Ntional sur l´Éducation au Luxembourg 2018 (2018)
Teachers´attitudes toward the inclusion of students with special educational needs in Luxembourg: Associations with training and perceived competence;
Scientific Conference (2018, November 09)
Teachers´ attitudes towards inclusion: Effects of a training module;
Scientific Conference (2018, September 17)
Changes in preservice teachers´ attitudes toward inclusion: the role of competence;
Scientific Conference (2018, September 13)
Stereotypes and attitudes toward male and female students with special educational needs from different backgrounds.;
Scientific Conference (2018, September 06)
Promoting inclusive education: The role of teacher’ attitudes and competence; ; ;
in Insights on Learning Disabilities: from prevailing theories to validated practices (2018), 15(1), 49-63
2017
Stereotypen gegenüber SchülerInnen mit Förderbedarf: Überzeugungen von erfahrenen Lehrkräften, Lehramtsstudierenden und SchülerInnen; ;
Scientific Conference (2017, September)
Pre-service teachers´ attitudes towards inclusion: Effects of a training module; ;
Scientific Conference (2017, August 22)
Social participation of students with special educational needs in regular classes;
Scientific Conference (2017, August 23)
Teachers´beliefs regarding students with special educational needs from different backgrounds: Stereotypes and judgments of student competence;
Scientific Conference (2017, March 13)
Stereotypes and attitudes towards students with special educational needs in relation to teachers´ attitudes towards inclusive education; ;
Scientific Conference (2017, August 30)
Intervention strategies to improve the quality of teachers´ judgments: Changes in the accuracy of teachers´ transition decisions; ; ;
Scientific Conference (2017, August 30)
Social acceptance and peer relationships of children with physical disabilities;
Scientific Conference (2017, August 24)
2016
Primacy effects in attention, recall and judgment patterns of simultaneously presented student information: Evidence from an eye-tracking study; ; ;
in Hughes, Gary (Ed.) Student Achievement: Perspectives, Assessment and Improvement Strategies (2016)
Stereotypen und Einstellungen in Bezug auf Schüler mit sonderpädagogischem Förderbedarf; ;
Scientific Conference (2016, November 12)
Teacher attitudes towards students with special educational needs in Luxembourg; ;
Scientific Conference (2016, July 08)
Teacher attitudes towards students with special educational needs in Luxembourg; ;
Poster (2016, June)
Invited talk - Übergangsentscheidungen in Luxemburg; ; ;
Conference given outside the academic context (2016)
Students with SEN at high risk: The link between social participation and psychosocial outcomes [discussant]Scientific Conference (2016, August)
Bestimmung der Qualität der Übergangsentscheidung: Prädiktive Validität eines Kriteriums; ; ;
Scientific Conference (2016)
Teacher attitudes towards inclusion of students with special educational needs in Luxembourg; ;
Scientific Conference (2016, August 23)
Übergang in die Sekundarschule: Die Rolle der Entscheidungsverantwortung im Orientierungsprozess;
Article for general public (2016)
Accuracy of teachers’ tracking decisions: Short- and long-term effects of accountability; ;
in European Journal of Psychology of Education (2016), 31(2), 225-243
Theoretical knowledge and formal decision rules: Can we reduce bias in orientation decisions?; ; ;
Scientific Conference (2016)
2015
Are school placement recommendations accurate? The effect of students’ ethnicity on teachers’ judgments and recognition memory.; ;
in European Journal of Psychology of Education [=EJPE] (2015), 30(2), 169-188
Der Übergang vom Primar- zum Sekundarschulbereich: Übergangsentscheidungen von Lehrkräften; ; ;
in Lenz, Thomas; Bertemes, Jos (Eds.) Bildungsbericht Luxembourg 2015 Band 2:Analysen und Befunde (2015)
Preservice teachers' attitudes toward inclusion and toward students with special educational needs from different ethnic backgrounds; ; ;
in Journal of Experimental Education (2015)
Inklusive Bildung in Luxemburg: Unterstützung der Lehrerpersonen im Umgang mit Heterogenität.;
Presentation (2015, November)
2014
Noten oder sozialer Hintergrund? Der erste Eindrück beeinflusst das gedächtnis für Schülerinformationen und die Genauigkeit des Urteils; ; ;
Scientific Conference (2014)
Smoking, implicit attitudes, and context-sensitivity: An Overview;
in Jin, Z (Ed.) Exploring implicit cognition: Learning, memory, and social-cognitive processes (2014)
Prenatal maternal stress and child developmental outcome: Implications for health care provision?in Developmental Medicine & Child Neurology (2014), 56(3), 204-205
Improving teachers' judgments: Obtaining change through cognitive processes; ; ;
in Krolak-Schwerdt, Sabine; Glock, Sabine; Böhmer, Matthias (Eds.) Teachers' professional development: Assessment, training, & learning (2014)
2013
Der Einfluss der Verantwortung auf die Genauigkeit und Unverzerrtheit von Lehrerurteilen am Beispiel der Schullaufbahneompfehlung: Unmittelbare und langfristige Effekte; ;
Scientific Conference (2013, September)
Improving orientation processes by applying formal decision rules; ; ;
Scientific Conference (2013, August)
Neue Ansätze zur Entwicklung von Kriterien für die Qualität von Sekundarschulempfehlungen;
Scientific Conference (2013, March)
Betreuung von Kindern mit besonderem Förderbedarf in Luxemburg: Erfahrungen und HerausforderungenPresentation (2013, November 14)
Invited talk - TRANSINTER - erste Ergebnisse und zukünftige Pläne; ;
Conference given outside the academic context (2013)
Kompetenz und Arbeitsbezogene Stress bei sonderpädagogischen Fachkräfte in Luxemburg: Vermittlung durch Selbstwirksamkeit;
Scientific Conference (2013, September 25)
Developing a criterion to judge the accuracy of transition decisions; ;
Scientific Conference (2013, March)
Better decisions through science - changing decision making processes by applying formal decision rules; ; ;
Scientific Conference (2013)
Précision de l´avis d´orientation: une analyse de l´effet de la responsabilité; ; ;
Scientific Conference (2013, January)
2012
Orientation decisions concerning the transition from primary to secondary school: the affect of accountability; ; ;
Scientific Conference (2012, September)
2011
2009
2008
Behaviour difficulties and cognitive function in children born very prematurely; ;
in International Journal of Behavioral Development (2008), 32(3), 199-206
Empathy in Preschool Children: The development of the Southampton Test of Empathy for Preschoolers (STEP); ; ;
in Psychological Assessment (2008), 20(3), 305-309
2007
Grandparent support for mothers of children with and without physical disabilities; ; ;
in Families in Society (2007), 88(1), 141-146
Spina bifida;
in Ayers, S.; Baum, A.; McManus, C.; Newman, S.; Wallston, K.; Weinman, J.; West, R. (Eds.) Cambridge Handbook of Psychology, Health, & Medicine (2007)
2006
Physiological correlates of intellectual deficit in children with Sickle Cell Disease: Hypoxaemia, hyperaemia and brain infarction; ; ; ;
in Developmental Science (2006), 9(4), 379-387
Assessment of health related quality of life in individuals with neural tube defects;
in Wyszynski, D. F. (Ed.) Neural Tube defects: From origin to treatment (2006)
2004
Perceived positive gain and its effect on the illness-parenting stress relationship;
Poster (2004, April)
The nature of hyperactivity in children and adolescents with hydrocephalus: a test of the dual pathway mode;
in Neural Plasticity (2004), 11(1-2), 13-21
2003
Top of Page2002
Disability and quality of life in spina bifida and hydrocephalus; ;
in Developmental Medicine and Child Neurology. Supplement (2002), 44(5), 317-322
Parental stress and positive gain in mothers of children with spinna bifida and/or hydrocephalus;
Poster (2002, October)
Behaviour problems and expressed emotion in children with spina bifida and/or hydrocephalus;
Scientific Conference (2002, September)
Peer relations and neuropsychological abilities in children with hydrocephalus and/or spina bifida;
Scientific Conference (2002, October)
2001
The relationship between body image and psychosocial adjustment in adolescents with spina bifida; ;
Poster (2001, September)
When Chronic Disability Meets Acute Stress: Psychological and Functional Changes; ;
in Developmental Medicine and Child Neurology. Supplement (2001), 43(3), 214-216
2000
Experiences of Siblings of Children with Physical Disabilities: An Empirical Investigation;
in Disability & Rehabilitation (2000), 22(9), 399-408
Disability and quality of life in children with spina bifida and hydrocephalus;
Scientific Conference (2000, June)
1999
Stress and Family Satisfaction in Parents of Children with Port Wine Stains; ; ;
in Pediatric Dermatology (1999), 16(3), 190-197
The impact on parents of behaviour problems in children with spina bifida and hydrocephalus;
Scientific Conference (1999, November)
1998
Brothers and sisters of children with physical disabilities: Problems and strategiesScientific Conference (1998, October)
Het is zoals het is en als ik kan helpen graag: Ervaringen van broers en zussen van kinderen met een lichamelijke handicap;
in Nederlands Tijdschrift voor Kinderrevalidatie (1998), (2), 33-37
Reliability and Validity of the Southern California Ordinal Scales of Development for a Sample of Young Children with Disabilities; ; ; ; ;
in Journal of Psychoeducational Assessment (1998), 16(1), 4-14
Team Approaches to Treating Children with Disabilities: A Comparison; ; ; ; ;
in Archives of Physical Medicine & Rehabilitation (1998), 79(4), 430-434
1997
Pain, Anxiety, and Cooperativeness in Children with Cerebral Palsy after Rhizotomy: Changes Throughout Rehabilitation; ;
in Journal of Pediatric Psychology (1997), 22(5), 689-705
Broers en zussen van kinderen met een lichamelijke handicap: Problemen en Oplossingen;
Article for general public (1997)
Trends in service delivery: Psychological practice in rehabilitation settings; ; ;
in Rehabilitation Outllook (1997)
1995
Trends in Service Delivery: Psychological Practice in Rehabilitation Settings; ; ;
Scientific Conference (1995, August)
