Wetenschappelijke Artikelen Wetenschappelijke artikelen: Impact of the COVID-19 lockdown on gifted and non-gifted primary school students' well-being and motivation from a self-determination perspective (Samsen-Bronsveld, Van der Ven, Speetjens, & Bakx, 2022) High-ability students’ need satisfaction and motivation in pull-ut and regular classes: A quantitative and qualitative comparison between settings (Hornstra, Van Weerdenburg, Van den Brand, Hoogeveen, & Bakx, 2022) Sensory processing sensitivity does not moderate the relationship between need satisfaction, motivation and behavioral engagement in primary school students (Samsen-Bronsveld, Van der Ven, Bogaerts, Greven, & Bakx, 2022) Self-Descriptions of High-Performing and Regular-Performing Primary School Students: An Open, Exploratory Study (Bakx, Samsen-Bronsveld, Van Elderen, & Van Horssen-Sollie, 2021) Motivating gifted and non-gifted students in regular primary schools (Hornstra, Bakx, Mathijssen, & Denissen, 2020) Oratie - Begaafde leerling zoekt leerkracht (Bakx, 2019) Identifying highly gifted children by analyzing human figure drawings (Mathijssen, Feltzer, & Hoogeveen, 2016) Effects of full-time and part-time high-ability programs on developments in students’ achievement emotions (Hornstra, Van der Veen, & Peetsma, 2017) A comparison of high-ability pupils’ views vs. regular ability pupils’ views of characteristics of good primary school teachers (Bakx, Van Houtert, Van den Brand, & Hornstra, 2017)