Erik De Corte
Erik De Corte is professor emeritus of educational psychology and former director (and co-founder) of the Center for Instructional Psychology and Technology (CIP&T) at the University of Leuven, Belgium, where he received his PhD in educational sciences in 1970. De Corte was the founder and first President (1985-1989) of the European Association for Research on Learning and Instruction (EARLI), President of the International Academy of Education (1998-2006), and the chair of the HERCulES (Higher Education, Research and Culture in European Society) Expert Group of the Academia Europaea (2009-2017) which assist the Council in developing and managing activities and initiatives of the Academy. De Corte’s research centers on learning, teaching and assessment of thinking and problem solving, and the analysis of self-regulation skills, beliefs and emotions, especially in mathematics. His recent publications include: Educational sciences: A crossroad for dialogue among disciplines. European Review, 2018, Vol. 26, 262-271; Metacognitive pedagogies in mathematics classrooms. From kindergarten to college and beyond (with Z.R. Mevarech and L. Verschaffel in Handbook of self-regulation of learning and performance, 2nd edition), edited by D.H. Schunk and J.A. Greene. 2018, New York/London: Routeledge. At the 7th EARLI Conference in 1997 De Corte was presented with the Oeuvre Award for Outstanding Contributions to the Science of Learning and Instruction of the European Association for Research on Learning and Instruction, and at the 25th International Congress of Applied Psychology in 2002 with the Award for Outstanding Career Contribution to Educational Psychology. Respectively in 2000 and 2004 he received the degree of Doctor Honoris Causa at the University of Johannesburg and the University of the Free State, Bloemfontein in South Africa. In 2005-2006 he was a Fellow at the Center of Advanced Studies in the Behavioral Sciences at Stanford. In 2012 he was elected as member of the Russian Academy of Pedagogical and Social Sciences.