Search results for author:"Maarten Vansteenkiste"
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Understanding the association between future time perspective and self-regulated learning through the lens of self-determination theory
Learning and Instruction Vol. 21, No. 3 (June 2011) pp. 332–344
The present cross-sectional research examined a process underlying the positive association between holding an extended future time perspective (FTP) and learning outcomes through the lens of self-determination theory. High school students and...
Educational Psychology Review Vol. 30, No. 1 (2018) pp. 177–214
Chinese education is controversial: it is not only lauded for Chinese students' high test achievements but also criticized for curbing students' deep learning and development into well-rounded individuals. In the current paper, we propose that self...
Where to go and how to get there: Goal clarification, process feedback and students’ need satisfaction and frustration from lesson to lesson
Christa Krijgsman; Tim Mainhard; Jan van Tartwijk; Lars Borghouts; Maarten Vansteenkiste; Nathalie Aelterman; Leen Haerens
Learning and Instruction Vol. 61, No. 1 (June 2019) pp. 1–11
This study investigated to what degree lesson-to-lesson variability in teachers' goal clarification and process feedback explains variability in secondary students’ motivational correlates. Students (N = 570, 24 classes) completed questionnaires at...
Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior
Maarten Vansteenkiste; Eline Sierens; Luc Goossens; Bart Soenens; Filip Dochy; Athanasios Mouratidis; Nathalie Aelterman; Leen Haerens; Wim Beyers
Learning and Instruction Vol. 22, No. 6 (December 2012) pp. 431–439
Grounded in self-determination theory, the aim of this study was (a) to examine naturally occurring configurations of perceived teacher autonomy support and clear expectations (i.e., a central aspect of teacher structure), and (b) to investigate...
Jotie De Meyer; Isabel B. Tallir; Bart Soenens; Maarten Vansteenkiste; Nathalie Aelterman; Lynn Van den Berghe; Lise Speleers; Leen Haerens
Journal of Educational Psychology Vol. 106, No. 2 (May 2014) pp. 541–554
Self-determination theory (SDT) has served as a theoretical framework for considerable research on teaching behavior and student motivation. The majority of studies have focused on need-supportive teaching behavior at the expense of need-thwarting...