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...

Language: English

Teachers’ motivation in relation to their psychological functioning and interpersonal style: A variable- and person-centered approach

Ángel Abós; Leen Haerens; Javier Sevil; Nathalie Aelterman; Luis García-González

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 74, No. 1 (August 2018) pp. 21–34

The present study investigates how teachers’ motivation relates to burnout and engagement, teaching style and need satisfaction at work. A total of 584 secondary teachers completed validated questionnaires. Four profiles were retained in the cluster ...

Language: English

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...

Language: English

Does Observed Controlling Teaching Behavior Relate to Students' Motivation in Physical Education?

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...

Secondary school educators' perceptions and practices in handling cyberbullying among adolescents: A cluster analysis

Ann DeSmet; Nathalie Aelterman; Sara Bastiaensens; Katrien Van Cleemput; Karolien Poels; Heidi Vandebosch; Greet Cardon; Ilse De Bourdeaudhuij

Computers & Education Vol. 88, No. 1 (October 2015) pp. 192–201

School educators play an important role in cyberbullying management. Since scarce earlier research indicated low perceived competence of school educators in handling cyberbullying, more insight is needed in what determines their actions and how to...

Language: English