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Martina S. Jordan, Stefan Wagnsson & Henrik Gustafsson. (2023) Using motivational interviewing to promote teacher efficacy, autonomy-supportive teaching and students’ academic motivation. Cogent Education 10:2.
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J.H. (Judith) Loopers, W.E. (Elisa) Kupers, A.A. (Anke) de Boer & A.E.M.G. (Alexander) Minnaert. (2023) Changes in need-supportive teaching over the course of one school year: differences between students with special educational needs and typically developing students. European Journal of Special Needs Education 38:5, pages 688-703.
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N. Ilhavenil & K. L. Aravindan. (2023) Modelling teachers’ caring behaviour through the lens of high school students. Journal of Moral Education 52:2, pages 139-156.
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Lihua Tan, Bing Wei & Tianxue Cui. (2023) Relationships among perception of teacher autonomy support, achievement motivations, intellectual risk-taking, and science academic performance: a serial mediation model. International Journal of Science Education 45:1, pages 43-64.
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Debalina Dutta, Dora J. Stadler, Joseph Cofrancesco$suffix/text()$suffix/text(), Sophia Archuleta & Halah Ibrahim. (2022) “I Find It Quite a Privilege to Be Involved in Their Lives”: A Multinational Qualitative Study of Program Directors’ Perspectives on Their Relationships with Residents. Teaching and Learning in Medicine 34:5, pages 473-480.
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Émilie Sandrin, Alexandre J.S. Morin, Claude Fernet, Tiphaine Huyghebaert-Zouaghi, Morgane Suarez, Franck Duarte & Nicolas Gillet. (2022) Nature, predictor, and outcomes of motivation trajectories during a professional training program. European Journal of Work and Organizational Psychology 31:2, pages 226-244.
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Monica Khanna, Isaac Jacob & Anjali Chopra. (2021) Marketing of higher education institutes through the creation of positive learning experiences – analyzing the role of teachers’ caring behaviors. Journal of Marketing for Higher Education 0:0, pages 1-20.
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Lorena Ortega, Ernesto Treviño & Denisse Gelber. (2021) The inclusion of girls in Chilean mathematics classrooms: gender bias in teacher-student interaction networks (La inclusión de las niñas en las aulas de matemáticas chilenas: sesgo de género en las redes de interacciones profesor-estudiante). Journal for the Study of Education and Development 44:3, pages 623-674.
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Yulia Irnidayanti, Ridwan Maulana, Michelle Helms-Lorenz & Nurul Fadhilah. (2020) Relationship between teaching motivation and teaching behaviour of secondary education teachers in Indonesia (Relación entre la motivación docente y el comportamiento docente en profesores de educación secundaria en Indonesia). Journal for the Study of Education and Development 43:2, pages 271-308.
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Nalda Wainwright, Jackie Goodway, Margaret Whitehead, Andy Williams & David Kirk. (2020) Playful pedagogy for deeper learning: exploring the implementation of the play-based foundation phase in Wales. Early Child Development and Care 190:1, pages 43-53.
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Marieke van der Pers & Michelle Helms-Lorenz. (2019) Regional school context and teacher characteristics explaining differences in effective teaching behaviour of beginning teachers in the Netherlands. School Effectiveness and School Improvement 30:2, pages 231-254.
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Linda D. Breeman, Pol A. C. van Lier, Theo Wubbels, Frank C. Verhulst, Jan van der Ende, Athanasios Maras, Juliette A. B. Hopman & Nouchka T. Tick. (2018) Developmental Links between Teacher-Child Closeness and Disobedience for Boys Placed in Special Education. Exceptionality 26:4, pages 230-244.
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Johanna Vennix, Perry den Brok & Ruurd Taconis. (2018) Do outreach activities in secondary STEM education motivate students and improve their attitudes towards STEM?. International Journal of Science Education 40:11, pages 1263-1283.
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Lihong Ma, Xiaofeng Du, Kit-Tai Hau & Jian Liu. (2018) The association between teacher-student relationship and academic achievement in Chinese EFL context: a serial multiple mediation model. Educational Psychology 38:5, pages 687-707.
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Lisette Hornstra, Kim Stroet, Eva van Eijden, Jeannette Goudsblom & Claire Roskamp. (2018) Teacher expectation effects on need-supportive teaching, student motivation, and engagement: a self-determination perspective. Educational Research and Evaluation 24:3-5, pages 324-345.
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Kyriakos Charalampous & Constantinos M. Kokkinos. (2018) The structure of pre-adolescents’ perceptions of their teacher’s interpersonal behaviours and their relation to pre-adolescents’ learning outcomes. Educational Studies 44:2, pages 167-189.
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Anna Öqvist & Malin Malmström. (2018) What motivates students? A study on the effects of teacher leadership and students’ self-efficacy. International Journal of Leadership in Education 21:2, pages 155-175.
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Ridwan Maulana, Michelle Helms-Lorenz & Wim Van de Grift. (2017) Validating a model of effective teaching behaviour of pre-service teachers. Teachers and Teaching 23:4, pages 471-493.
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Joseph Murphy & Linda Holste. (2016) Explaining the effects of communities of pastoral care for students. The Journal of Educational Research 109:5, pages 531-540.
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Sibel Telli. (2016) Students’ perceptions of teachers’ interpersonal behaviour across four different school subjects: control is good but affiliation is better. Teachers and Teaching 22:6, pages 729-744.
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Michelle Helms-Lorenz & Ridwan Maulana. (2016) Influencing the psychological well-being of beginning teachers across three years of teaching: self-efficacy, stress causes, job tension and job discontent. Educational Psychology 36:3, pages 569-594.
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Kim Stroet, Marie-Christine Opdenakker & Alexander Minnaert. (2016) Fostering early adolescents’ motivation: a longitudinal study into the effectiveness of social constructivist, traditional and combined schools for prevocational education. Educational Psychology 36:1, pages 1-25.
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Ridwan Maulana, Marie-Christine Opdenakker & Perry den Brok. (2015) Within-year changes of lesson structure: an exploration of pedagogical functions of lessons by means of multilevel growth curve modelling in Indonesia. Teachers and Teaching 21:7, pages 843-866.
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Ridwan Maulana, Michelle Helms-Lorenz & Wim van de Grift. (2015) Development and evaluation of a questionnaire measuring pre-service teachers’ teaching behaviour: a Rasch modelling approach. School Effectiveness and School Improvement 26:2, pages 169-194.
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Carl Lamote, Sara Speybroeck, Wim Van Den Noortgate & Jan Van Damme. (2013) Different pathways towards dropout: the role of engagement in early school leaving. Oxford Review of Education 39:6, pages 739-760.
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Dries Mariën, Ruben Vanderlinde & Elke Struyf. (2023) Teaching in a Shared Classroom: Unveiling the Effective Teaching Behavior of Beginning Team Teaching Teams Using a Qualitative Approach. Education Sciences 13:11, pages 1075.
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Lisette Hornstra, A.C. Sven Mathijssen, Jaap J.A. Denissen & Anouke Bakx. (2023) Academic motivation of intellectually gifted students and their classmates in regular primary school classes: A multidimensional, longitudinal, person- and variable-centered approach. Learning and Individual Differences 107, pages 102345.
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Yi-Heng Tsai, Tieme W.P. Janssen, Tuong-Van Vu, Martijn Meeter, Nienke M. van Atteveldt, Brenda R.J. Jansen & Lucía Magis-Weinberg. (2023) Trajectories of early adolescents' perceptions of school motivation and effort during the pandemic in Perú: A four time point longitudinal observational study. Acta Psychologica 239, pages 103984.
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Rinat Cohen, Idit Katz, Nathalie Aelterman & Maarten Vansteenkiste. (2022) Understanding shifts in students’ academic motivation across a school year: the role of teachers’ motivating styles and need-based experiences. European Journal of Psychology of Education 38:3, pages 963-988.
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Guang Jiang, Jiahui Zhu, Yunsong Li, Pengcheng An & Yunlong Wang. (2023) NaMemo2: Facilitating Teacher-Student Interaction with Theory-Based Design and Student Autonomy Consideration. Education and Information Technologies.
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Jonne Bloem, Barbara Flunger, Kim Stroet & Lisette Hornstra. (2023) Differences in need-supportive teaching toward students from different socioeconomic backgrounds and the role of teachers’ attitudes. Social Psychology of Education.
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Gil Keppens. (2023) School absenteeism and academic achievement: Does the timing of the absence matter?. Learning and Instruction 86, pages 101769.
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Catherine Cimon-Paquet, Olivier Gaudet, Jérémie Verner-Filion & Marie-Hélène Véronneau. (2022) Perceived parental monitoring and school motivation during adolescence: a bidirectional model. European Journal of Psychology of Education 38:2, pages 819-839.
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Jing Huang, Carrey Tik-Sze Siu & Him Cheung. (2022) Longitudinal relations among teacher-student closeness, cognitive flexibility, intrinsic reading motivation, and reading achievement. Early Childhood Research Quarterly 61, pages 179-189.
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Michael L. Sulkowski & Jessica Simmons. (2018) The protective role of teacher-student relationships against peer victimization and psychosocial distress. Psychology in the Schools 55:2, pages 137-150.
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Alexander Minnaert, Arnout Prince & Marie-Christine Opdenakker. (2017) The Effect of Self-regulated Strategy Instruction and Behavioral Consultation on Motivation: A Longitudinal Study on the Effect of School-Based Interventions in Secondary Education. Frontiers in Education 2.
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Anne F. Weidinger, Ricarda Steinmayr & Birgit Spinath. (2017) Math grades and intrinsic motivation in elementary school: A longitudinal investigation of their association. British Journal of Educational Psychology 87:2, pages 187-204.
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Zainun Misbah, Judith Gulikers, Ridwan Maulana & Martin Mulder. (2015) Teacher interpersonal behaviour and student motivation in competence-based vocational education: Evidence from Indonesia. Teaching and Teacher Education 50, pages 79-89.
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Kim Stroet, Marie-Christine Opdenakker & Alexander Minnaert. (2015) What motivates early adolescents for school? A longitudinal analysis of associations between observed teaching and motivation. Contemporary Educational Psychology 42, pages 129-140.
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Kim Stroet, Marie-Christine Opdenakker & Alexander Minnaert. (2013) Effects of need supportive teaching on early adolescents’ motivation and engagement: A review of the literature. Educational Research Review 9, pages 65-87.
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Ridwan Maulana, Marie-Christine Opdenakker, Kim Stroet & Roel Bosker. (2012) Observed lesson structure during the first year of secondary education: Exploration of change and link with academic engagement. Teaching and Teacher Education 28:6, pages 835-850.
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