| Effects of need supportive teaching on early adolescents’ motivation and engagement: A review of the literature K Stroet, MC Opdenakker, A Minnaert Educational research review 9, 65-87, 2013 | 584 | 2013 |
| A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions. A Ahmadi, M Noetel, P Parker, RM Ryan, N Ntoumanis, J Reeve, ... Journal of Educational Psychology, 2023 | 241 | 2023 |
| Changes in teachers’ involvement versus rejection and links with academic motivation during the first year of secondary education: A multilevel growth curve analysis R Maulana, MC Opdenakker, K Stroet, R Bosker Journal of youth and adolescence 42, 1348-1371, 2013 | 184 | 2013 |
| What motivates early adolescents for school? A longitudinal analysis of associations between observed teaching and motivation K Stroet, MC Opdenakker, A Minnaert Contemporary Educational Psychology 42, 129-140, 2015 | 139 | 2015 |
| Teacher expectation effects on need-supportive teaching, student motivation, and engagement: a self-determination perspective L Hornstra, K Stroet, E van Eijden, J Goudsblom, C Roskamp Educational Research and Evaluation 24 (3-5), 324-345, 2018 | 127 | 2018 |
| Need supportive teaching in practice: A narrative analysis in schools with contrasting educational approaches K Stroet, MC Opdenakker, A Minnaert Social Psychology of Education 18, 585-613, 2015 | 108 | 2015 |
| Profiles of teachers’ need-support: How do autonomy support, structure, and involvement cohere and predict motivation and learning outcomes? L Hornstra, K Stroet, D Weijers Teaching and Teacher Education 99, 103257, 2021 | 102 | 2021 |
| Observed lesson structure during the first year of secondary education: Exploration of change and link with academic engagement R Maulana, MC Opdenakker, K Stroet, R Bosker Teaching and Teacher Education 28 (6), 835-850, 2012 | 73 | 2012 |
| Fostering early adolescents’ motivation: A longitudinal study into the effectiveness of social constructivist, traditional and combined schools for prevocational education K Stroet, MC Opdenakker, A Minnaert Educational Psychology 36 (1), 1-25, 2016 | 43 | 2016 |
| Teacher expectations and self-determination theory: Considering convergence and divergence of theories L Hornstra, K Stroet, C Rubie-Davies, A Flint Educational Psychology Review 35 (3), 76, 2023 | 18 | 2023 |
| Studying motivation in classrooms: effects of teaching practices on early adolescents' motivation K Stroet | 13 | 2014 |
| What Do Students Think about Differentiation and Within-Class Achievement Grouping?. EJ Prast, K Stroet, A Koornneef, TF Wilderjans Frontline Learning Research 11 (1), 57-93, 2023 | 8 | 2023 |
| Differences in need-supportive teaching toward students from different socioeconomic backgrounds and the role of teachers’ attitudes J Bloem, B Flunger, K Stroet, L Hornstra Social Psychology of Education 27 (3), 955-1005, 2024 | 7 | 2024 |
| Schoolsucces als de scholen dicht zijn? Een onderzoek naar de rol van ondersteuning door leerkrachten en ouders tijdens de coronapandemie K Stroet, HM Endedijk, M van der Liende, THS Eysink, H Gijlers, D Jolles Pedagogische Studiën 99 (3), 2022 | | 2022 |
Alexander MinnaertProfessor of Education and Educational PsychologyAdresse e-mail validée de rug.nl