Development in motivation for school and self-regulation of students in different learning contexts in the lower tracks of secondary education

Samenvatting

In this study the development of motivation and self-regulation will be studied in relation to differences and changes in the learning environment in the first years of lower tracks of secondary education. Attention will be paid to differences between subject domains, tracks, students of different backgrounds and different learning arrangements ('new learning' and traditional classes). Self-determination theory will be used to focus the investigation of the (development of the) learning environment and outcomes and special attention will be paid to the development of teacher-student interaction during one school year.

Output

Proefschrift

  • Beoogd: proefschrift
  • K.F.A. Stroet: Studying motivation in classrooms  16 oktober 2014
  • KFA Stroet(2014): Studying motivation in classrooms. , Groningen  16 oktober 2014

Wetenschappelijk artikel

  • KFA Stroet, M.C.J.L. Opdenakker, AEMG Minnaert(2013): Effects of need supportive teaching on early adolescents' motivation and engagement: A review of the literature Educational Research Review pp. 65 - 87
  • KFA Stroet, M.C.J.L. Opdenakker, AEMG Minnaert(2014): Fostering early adolescents? motivation: a longitudinal study into the effectiveness of social constructivist, traditional and combined schools for prevocational education Educational Psychology pp. 1 - 25
  • K.F.A. Stroet, MCJL Opdenakker, AEMG Minnaert(2015): Need supportive teaching in practice: A narrative analysis in schools with contrasting educational approaches Social Psychology of Education pp. 585 - 613
  • K.F.A. Stroet, MCJL Opdenakker, AEMG Minnaert(2015): What motivates early adolescents for school? A longitudinal analysis of associations between observed teaching and motivation Contemporary Educational Psychology pp. 129 - 140
  • KFA Stroet, AEMG Minnaert, MCJL Opdenakker(2016): Fostering early adolescents’ motivation: A longitudinal study into the effectiveness of social constructivist, traditional and combined schools for prevocational education Educational Psychology pp. 1 - 25

Professionele publicatie

  • KFA Stroet(2015): Ondersteunen van basisbehoeften bevordert motivatie. pp. 6 - 8
  • KFA Stroet(2015): Motiveren van leerlingen pp. 36 - 37

Publieksinformatie

  • KFA Stroet(2015): Wees duidelijk over wat je van leerlingen verwacht
  • KFA Stroet(2015): Motivatie onderzocht in de klas
  • KFA Stroet, AEMG Minnaert, MCJL Opdenakker(2017): Autonomy support and thwart in the classroom: Triggers for teachers.

Kenmerken

Projectnummer

411-07-124

Hoofdaanvrager

Dr. M.C.J.L. Opdenakker

Verbonden aan

Rijksuniversiteit Groningen, Faculteit Gedrags- en Maatschappijwetenschappen, Gronings Instituut voor Onderzoek van Onderwijs, Opvoeding en Ontwikkeling

Uitvoerders

Dr. K.F.A. Stroet

Looptijd

16/04/2009 tot 15/12/2014