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Which teachers feel good and adopt a motivating teaching style? The role of teaching identity and motivation to teach
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The how and the why of study choice processes in higher education : the role of parental involvement and the experience of having an authentic inner compass
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How do late adults experience meaning during the COVID-19 lockdown? The role of intrinsic goals
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'Help, my teacher is pressuring me!' The role of students' coping with controlling teaching in motivation and engagement
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- Journal Article
- A1
- open access
The role of emotion regulation in mental health during the COVID-19 outbreak : a 10-wave longitudinal study
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- Journal Article
- A1
- open access
Teachers’ psychological needs link social pressure with personal adjustment and motivating teaching style
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Emotion regulation in times of COVID-19 : a person-centered approach based on self-determination theory
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- Journal Article
- A1
- open access
A global experiment on motivating social distancing during the COVID-19 pandemic.
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Do psychological needs play a role in times of uncertainty? Associations with well‑being during the COVID‑19 crisis
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- Journal Article
- A1
- open access
The role of ego integrity and despair in older adults’ well-being during the COVID-19 crisis : the mediating role of need-based experiences
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- Journal Article
- A1
- open access
Adherence to COVID-19 measures : the critical role of autonomous motivation on a short- and long-term basis
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Are internship experiences during a pandemic related to students’ commitment to nursing education? A cross-sectional study
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- Journal Article
- A1
- open access
Parental identity as a resource for parental adaptation during the COVID-19 lockdown
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The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education : a circumplex approach
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- Conference Paper
- C3
- open access
Vijfjarig follow-up onderzoek bij een Europese cohorte van genderdysfore individuen : een verkenning van seksueel functioneren