prof. Maarten Vansteenkiste
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Is relatedness enough? On the importance of need support in different types of social experiences
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Motiveren bij mensen met autisme
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Fostering a need-supportive teaching style: intervention effects on physical education teachers' beliefs and teaching behaviors
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Enriching the hierarchical model of achievement motivation: examining autonomous and controlling reasons underlying achievement goals
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The beliefs that underlie autonomy-supportive and controlling teaching: a multinational investigation
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Examining correlates of game-to-game variation in volleyball players’ achievement goal pursuit and underlying autonomous and controlling reasons
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- Journal Article
- A1
- open access
Materialism and well-being in the UK and Chile: basic need satisfaction and basic need frustration as underlying psychological processes
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- Journal Article
- A1
- open access
Self-determination and stage of readiness to change physical activity behaviour in schizophrenia
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Longitudinal associations between adolescent perceived degree and style of parental prohibition and internalization and defiance
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Examining the association between basic psychological need satisfaction and sleep-related outcomes in clinical populations
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‘Moetivatie’ of motivatie? Over de vitamines voor therapietrouw, duurzame gedragsverandering en groei
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Exploring the association between insecure attachment styles and adolescent autonomy in family decision making: a differentiated approach
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Observing physical education teachers' need-supportive interactions in classroom settings
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The relations of Arab Jordanian adolescents' perceived maternal parenting to teacher-rated adjustment and problems: the intervening role of perceived need satisfaction
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Daily ups and downs in women's binge eating symptoms: the role of basic psychological needs, general self-control, and emotional eating
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- Journal Article
- A1
- open access
The jingle–jangle fallacy and adolescent autonomy in the family: in search of its underlying structure
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Personal and contextual antecedents of achievement goals: their direct and indirect relations to students' learning strategies
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Perceived structure and achievement goals as predictors of students' self-regulated learning and affect and the mediating role of competence need satisfaction
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Motivational dynamics among eating-disordered patients with and without nonsuicidal self-injury: a self-determination theory approach
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Autonomy in family decision making for Chinese adolescents: disentangling the dual meaning of autonomy