- ORCID iD
-
0000-0001-6983-3607
Show
Sort by
-
Do preschoolers respond differently to autonomy-supportive and controlling prosody?
-
We need to talk! Adolescents’ responses to parental tone of voice across moral and personal domains
-
From beliefs to practice: the role of teachers’ beliefs and school climate in the implementation of low-stakes large-scale assessments in Flanders
-
What makes parents sound controlling? Exploring individual differences in autonomy support, psychological control, authoritarianism, and stress
-
The what, how, and why of school smartphone policies : policy stringency, communication styles, and motivational pathways
-
Motivation counts! The unique contribution of motivation for mathematics to the development of arithmetic fluency in primary school
-
Van motivatie tot resultaat : toetsmotivatie, testangst en toetsresultaten bij de Vlaamse (wiskunde)toetsen
-
Motivational quantity and quality : profiling test-taking motivation in a low-stakes math assessment
-
Teachers' motivating style, students' basic psychological needs, academic reading motivation, and engagement
-
How to keep oneself motivated when engaging in a boring activity? The differential effects of autonomy and control-oriented self-motivating strategies