Leen Haerens

Abós, Á., Sevil-Serrano, J., Haerens, L., Aelterman, N., & García-Gonzålez, L. (2019). Towards a more refined understanding of the interplay between burnout and engagement among secondary school teachers: A person-centered perspective. Learning and Individual Differences, 72, 69-79. doi: https://doi.org/10.1016/j.lindif.2019.04.008

García-González, L., Sevil-Serrano, J., Abós, A., Aelterman, N., & Haerens, L. (2019). The role of task and ego-oriented climate in explaining students’ bright and dark motivational experiences in Physical Education. Physical Education and Sport Pedagogy, 24(4), 344-358. doi: 10.1080/17408989.2019.1592145

Krijgsman, C., Mainhard, T., van Tartwijk, J., Borghouts, L., Vansteenkiste, M., Aelterman, N., & Haerens, L. (2019). Where to go and how to get there: Goal clarification, process feedback and students’ need satisfaction and frustration from lesson to lesson. Learning and Instruction, 61, 1-11. doi: 10.1016/j.learninstruc.2018.12.005

Aelterman, N., Vansteenkiste, M., & Haerens, L. (2019). Correlates of students’ internalization and defiance of classroom rules: A self-determination theory perspective. British Journal of Educational Psychology, 89, 22-40. doi: 10.1111/bjep.12213

Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B., Fontaine, J.R.J., & Reeve, J. (2019). Toward an Integrative and Fine-Grained Insight in Motivating and Demotivating Teaching Styles: The Merits of a Circumplex Approach. Journal of Educational Psychology, 111(3), 497-521. doi: 10.1037/edu0000293

Vansteenkiste, M., Aelterman, N., Haerens, L., & Soenens, B. (2019). Seeking Stability In Stormy Educational Times: A Need-Based Perspective On (De)Motivating Teaching Grounded In Self-Determination Theory. Motivation in Education at a Time of Global Change, 20, 53-80. doi: 10.1108/S0749-742320190000020004

Haerens, L., Krijgsman, C., Mouratidis, A., Borghouts, L., Cardon, G., & Aelterman, N. (2018). How does knowledge about the criteria for an upcoming test relate to adolescents’ situational motivation in physical education? A self-determination theory approach. European Physical Education Review, 20(10), 1-19. doi: 10.1177/1356336X18783983

Haerens, L., Vansteenkiste, M., De Meester, A., Delrue, J., Tallir, I., Vande Broek, G., Goris, W., & Aelterman, N. (2018). Different combinations of perceived autonomy support and control: identifying the most optimal motivating style. Physical Education and Sport Pedagogy, 23(1), 16-36. doi: 10.1080/17408989.2017.1346070

Cents-Boostra, M., Lichtwarck-Aschoff, A., Denessen, E., Haerens, L., & Aelterman, N. (2018). Identifying motivational profiles among VET students: differences in self-efficacy, test anxiety and perceived motivating teaching. Journal of Vocational Education & Training, 1-24. doi: https://doi.org/10.1080/13636820.2018.1549092

Abós, Á., Haerens, L., Sevil, J., Aelterman, N., & García-González, L. (2018). Teachers’ motivation in relation to their psychological functioning and interpersonal style: A variable- and person-centered approach. Teaching and Teacher Education, 74, 21-34. doi: 10.1016/j.tate.2018.04.010

Kerner, C., Kirk, D., De Meester, A., & Haerens, L. (2018). Why is physical education more stimulating for pupils who are more satisfied with their own body?. Health Education Journal, 78(3), 1-15. doi: 10.1177/0017896918798420

Kerner, C., Haerens, L., & Kirk, D. (2018). Body Dissatisfaction, Perceptions of Competence, and Lesson Content in Physical Education. Journal of School Health, 88(8), 576-582. doi: 10.1111/josh.12644

Mouratidis, A., Michou, A., Aelterman, A., Haerens, L., & Vansteenkiste, M. (2018). Begin-of-school-year perceived autonomy-support and structure as predictors of end-of-school-year study efforts and procrastination: the mediating role of autonomous and controlled motivation. Educational Psychology: An International Journal of Experimental Educational Psychology, 38(4), 435-450. doi: 10.1080/01443410.2017.1402863

Delrue, J., Vansteenkiste, M., Mouratidis, A., Gevaert, K., Broek, G.V., & Haerens, L. (2017). A game-to-game investigation of the relation between need- supportive and need-thwarting coaching and moral behavior in soccer. Psychology of Sport and Exercise, 31, 1-10. doi: 10.1016/j.psychsport.2017.03.010

De Meester, A., Cardon, G.M., De Bourdeaudhuij, I., & Haerens, L. (2017). Extracurricular School-Based Sports as a Stepping Stone Towards an Active Lifestyle? Differences in Physical Activity and Sports-Motivation Between Extracurricular School-Based Sports Participants and Non-Participants. Journal of Teaching in Physical Education, 36(4), 485-497. doi: 10.1123/jtpe.2016-0035

Krijgsman, C., Vansteenkiste, M., van Tartwijk, J., Maes, J., Borghouts, L., Cardon, G., Mainhard, T., & Haerens, L. (2017). Performance grading and motivational functioning and fear in physical education: A self-determination theory perspective. Learning and Individual Differences, 55, 202-211. doi: 10.1016/j.lindif.2017.03.017

Borghouts, L.B., Slingerland, M., & Haerens, L. (2017). Assessment quality and practices in secondary PE in the Netherlands. Physical Education and Sport Pedagogy, 22(5), 473-489. doi: 10.1080/17408989.2016.1241226

Vansteenkiste, M., Aelterman, N., De Muynck, G-J., Haerens, L., Patall, E., & Reeve, J. (2017). Fostering Personal Meaning and Self-relevance: A Self-Determination Theory Perspective on Internalization. The Journal of Experimental Education, 86(1), 30-49. doi: 10.1080/00220973.2017.1381067

De Muynck, G-J., Vansteenkiste, M., Delrue, J., Aelterman, N., Haerens, L., & Soenens, B. (2017). The Effects of Feedback Valence and Style on Need Satisfaction, Self-Talk, and Perseverance Among Tennis Players: An Experimental Study. Journal of Sport & Exercise Psychology, 39, 67-80. doi: 10.1123/jsep.2015-0326

De Naeghel, J., Van Keer, H., Vansteenkiste, M., Haerens, L., & Aelterman, N. (2016). Promoting elementary school students' autonomous reading motivation: Effects of a teacher professional development workshop. The Journal of Educational Research, 109(3), 232-252. doi: 10.1080/00220671.2014.942032

De Meyer, J., Soenens, B., Aelterman, N., De Bourdeaudhuij, I., & Haerens, L. (2016). The different faces of controlling teaching: implications of a distinction between externally and internally controlling teaching for students’ motivation in physical education. Physical Education and Sport Pedagogy, 21(6), 632-652. doi: 10.1080/17408989.2015.1112777

Van den Berghe, L., Cardon, G., Tallir, I., Kirk, D., & Haerens, L. (2016). Dynamics of need-supportive and need-thwarting teaching behavior: the bidirectional relationship with student engagement and disengagement in the beginning of a lesson. Physical Education and Sport Pedagogy, 21(6), 653-670. doi: 10.1080/17408989.2015.1115008

Bardid, F., De Meester, A., Tallir, I., Cardon, G., Lenoir, M., & Haerens, L. (2016). Configurations of actual and perceived motor competence among children: Associations with motivation for sports and global self-worth. Human Movement Science, 50, 1-9. doi: 10.1016/j.humov.2016.09.001

De Meester, A., Maes, J., Stodden, D., Cardon, G., Goodway, J., Lenoir, M., & Haerens, L. (2016). Identifying profiles of actual and perceived motor competence among adolescents: associations with motivation, physical activity, and sports participation. Journal of Sports Sciences, 34(21), 2027-2037. doi: 10.1080/02640414.2016.1149608

Aelterman, N., Vansteenkiste, M., Soenens, B., & Haerens, L. (2016). A dimensional and person-centered perspective on controlled reasons for non-participation in physical education. Psychology of Sport and Exercise, 23, 142-154. doi: 10.1016/j.psychsport.2015.12.001

Aelterman, N., Vansteenkiste, M., Van Keer, H., & Haerens, L. (2016). Changing teachers’ beliefs regarding autonomy support and structure: The role of experienced psychological need satisfaction in teacher training. Psychology of Sport and Exercise, 23, 64-72. doi: http://dx.doi.org/10.1016/j.psychsport.2015.10.007

De Meyer, J., Soenens, B., Vansteenkiste, M., Aelterman, N., Van Petegem, S., & Haerens, L. (2016). Do students with different motives for physical education respond differently to autonomy-supportive and controlling teaching?. Psychology of Sport and Exercise, 22, 72-82. doi: 10.1016/j.psychsport.2015.06.001

Slingerland, M., Borghouts, L., Jans, L., Weeldenburg, G., van Dokkum, G., Vos, S., & Haerens, L. (2016). Development and optimisation of an in-service teacher training programme on motivational assessment in physical education. European Physical Education Review, 23(1), 1-19. doi: 10.1177/1356336X16639212

Haerens, L., Vansteenkiste, M., Aelterman, N., & Van den Berghe, L. (2016). Towards a Systematic Study of the Dark Side of Student Motivation: Antecedents and Consequences of Teachers’ Controlling Behaviors. In Liu W., Wang J., Ryan R., (pp. 59-81). Singapore: Springer. doi: 10.1007/978-981-287-630-0_4

Delrue, J., Mouratidis, A., Haerens, L., De Muynck, G-J., Aelterman, N., & Vansteenkiste, M. (2016). Intrapersonal Achievement Goals and Underlying Reasons among Long Distance Runners: Their Relation with Race Experience, Self-Talk, and Running Time. Psychologica Belgica, 56(3), 288-310. doi: 10.5334/pb.280

Van den Berghe, L., Tallir, I.B., Cardon, G., Aelterman, N., & Haerens, L. (2015). Student (Dis)Engagement and Need-Supportive Teaching Behavior: A Multi-Informant and Multilevel Approach. Journal of Sport & Exercise Psychology, 37, 353-366. doi: 10.1123/jsep.2014-0150

Haerens, L., Aelterman, N., Vansteenkiste, M., Soenens, B., & Van Petegem, S. (2015). Do perceived autonomy-supportive and controlling teaching relate to physical education students' motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation. Psychology of Sport and Exercise, 16, 26-36. doi: 10.1016/j.psychsport.2014.08.013

Slingerland, M, Haerens, L., Cardon, G., & Borghouts, L. (2014). Differences in perceived competence and physical activity levels during single-gender modified basketball game play in middle school physical education. European Physical Education Review, 20, 20-35. doi: 10.1177/1356336X13496000

De Meester, A., Aelterman, N., Cardon, G., De Bourdeauhuji, I., & Haerens, L. (2014). After-school sports as a motivating vehicle towards sport participation in youth: a cross-sectional study. International Journal of Behavioral Nutrition and Physical Activity, In Press doi: 10.1186/1479-5868-11-48

Van de Berghe, L., Vansteenkiste, M., Cardon, G., Kirk, D., & Haerens, L. (2014). Research on self-determination in physical education: Key findings and proposals for future research. Physical Education and Sport Pedagogy, 1, 97-121. doi: 10.1080/17408989.2012.732563

De Meyer, J., Tallir, I.B., Soenens, B., Vansteenkiste, M., Aelterman, N., Van den Berghe, L., Speleers, L., & Haerens, L. (2014). Does Observed Controlling Teaching Behavior Relate to Students’ Motivation in Physical Education?. Journal of Educational Psychology, 106(2), 541-554. doi: 10.1037/a0034399

Van de Berghe, L., Soenens, B., Aelterman, N., Cardon, G., Tallir, I. B., & Haerens, L. (2014). Within-person profiles of teachers’ motivation to teach: Associations with need satisfaction at work, need-supportive teaching, and burnout. Psychology of Sport and Exercise, 15, 407-417. doi: 10.1016/j.psychsport.2014.04.001

Van den Berghe, L., Soenens, B., Aelterman, N., Cardon, G., Tallir, I.B., & Haerens, L. (2014). Within-person profiles of teachers’ motivation to teach: Associations with need satisfaction at work, need-supportive teaching, and burnout. Psychology of Sport and Exercise, 15, 407-417. doi: 10.1016/j.psychsport.2014.04.001

De Meyer, J., Borghouts, L., Tallir, I., Soenens, B., Vansteenkiste, M., Speleers, L., Aelterman, N., Van den Berghe, L., Haerens, L., & Cardon, G. (2013). Relation between observed controlling teaching behavior and students’ motivation in physical education. Journal of Educational Psychology, 106, 541-554. doi: 10.1037/a0034399

Van de Berghe, L., Soenens, B., Vansteenkiste, M., Aelterman, N., Cardon, G., Tallir, I. B., & Haerens, L. (2013). Observed need-supportive and need-thwarting teaching behavior in physical education: Do teachers' motivational orientations matter?. Psychology of Sport and Exercise, 14, 650-661. doi: 10.1016/j.psychsport.2013.04.006

Van den Berghe, L., Soenens, B., Vansteenkiste, M., Aelterman, N., Cardon, G., Tallir, I.B., & Haerens, L. (2013). Observed need-supportive and need-thwarting teaching behavior in physical education: Do teachers’ motivational orientations matter?. Psychology of Sport and Exercise, 14(5), 650-661. doi: 10.1016/j.psychsport.2013.04.006

Aelterman, N., Vansteenkiste, M., Van Keer, H., De Meyer, J., Van de Berghe, L., & Haerens, L. (2013). Development and evaluation of a training on need-supportive teaching in Physical Education: Qualitative and quantitative findings. Teaching and Teacher Education, 29, 64-75. doi: 10.1016/j.tate.2012.09.001

Van de Berghe, L., Cardon, G., Aelterman, N., Tallir, I., Vansteenkiste, M., & Haerens, L. (2013). Emotional exhaustion and motivation in physical education teachers: A variable-centered and person-centered approach. Journal of Teaching in Physical Education, 32, 305-320.

Haerens, L., Aelterman, N., Van den Berghe, L., De Meyer, J., Soenens, B., & Vansteenkiste, M. (2013). Observing physical education teachers’ need-supportive interactions in classroom settings. Journal of Sports and Exercise Psychology, 35, 3-17.

Haerens, L., Aelterman, N., Van den Berghe, L., De Meyer, J., Soenens, B., & Vansteenkiste, M. (2013). Observing Physical Education Teachers’ Need-Supportive Interactions in Classroom Settings. Journal of Sport and Exercise Psychology, 35(1), 3-17. doi: 10.1123/jsep.35.1.3

Vansteenkiste, M., Sierens, E., Goossens, L., Soenens, B., Dochy, F., Mouratidis, A., Aelterman, N., Haerens, L., & Beyers, M. (2012). Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior. Learning and Instruction, 22, 431-439. doi: 10.1016/j.learninstruc.2012.04.002

Aelterman, N., Vansteenkiste, M., Van Keer, H., Van den Berghe, L., De Meyer, J., & Haerens, L. (2012). Students’ objectively measured physical activity levels and engagement as a function of between-class and between-student differences in motivation towards physical education. Journal of Sport and Exercise Psychology, 34, 457-480.

Haerens, L., Kirk, D., Cardon, G., De Bourdeauhuji, I., & Vansteenkiste, M. (2010). Motivational profiles for secondary school physical education and its relationship to the adoption of a physically active lifestyle among university students. European Physical Education Review, 16, 117-139. doi: 10.1177/1356336x10381304