Natalie Aelterman

Mouratidis, A., Michou, A., Aelterman, N., 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

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: 10.1016/j.psychsport.2015.10.007

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