Sofie Morbée, van de onderzoeksgroep Ontwikkelingspsychologie aan de Universiteit Gent, legt het uit.
Interview: Engelien Houben-Feddema
Rectificatie
In het schema op pagina 16 van dit artikel staat ‘competitie’, dit had ‘competentie’ moeten zijn.
Literatuur:
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- Aelterman, N., Vansteenkiste, M., Van den Berghe, L., De Meyer, J., & Haerens, L. (2014). Fostering a need-supportive teaching style: Intervention effects on physical education teachers’ beliefs and teaching behaviors. Journal of Sport and Exercise Psychology, 36(6), 595-609.
- Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B., Fontaine, J. R., & 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.
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- Milyavskaya, M., & Koestner, R. (2011). Psychological needs, motivation, and well-being: A test of self-determination theory across multiple domains. Personality and individual differences, 50(3), 387-391.
- Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational psychologist, 41(1), 19-31.
- Vansteenkiste, M., Sierens, E., Soenens, B., & Lens, W. (2007). Willen, moeten en structuur in de klas: over het stimuleren van een optimaal leerproces. Begeleid zelfstandig leren, 16, 37-58.