Leen Haerens
Datos Biográficos
| ID | 763855 |
|---|---|
| NOMBRE | Leen Haerens |
| NOMBRES | Leen |
| APELLIDO | Haerens |
| FIRMA | HAERENS L |
| AFILIACIONES | Ghent University |
| ORCID | 0000-0001-5715-9520 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 63 |
| TOTAL DE CITAS | 143 |
| TOTAL COMO AUTOR | 63 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2007 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 6 |
Who influences whom
Background Student motivation for Physical Education (PE) is a key predictor of positive outcomes. Much of the existing research, grounded in Self-Determination Theory (SDT), highlights the influential role of PE teachers' (de)motivating styles on student motivation. However, this teacher-focused perspective tends to overlook students' active role in shaping the classroom environment. According to the Transactional Model, a two-way pathway exists…
From thesis to teacher
In response to the growing importance of educating student teachers with research competencies, political decisions have been made in Flanders as well to integrate research in academic teacher education programmes. From now on, teacher education students in Flanders who are attending a university-based academic teacher education programme are required to write an educational research-based master’s thesis. However, little is known about how stude…
Sowing sport integrity
Background: Fraudulent behaviors such as doping and match-fixing need to be addressed early in physical education to safeguard sport integrity and, more generally, promote positive youth development. Past research has highlighted the potential of moral interventions in targeting different types of fraudulent behaviors in sport. Moral interventions address moral psychological drivers, including moral identity, anticipated guilt, and moral disengag…
Observing physical education teachers’ need-supportive and need-thwarting styles using a circumplex approach
Background: Self-Determination Theory-based studies showed that teachers’ need-supportive styles (i.e. autonomy-supportive and structuring) enhance students’ motivation and well-being, while teachers’ need-thwarting styles (i.e. being controlling and chaotic), have been related to several detrimental outcomes. The value of jointly depicting teachers’ need-supportive and need-thwarting styles in a circular structure has been shown based on multidi…
Chaotic (laissez-faire) teaching
Obstacle course-based versus traditional physical education
Physical education (PE) offers an optimal setting for promoting higher moderate-to-vigorous physical activity (MVPA) and reducing sedentary behaviour (SB). This study examines the MVPA and SB among elementary schoolchildren during an obstacle course-based PE lesson and compares it to a traditional PE lesson, with the same students participating in both conditions. Moreover, it explores how gender, age and intrinsic motivation for PE relate to tim…
How pre-service physical education teachers’ motivational profiles shape their (de)motivating teaching profiles
Following a cross-sectional design with 554 pre-service physical education teachers ( M age = 25.03 years-old; SD = ± 4.31; 67.8 % male), this study aimed to identify their motivational and teaching profiles and examine the relationships between them. Four distinct motivational profiles and four teaching profiles emerged. More self-determined motivational profiles were associated with more adaptive teaching profiles. Conversely, less self-determi…
Exploring (de-)motivating teaching profiles from a fine-grained directiveness approach
The aim was to examine how structuring and controlling approaches (high directiveness), and autonomy-supportive and chaotic approaches (low directiveness) were combined and related to students’ needs in physical education. In a sample of 1124 secondary school students, this cross-sectional study conducted two sets of profile analyses, respectively for high and low directiveness, were conducted. The latent profile analyses (LPA) revealed four high…
Students' relatedness with peers and teachers in secondary education
Need satisfaction and frustration among early career teachers
Do Athletes Tolerate Fraud for the Benefit of the Club? Applying the Lens of Unethical Pro-Organizational Behavior
Fraud in sport is a prevalent and harmful form of deviant behavior. Across two experimental studies with British and Belgian sport club members (N = 597), we examined aversion to four types of sport-related fraud (corruption, asset misappropriation, match-fixing, and identity fraud) through the lens of unethical pro-organizational behavior (UPOB). Participants evaluated scenarios where fraud either benefited their club (pro-club condition represe…
Towards a refined insight into physical education teachers’ autonomy-supportive, structuring, and controlling style to the importance of student motivation
Background: Physical education (PE) teachers face the challenge of managing their classroom and directing students’ learning in a way that engages students in a motivating manner. For this reason, numerous studies have examined the impact of PE teachers’ autonomy-supportive, structuring, and controlling style. Most research relied on a variable-centered approach, but a person-centered approach is warranted as in reality these styles co-occur. Pri…
Perseverance in motor tasks
Background It is widely recommended for teachers to provide positive feedback to foster the development and maintenance of children’s motivation and perseverance. However, not all positive feedback has positive consequences and an important differentiation can be made between positive person-oriented feedback (i.e. ‘you are very talented’) and process-oriented feedback (i.e. ‘you showed great perseverance’). Specific evidence- and theory-based re…
Catme ‐B in Secondary Education
To date, no widely used, scientifically validated instruments designed for assessing secondary education students' teamwork skills exist. As CATME‐B shows promising results and might suit secondary education's needs best, this study offers an initial investigation on (1) how students and teachers perceive the use of CATME‐B in secondary education to assess students' teamwork skills and (2) whether CATME‐B is effective in detecting changes in stud…
How is observed (de)motivating teaching associated with student motivation and device-based physical activity during physical education
Previous Self-Determination Theory (SDT) research has highlighted the impact of physical education (PE) teachers’ (de)motivating styles on students’ motivation, in-class moderate-to-vigorous physical activity (MVPA), and sedentary behaviour. However, most studies relied on questionnaires to assess PE teachers’ (de)motivating styles, and the few that used observations focused primarily on one specific (de)motivating style in relation to motivation…
Transferring responsibility in primary school physical education
Effectiveness of a lesson study intervention on teacher behaviour and student motivation in physical education lessons
Background There is a strong need for evidence based, effective continuous professional development (CPD) for physical education teachers. This need includes CPD aimed at impacting student motivation. Existing CPD on teachers’ motivating style often takes the form of singular events such as a workshop or training session. Research shows that in general, this only has a small impact on teacher behaviour and the effects on student motivation have n…
The Moral Identity Questionnaire predicts prosocial behavior better than the Moral Identity Scale
Is high teacher directiveness always negative? Associations with students’ motivational outcomes in physical education
This study investigates how perceived competence-supportive and externally and internally controlling styles can be combined and associated with different students' motivational outcomes in Physical Education (PE). In a sample of 1107 students, results revealed that while competence-support positively related to need satisfaction and autonomous motivation, external and internal control positively related to need frustration, controlled motivation…
An online video annotation tool for optimizing secondary teachers’ motivating style
Burnout, motivation, and (de-)motivating teaching style in different phases of a teaching career
A Daily Examination of the Moderating Role of Adolescents’ Coping in Associations between Psychologically Controlling Parenting and Adolescents’ Maladjustment
Are All Negotiations Equally Favorable? The Role of Adolescents’ Negotiation Style, Social Domain, and Mothers’ Authoritarian Beliefs and Family History
A classification system for teachers' motivational behaviors recommended in self-determination theory interventions
Teachers' behavior is a key factor that influences students' motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviors consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain m…
Physical education teachers’ perceptions and operationalisations of personal and social development goals in primary education
Personal and social development constitutes an important goal of physical education (PE) curricula worldwide. Few studies have analysed how PE teachers perceive and operationalise personal and social development goals in their lessons. This study sought to investigate the implemented curriculum of in-service PE teachers, that is, how PE teachers perceive and operationalise personal and social development goals. In sum, 12 experienced primary scho…
A classification system for teachers' motivational behaviors recommended in self-determination theory interventions
Teachers' behavior is a key factor that influences students' motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviors consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain m…
Teachers’ motivation in relation to their psychological functioning and interpersonal style
Development and evaluation of a training on need-supportive teaching in physical education
Motivational profiles for secondary school physical education and its relationship to the adoption of a physically active lifestyle among university students
The promotion of an active lifestyle is one of the central aims of physical education (PE). The present study aimed at investigating the relation between students’ motivation for PE and activity levels using self-determination theory as a guiding framework. A retrospective design was used involving 2617 university students, of which 878 (33.5 percent) were male (age 20.6 1.9). Validated questionnaires were used to measure motivation for PE, self-…
Understanding body image in physical education
Body image disturbance in children and adolescents has negative implications for psychological and physical well-being. To positively impact well-being, it is important to explore factors that influence body image and to identify strategies that can be used to reduce body image disturbance. The school curriculum can play a significant role in shaping how children and adolescents experience their bodies. Within this school curriculum, physical edu…
Examining school boards’ chaotic leadership style in relation to teachers' job satisfaction and emotional exhaustion
New research programmes in physical education and sport pedagogy
During the past decades, significant progress has been made in the development of physical education and sport pedagogy (PESP) research with the field reaching a level of maturity and critical mass. In light of this development, it seems worthwhile to take an overarching view on existing evidence in order to identify a number of emerging challenges that researchers in PESP might want to address in future studies. We argue that there is an emergin…
Fostering student engagement with motivating teaching
Given the importance of student engagement for students’ current and future success, it is essential to explore how teachers can foster student engagement within lessons. This study relied on classroom observations to describe how teachers applied Self-Determination Theory (SDT) related (de)motivating teaching behaviours to foster students’ engagement. Results from 120 observed lessons of 43 teachers indicated there were distinct relations betwee…
Is high teacher directiveness always negative? Associations with students’ motivational outcomes in physical education
This study investigates how perceived competence-supportive and externally and internally controlling styles can be combined and associated with different students' motivational outcomes in Physical Education (PE). In a sample of 1107 students, results revealed that while competence-support positively related to need satisfaction and autonomous motivation, external and internal control positively related to need frustration, controlled motivation…
Volunteers Managing Volunteers
Against the background of declining volunteering rates in nonprofit and voluntary organizations, this study examined the relationship between the volunteer board members’ (de)motivating style and factors that influence volunteers’ motives to stay volunteer, i.e., volunteers’ motivation and group-task cohesion. To this end, we relied on Self-Determination Theory. Results indicated that the volunteers’ perception of the board members’ motivating st…
How does knowledge about the criteria for an upcoming test relate to adolescents’ situational motivation in physical education? A self-determination theory approach
Students’ knowledge about the criteria for an upcoming test is a crucial component of assessment quality. Grounded in self-determination theory, we investigated whether knowledge about the criteria for an upcoming test related to students’ situational motivation and experienced anxiety during physical education (PE). We also examined whether these relations were: (a) mediated by need-based experiences; and (b) moderated by teachers’ motivating st…
Development and optimisation of an in-service teacher training programme on motivational assessment in physical education
Although assessment practices are commonly part of the physical education (PE) curriculum they may often frustrate rather than support students’ basic needs for autonomy, competence and relatedness. Nevertheless, assessment also provides various promising opportunities to support these basic needs and enhance learning in students. In order to address this issue, we developed an in-service teacher training programme that was grounded within contem…
Burnout, motivation, and (de-)motivating teaching style in different phases of a teaching career
Toward a Refined Insight Into the Importance of Volunteers’ Motivations for Need-Based Experiences, Job Satisfaction, Work Effort, and Turnover Intentions in Nonprofit Sports Clubs
Extensive variable-centered research guided by Self-Determination Theory (SDT) has provided insights into volunteers’ motivations in nonprofit and voluntary sports clubs. However, volunteers may have multiple reasons for engaging in volunteer work. By adopting a person-centered approach, the present study aimed to identify volunteers’ motivational profiles in sports clubs based on combinations of different motivational regulations as distinguishe…
Antecedents of primary school teachers’ need-supportive and need-thwarting styles in physical education
It is widely acknowledged that teachers’ (de)motivating style (what they say, do and how they act) affects students’ learning. Understanding what leads teachers to adopt a (de)motivating style is necessary to develop effective training programmes. The current study aimed to identify antecedents of teachers’ motivating (i.e. need-supportive) and demotivating (i.e. need-thwarting) styles by (a) examining the relationships between five types of pres…
Differences in perceived competence and physical activity levels during single-gender modified basketball game play in middle school physical education
Creating environments in physical education (PE) that foster perceived competence and physical activity during gender-mixed game play lessons is a challenge, especially with adolescent girls. This study is a small experiment in one PE lesson that aimed to increase the perceived competence and in-class physical activity in girls, by applying a single-gender grouping strategy within co-educational classes. A final sample of 216 students (90 girls; …
Exploring (de-)motivating teaching profiles from a fine-grained directiveness approach
The aim was to examine how structuring and controlling approaches (high directiveness), and autonomy-supportive and chaotic approaches (low directiveness) were combined and related to students’ needs in physical education. In a sample of 1124 secondary school students, this cross-sectional study conducted two sets of profile analyses, respectively for high and low directiveness, were conducted. The latent profile analyses (LPA) revealed four high…
Students' relatedness with peers and teachers in secondary education
Do Athletes Tolerate Fraud for the Benefit of the Club? Applying the Lens of Unethical Pro-Organizational Behavior
Fraud in sport is a prevalent and harmful form of deviant behavior. Across two experimental studies with British and Belgian sport club members (N = 597), we examined aversion to four types of sport-related fraud (corruption, asset misappropriation, match-fixing, and identity fraud) through the lens of unethical pro-organizational behavior (UPOB). Participants evaluated scenarios where fraud either benefited their club (pro-club condition represe…
Transferring responsibility in primary school physical education
An online video annotation tool for optimizing secondary teachers’ motivating style
A Daily Examination of the Moderating Role of Adolescents’ Coping in Associations between Psychologically Controlling Parenting and Adolescents’ Maladjustment
Correlates of students' internalization and defiance of classroom rules
BackgroundIt is generally accepted that well-established classroom rules prevent problem behaviour, while also supporting students' achievement gains. Yet, there might be considerable variability in students' underlying motives to comply or refrain from complying with classroom rules, with some students adhering to them because they fully accept them as their own, and others feeling compelled by external or internal demands to do so or even defyi…
The effects of a middle-school healthy eating intervention on adolescents' fat and fruit intake and soft drinks consumption
Objectives To evaluate the effects of a middle-school healthy eating promotion intervention combining environmental changes and computer-tailored feedback, with and without an explicit parent involvement component. Design Clustered randomised controlled trial. Setting Fifteen West-Flemish (Belgian) middle schools. Subjects A random sample of 15 schools with 2991 pupils in 7th and 8th grades was randomly assigned to an intervention group with pare…
Explaining the effect of a 1-year intervention promoting physical activity in middle schools
Objective The aim of the present study was to examine the mediation effects of changes in psychosocial determinants of physical activity (attitude, social support, self-efficacy, perceived benefits and barriers) on changes in physical activity. Design One-year intervention study with baseline and 1-year post measures of physical activity habits and psychosocial correlates. Setting Fifteen middle schools. Subjects Boys and girls ( n = 2840) aged 1…
The relationship between children’s home food environment and dietary patterns in childhood and adolescence
Objective To identify the correlates of the home food environment (parents’ intake, availability and food-related parenting practices) at the age of 10 years with dietary patterns during childhood and in adolescence. Setting Primary-school children of fifty-nine Flemish elementary schools completed a questionnaire at school in 2002. Four years later they completed a questionnaire by e-mail or mail at home. Their parents completed a questionnaire …
Relationship of physical activity and dietary habits with body mass index in the transition from childhood to adolescence
Objective To explore the relationship between several physical activity (PA) and dietary behaviours and BMI Z- score and to investigate the relationship between changes in these variables and in the BMI Z- score over a 4-year period from childhood to adolescence. Design Longitudinal study in which children were included in the fifth grade and measured for four consecutive years. Dietary and PA behaviours as well as height and weight were measured…
Motivational profiles for secondary school physical education and its relationship to the adoption of a physically active lifestyle among university students
The promotion of an active lifestyle is one of the central aims of physical education (PE). The present study aimed at investigating the relation between students’ motivation for PE and activity levels using self-determination theory as a guiding framework. A retrospective design was used involving 2617 university students, of which 878 (33.5 percent) were male (age 20.6 1.9). Validated questionnaires were used to measure motivation for PE, self-…
Toward the Development of a Pedagogical Model for Health-Based Physical Education
The purpose of this advocacy paper is to make a case for the development of a pedagogical model for Health-Based Physical Education (HBPE) drawing on Jewett, Bain and Ennis's (1995) and Metzler's (2005) ground-breaking work on models-based practice in physical education. A selective review of what has been learnt about HBPE was made to be able to define the central theme for the model as ‘pupils valuing a physically active life, so that they lear…
Pilot evaluation of the Helena (Healthy Lifestyle in Europe by Nutrition in Adolescence) Food-O-Meter, a computer-tailored nutrition advice for adolescents
Objective To investigate the feasibility and impact of the Food-O-Meter, an Internet-based computer-tailored nutrition intervention in adolescents. Design Participants in the intervention condition received the computer-tailored advice at baseline and at 1 month, those in the control condition received standardised advice. Effects were evaluated at 1 month ( n 621) and at 3 months ( n 558) using multi-level modelling. Setting Secondary schools in…
Identifying configurations of perceived teacher autonomy support and structure
Effects of a 2-year healthy eating and physical activity intervention for 3–6-year-olds in communities of high and low socio-economic status
Objective The purpose of the present study was to evaluate the effects of a school-based, 2-year, multi-component intervention on BMI, eating and physical activity behaviour in Flanders, Belgium, targeting children aged 3–6 years in communities of high and low socio-economic status (SES). Design Cluster-randomized controlled trial. Setting Thirty-one pre-primary and primary schools in three different intervention communities and three paired-matc…
Development and evaluation of a training on need-supportive teaching in physical education
Observing Physical Education Teachers’ Need-Supportive Interactions in Classroom Settings
According to self-determination theory, teachers can motivate students by supporting their psychological needs for relatedness, competence, and autonomy. The present study complements extant research (most of which relied on self-report measures) by relying on observations of need-supportive teaching in the domain of physical education (PE), which allows for the identification of concrete, real-life examples of how teacher need support manifests …
Differences in perceived competence and physical activity levels during single-gender modified basketball game play in middle school physical education
Creating environments in physical education (PE) that foster perceived competence and physical activity during gender-mixed game play lessons is a challenge, especially with adolescent girls. This study is a small experiment in one PE lesson that aimed to increase the perceived competence and in-class physical activity in girls, by applying a single-gender grouping strategy within co-educational classes. A final sample of 216 students (90 girls; …
Research on self-determination in physical education
Background: During the last 30 years, several theories of motivation have generated insights into the motives underlying learners' behavior in physical education. Self-determination theory (SDT), a general theory on social development and motivation, has enjoyed increasing popularity in physical education research during the past decade. SDT states that for students to be optimally motivated for physical education, it is critical to support the s…
Fostering a Need-Supportive Teaching Style
The present intervention study examined whether physical education (PE) teachers can learn to make use of autonomy-supportive and structuring teaching strategies. In a sample of 39 teachers (31 men, M = 38.51 ± 10.44 years) and 669 students (424 boys, M = 14.58 ± 1.92 years), we investigated whether a professional development training grounded in self-determination theory led to changes in (a) teachers’ beliefs about the effectiveness and feasibi…
Does observed controlling teaching behavior relate to students’ motivation in physical education?
Self-Determination Theory (SDT) has served as a theoretical framework for considerable research on teaching behavior and student motivation. The majority of studies have focused on need-supportive teaching behavior at the expense of need-thwarting teaching behavior (i.e., the “dark side” of teaching). The goal of the present study was to examine motivational dynamics involved in controlling teaching behavior in the context of physical education (…
New research programmes in physical education and sport pedagogy
During the past decades, significant progress has been made in the development of physical education and sport pedagogy (PESP) research with the field reaching a level of maturity and critical mass. In light of this development, it seems worthwhile to take an overarching view on existing evidence in order to identify a number of emerging challenges that researchers in PESP might want to address in future studies. We argue that there is an emergin…
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 mo…
Development and optimisation of an in-service teacher training programme on motivational assessment in physical education
Although assessment practices are commonly part of the physical education (PE) curriculum they may often frustrate rather than support students’ basic needs for autonomy, competence and relatedness. Nevertheless, assessment also provides various promising opportunities to support these basic needs and enhance learning in students. In order to address this issue, we developed an in-service teacher training programme that was grounded within contem…
Understanding body image in physical education
Body image disturbance in children and adolescents has negative implications for psychological and physical well-being. To positively impact well-being, it is important to explore factors that influence body image and to identify strategies that can be used to reduce body image disturbance. The school curriculum can play a significant role in shaping how children and adolescents experience their bodies. Within this school curriculum, physical edu…
Different combinations of perceived autonomy support and control
Background: According to Self-Determination Theory, teachers and sport coaches can differ in the motivating style they rely upon to motivate young people. When endorsing an autonomy-supportive motivating style, instructors try to identify, vitalize, and nurture youngsters’ inner motivational resources. In contrast, instructors with a dominant controlling motivating style rather pressure youngsters to think, feel, or behave in prescribed ways. Whi…
Fostering Personal Meaning and Self-relevance
Central to self-determination theory (SDT) is the notion that autonomously motivated learning relates to greater learning benefits. While learners' intrinsic motivation has received substantial attention, learners also display volitional learning when they come to endorse the personal meaning or self-relevance of the learning task. In Part I of this review, we discuss how the process of internalization, in addition to intrinsic motivation, consti…
How does knowledge about the criteria for an upcoming test relate to adolescents’ situational motivation in physical education? A self-determination theory approach
Students’ knowledge about the criteria for an upcoming test is a crucial component of assessment quality. Grounded in self-determination theory, we investigated whether knowledge about the criteria for an upcoming test related to students’ situational motivation and experienced anxiety during physical education (PE). We also examined whether these relations were: (a) mediated by need-based experiences; and (b) moderated by teachers’ motivating st…
Teachers’ motivation in relation to their psychological functioning and interpersonal style
Toward an integrative and fine-grained insight in motivating and demotivating teaching styles
Guided by Self-Determination Theory, we offer an integrative and fine-grained analysis of teachers’ classroom motivating style (i.e., autonomy support, structure, control, and chaos) to resolve existing controversies in the literature, such as how these dimensions relate to each other and to educationally important student and teacher outcomes. Six independent samples of secondary school teachers (N = 1332; Mage = 40.9 years) and their students (…
Does the Level of Motivation of Physical Education Teachers Matter in Terms of Job Satisfaction and Emotional Exhaustion? A Person-Centered Examination Based on Self-Determination Theory
Grounded in self-determination theory (SDT), prior research has demonstrated that physical education (PE) teachers may have different reasons to engage in teaching. Although some person-centered studies have identified varied motivational profiles in PE teachers, none of these studies have included the three forms of motivation (i.e., autonomous motivation, controlled motivation, and amotivation). This study aims to identify teachers' motivationa…
Psychology (56 obras) · Motivation and Self-Concept in Sports (47 obras) · Social Psychology (36 obras) · Mathematics education (29 obras) · Physical education (24 obras) · Autonomy (21 obras) · Pedagogy (21 obras) · Medicine (20 obras) · Social Psychology (20 obras) · Youth Development and Social Support (20 obras)