Nathalie Aelterman
Biographic Data
| ID | 2490211 |
|---|---|
| NAME | Nathalie Aelterman |
| GIVEN NAMES | Nathalie |
| FAMILY NAME | Aelterman |
| SIGNATURE | AELTERMAN N |
| AFFILIATIONS | Ghent University |
| ORCID | 0000-0003-0945-4343 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 56 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 4 |
Understanding shifts in students’ academic motivation across a school year
Adopting the Situation in School Questionnaire to Examine Physical Education Teachers’ Motivating and Demotivating Styles Using a Circumplex Approach
Grounded in SDT, several studies have highlighted the role of teachers' motivating and demotivating styles for students' motivation, learning, and physical activity in physical education (PE). However, most of these studies focused on a restricted number of motivating strategies (e.g., offering choice) or dimensions (e.g., autonomy support). Recently, researchers have developed the Situations-in-School (i.e., SIS-Education) questionnaire, which a…
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…
The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education
An experimental, video-based investigation into the motivating impact of choice and positive feedback among students with different motor competence levels
Background: Research stemming from Self-Determination Theory (SDT) shows that physical education (PE) teachers who endorse an autonomy-supportive and structuring motivating style positively affect students’ motivation, engagement and learning. Choice provision and positive feedback are two concrete strategies that are part of an autonomy-supportive and structuring style, respectively. While the benefits of choice provision and positive feedback h…
Exploring the consideration of university teachers’ basic psychological needs in the design of professional development initiatives
A major area of interest within the field of professional development is the concept of motivation. However, research explaining how to enhance motivation in participants during training is scarce. Grounded in Self-Determination Theory, this study aimed to gain insight into the design approaches of professional development initiatives in higher education. Based on semi-structured interviews with 16 Ecuadorian university authorities in charge of p…
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 (…
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…
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…
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
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…
Examining the longitudinal association between oppositional defiance and autonomy in adolescence
In this longitudinal study, we tested whether the association between oppositional defiance to parental authority (i.e., adolescents' tendency to bluntly reject parental rules) and autonomy would depend upon the specific conceptualization of autonomy. Whereas oppositional defiance would yield more interpersonal distance from parents, because it involves turning away from parental authority, it would also yield less volitional functioning, as oppo…
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 (…
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 …
Identifying configurations of perceived teacher autonomy support and structure
Development and evaluation of a training on need-supportive teaching in physical education
General and Maladaptive Personality Dimensions in Pediatric Obsessive–Compulsive Symptoms
Teachers’ motivation in relation to their psychological functioning and interpersonal style
Examining the longitudinal association between oppositional defiance and autonomy in adolescence
In this longitudinal study, we tested whether the association between oppositional defiance to parental authority (i.e., adolescents' tendency to bluntly reject parental rules) and autonomy would depend upon the specific conceptualization of autonomy. Whereas oppositional defiance would yield more interpersonal distance from parents, because it involves turning away from parental authority, it would also yield less volitional functioning, as oppo…
Development and evaluation of a training on need-supportive teaching in physical education
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…
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…
Exploring the consideration of university teachers’ basic psychological needs in the design of professional development initiatives
A major area of interest within the field of professional development is the concept of motivation. However, research explaining how to enhance motivation in participants during training is scarce. Grounded in Self-Determination Theory, this study aimed to gain insight into the design approaches of professional development initiatives in higher education. Based on semi-structured interviews with 16 Ecuadorian university authorities in charge of p…
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…
General and Maladaptive Personality Dimensions in Pediatric Obsessive–Compulsive Symptoms
Identifying configurations of perceived teacher autonomy support and structure
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 …
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 (…
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…
Examining the longitudinal association between oppositional defiance and autonomy in adolescence
In this longitudinal study, we tested whether the association between oppositional defiance to parental authority (i.e., adolescents' tendency to bluntly reject parental rules) and autonomy would depend upon the specific conceptualization of autonomy. Whereas oppositional defiance would yield more interpersonal distance from parents, because it involves turning away from parental authority, it would also yield less volitional functioning, as oppo…
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 (…
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…
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 role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education
An experimental, video-based investigation into the motivating impact of choice and positive feedback among students with different motor competence levels
Background: Research stemming from Self-Determination Theory (SDT) shows that physical education (PE) teachers who endorse an autonomy-supportive and structuring motivating style positively affect students’ motivation, engagement and learning. Choice provision and positive feedback are two concrete strategies that are part of an autonomy-supportive and structuring style, respectively. While the benefits of choice provision and positive feedback h…
Exploring the consideration of university teachers’ basic psychological needs in the design of professional development initiatives
A major area of interest within the field of professional development is the concept of motivation. However, research explaining how to enhance motivation in participants during training is scarce. Grounded in Self-Determination Theory, this study aimed to gain insight into the design approaches of professional development initiatives in higher education. Based on semi-structured interviews with 16 Ecuadorian university authorities in charge of p…
Adopting the Situation in School Questionnaire to Examine Physical Education Teachers’ Motivating and Demotivating Styles Using a Circumplex Approach
Grounded in SDT, several studies have highlighted the role of teachers' motivating and demotivating styles for students' motivation, learning, and physical activity in physical education (PE). However, most of these studies focused on a restricted number of motivating strategies (e.g., offering choice) or dimensions (e.g., autonomy support). Recently, researchers have developed the Situations-in-School (i.e., SIS-Education) questionnaire, which a…
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…
Understanding shifts in students’ academic motivation across a school year
Psychology (21 works) · Motivation and Self-Concept in Sports (19 works) · Social Psychology (17 works) · Autonomy (12 works) · Mathematics education (12 works) · Youth Development and Social Support (11 works) · Education, Achievement, and Giftedness (8 works) · Self-determination theory (8 works) · Social Psychology (7 works) · Amotivation (6 works)