Michelle Helms‐lorenz
Biographic Data
| ID | 2746769 |
|---|---|
| NAME | Michelle Helms‐lorenz |
| GIVEN NAMES | Michelle |
| FAMILY NAME | Helms‐lorenz |
| SIGNATURE | LORENZ M H |
| AFFILIATIONS | University of Groningen |
| ORCID | 0000-0001-9314-6962 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 37 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Navigating the early-career landscape
This study explored the role of induction arrangements in supporting beginning teachers through early-career challenges, focusing particularly on how these arrangements shape their intrinsic motivational and affective traits. It examined the effects of core induction elements and their comprehensive arrangements—characterised by varying quality, quantity, and length—on the development of beginning teachers’ intrinsic motivational-affective orient…
Observing secondary school teachers’ effective teaching behavior in the Netherlands, England, and the United States using the Icalt observation instrument
Introduction The purpose of this study was to examine measurement invariance in observer scoring of effective teaching behavior in three secondary education contexts–the Netherlands, England, and the United States. It also aimed to describe what effective teaching behavior looks like in secondary education across the three education contexts. Methods A uniform observation measure called International Comparative Analysis of Learning and Teaching …
Machine and expert judgments of student perceptions of teaching behavior in secondary education
Research shows that effective teaching behavior is important for students' learning and outcomes, and scholars have developed various instruments for measuring effective teaching behavior domains. Although student assessments are frequently used for evaluating teaching behavior, they are mainly in Likert-scale or categorical forms, which precludes students from freely expressing their perceptions of teaching. Drawing on an open-ended questionnair…
No aspect of structure should be left behind in relation to student autonomous motivation
BACKGROUND: Provision of structure in classroom settings constitutes one of the pillars of conducive learning environments. However, little is known whether the particular elements of provided structure-namely, contingency, clear expectations, help and support, and monitoring-are equally important for student learning and motivation. AIMS: In this cross-sectional study, we aimed to investigate to what extent students' autonomous motivation is lin…
The Influence of School Context Factors on the Induction Support as Perceived by Newly Qualified Teachers
This study explores the relationship between school demographic characteristics and the amount of provided induction activities, as perceived by beginning teachers (BTs), with special attention for Professional Development Schools and non-Professional Development Schools. The aim is to provide information that is useful to improve induction arrangements to particular school contexts. Data were collected in a Dutch national induction program in wh…
Dutch beginning teachers’ intrinsic orientation for the profession
The study contributes to a better understanding of TIOP as a compound teacher trait. • A scale is validated to measure its value-related and feeling-related dimensions. • TIOP validly predicts self-efficacy but not observed teaching quality. • It is suggested that TIOP be integrated into teacher education and induction. Compared to the disseminated studies on teacher motivation and positive emotion as separate dimensions, the knowledge base about…
Student Perceptions of Teaching Quality in Five Countries
This study examines measurement invariance of student perceptions of teaching quality collected in five countries: Indonesia (n students = 6,331), the Netherlands (n students = 6,738), South Africa (n students = 3,422), South Korea (n students = 6,997) and Spain (n students = 4,676). The administered questionnaire was the My Teacher Questionnaire (MTQ). Student perceived teachers’ teaching quality was estimated using the partial credit model (PCM…
Relationship between teaching motivation and teaching behaviour of secondary education teachers in Indonesia ( Relación entre la motivación docente y el comportamiento docente en profesores de educaci…
Research on teacher motivation is increasing substantially. Several studies have demonstrated the relationship between the motivation and teaching behaviour of teachers. The objective of this study was to investigate the relationship between the perceived motivation of teachers and their actual teaching behaviour in the context of secondary education. A survey on teacher motivation yielded responses from 315 teachers from 28 schools across 13 pro…
The longitudinal effects of induction on beginning teachers' stress
BackgroundTeaching is a stressful profession especially for beginning teachers. Induction programmes can support beginning teachers. Little is known concerning which elements of induction programmes can influence (the change in) teachers' stress over time.AimsThis study aims to investigate the growth of stress causes and stress responses during the first 3 years of professional practice and to reveal the influence of induction arrangement element…
The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition
In this study, the relationships between beginning teachers’ perceived stress causes, stress responses, observed teaching behaviour and attrition is investigated employing structural equation modelling (SEM). A total of 143 BTs were surveyed using the Questionnaire on the Experience and Evaluation of Work-BTs (QEEW-BT). Teaching behaviour was observed using the ICALT observation instrument. Results show that BTs’ perceived negative pupil aspects …
Evaluation of the behavioral and affective outcomes of novice teachers working in professional development schools versus non-professional development schools
A longitudinal study of induction on the acceleration of growth in teaching quality of beginning teachers through the eyes of their students
Teaching skills of student teachers
Self-efficacy, job satisfaction, motivation and commitment
This study investigates how relevant indicators of teachers’ sense of their professional identity (job satisfaction, occupational commitment, self-efficacy and change in level of motivation) are related. A model is proposed, tested with structural equation modelling (SEM) and refined using data from 1,214 Dutch teachers working in secondary education. Classroom self-efficacy and relationship satisfaction play a key influencing role in the relatio…
Acculturation and Cognitive Performance of Migrant Children in The Netherlands
Acculturative strategies and cognitive acculturation were studied among 118 Dutch migrant children (age: 7–12 years). Both an exploratory factor analysis and a Linear Logistic Test Model analysis provided evidence for the bipolar unidimensionality of Berry's four acculturation strategies; integration constituted one pole and assimilation, separation, and marginalization the other. Integration was by far the most popular strategy. Cognitive perfor…
Acculturation and Cognitive Performance of Migrant Children in The Netherlands
Acculturative strategies and cognitive acculturation were studied among 118 Dutch migrant children (age: 7–12 years). Both an exploratory factor analysis and a Linear Logistic Test Model analysis provided evidence for the bipolar unidimensionality of Berry's four acculturation strategies; integration constituted one pole and assimilation, separation, and marginalization the other. Integration was by far the most popular strategy. Cognitive perfor…
A longitudinal study of induction on the acceleration of growth in teaching quality of beginning teachers through the eyes of their students
The longitudinal effects of induction on beginning teachers' stress
BackgroundTeaching is a stressful profession especially for beginning teachers. Induction programmes can support beginning teachers. Little is known concerning which elements of induction programmes can influence (the change in) teachers' stress over time.AimsThis study aims to investigate the growth of stress causes and stress responses during the first 3 years of professional practice and to reveal the influence of induction arrangement element…
Acculturation and Cognitive Performance of Migrant Children in The Netherlands
Acculturative strategies and cognitive acculturation were studied among 118 Dutch migrant children (age: 7–12 years). Both an exploratory factor analysis and a Linear Logistic Test Model analysis provided evidence for the bipolar unidimensionality of Berry's four acculturation strategies; integration constituted one pole and assimilation, separation, and marginalization the other. Integration was by far the most popular strategy. Cognitive perfor…
Self-efficacy, job satisfaction, motivation and commitment
This study investigates how relevant indicators of teachers’ sense of their professional identity (job satisfaction, occupational commitment, self-efficacy and change in level of motivation) are related. A model is proposed, tested with structural equation modelling (SEM) and refined using data from 1,214 Dutch teachers working in secondary education. Classroom self-efficacy and relationship satisfaction play a key influencing role in the relatio…
Teaching skills of student teachers
A longitudinal study of induction on the acceleration of growth in teaching quality of beginning teachers through the eyes of their students
The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition
In this study, the relationships between beginning teachers’ perceived stress causes, stress responses, observed teaching behaviour and attrition is investigated employing structural equation modelling (SEM). A total of 143 BTs were surveyed using the Questionnaire on the Experience and Evaluation of Work-BTs (QEEW-BT). Teaching behaviour was observed using the ICALT observation instrument. Results show that BTs’ perceived negative pupil aspects …
Evaluation of the behavioral and affective outcomes of novice teachers working in professional development schools versus non-professional development schools
The longitudinal effects of induction on beginning teachers' stress
BackgroundTeaching is a stressful profession especially for beginning teachers. Induction programmes can support beginning teachers. Little is known concerning which elements of induction programmes can influence (the change in) teachers' stress over time.AimsThis study aims to investigate the growth of stress causes and stress responses during the first 3 years of professional practice and to reveal the influence of induction arrangement element…
Relationship between teaching motivation and teaching behaviour of secondary education teachers in Indonesia ( Relación entre la motivación docente y el comportamiento docente en profesores de educaci…
Research on teacher motivation is increasing substantially. Several studies have demonstrated the relationship between the motivation and teaching behaviour of teachers. The objective of this study was to investigate the relationship between the perceived motivation of teachers and their actual teaching behaviour in the context of secondary education. A survey on teacher motivation yielded responses from 315 teachers from 28 schools across 13 pro…
The Influence of School Context Factors on the Induction Support as Perceived by Newly Qualified Teachers
This study explores the relationship between school demographic characteristics and the amount of provided induction activities, as perceived by beginning teachers (BTs), with special attention for Professional Development Schools and non-Professional Development Schools. The aim is to provide information that is useful to improve induction arrangements to particular school contexts. Data were collected in a Dutch national induction program in wh…
Dutch beginning teachers’ intrinsic orientation for the profession
The study contributes to a better understanding of TIOP as a compound teacher trait. • A scale is validated to measure its value-related and feeling-related dimensions. • TIOP validly predicts self-efficacy but not observed teaching quality. • It is suggested that TIOP be integrated into teacher education and induction. Compared to the disseminated studies on teacher motivation and positive emotion as separate dimensions, the knowledge base about…
Student Perceptions of Teaching Quality in Five Countries
This study examines measurement invariance of student perceptions of teaching quality collected in five countries: Indonesia (n students = 6,331), the Netherlands (n students = 6,738), South Africa (n students = 3,422), South Korea (n students = 6,997) and Spain (n students = 4,676). The administered questionnaire was the My Teacher Questionnaire (MTQ). Student perceived teachers’ teaching quality was estimated using the partial credit model (PCM…
No aspect of structure should be left behind in relation to student autonomous motivation
BACKGROUND: Provision of structure in classroom settings constitutes one of the pillars of conducive learning environments. However, little is known whether the particular elements of provided structure-namely, contingency, clear expectations, help and support, and monitoring-are equally important for student learning and motivation. AIMS: In this cross-sectional study, we aimed to investigate to what extent students' autonomous motivation is lin…
Observing secondary school teachers’ effective teaching behavior in the Netherlands, England, and the United States using the Icalt observation instrument
Introduction The purpose of this study was to examine measurement invariance in observer scoring of effective teaching behavior in three secondary education contexts–the Netherlands, England, and the United States. It also aimed to describe what effective teaching behavior looks like in secondary education across the three education contexts. Methods A uniform observation measure called International Comparative Analysis of Learning and Teaching …
Machine and expert judgments of student perceptions of teaching behavior in secondary education
Research shows that effective teaching behavior is important for students' learning and outcomes, and scholars have developed various instruments for measuring effective teaching behavior domains. Although student assessments are frequently used for evaluating teaching behavior, they are mainly in Likert-scale or categorical forms, which precludes students from freely expressing their perceptions of teaching. Drawing on an open-ended questionnair…
Navigating the early-career landscape
This study explored the role of induction arrangements in supporting beginning teachers through early-career challenges, focusing particularly on how these arrangements shape their intrinsic motivational and affective traits. It examined the effects of core induction elements and their comprehensive arrangements—characterised by varying quality, quantity, and length—on the development of beginning teachers’ intrinsic motivational-affective orient…
Psychology (15 works) · Mathematics education (10 works) · Pedagogy (10 works) · Teacher Education and Leadership Studies (8 works) · Social Psychology (5 works) · Teacher Professional Development and Motivation (5 works) · Developmental psychology (4 works) · Early Childhood Education and Development (4 works) · Mathematics (4 works) · Medicine (4 works)