Nele Van Doren
Dados Biográficos
| ID | 6509205 |
|---|---|
| NOME | Nele Van Doren |
| PRENOMES | Nele |
| SOBRENOME | Van Doren |
| ASSINATURA | VAN DOREN N |
| AFILIAÇÕES | Ghent University |
| ORCID | 0000-0003-1480-6403 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAÇÕES | 1 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2021 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
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…
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…
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…
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…
Volunteering in community‐based sports clubs
Sports club volunteerism transcends mere organizational support, enriching the lives of volunteers and the wider community. Despite its profound impact, many sports clubs struggle with effectively mobilizing and retaining volunteers. Hence, this study utilized partial correlational and cluster analyses to explore how volunteers' affective commitment (i.e., emotional attachment) and normative commitment (i.e., moral duty) relate to their work effo…
An online video annotation tool for optimizing secondary teachers’ motivating style
The Relation between Physical Education Teachers’ (De-)Motivating Style, Students’ Motivation, and Students’ Physical Activity
Research suggests that physical education (PE) teachers can play a crucial role in the promotion of students' physical activity. Grounded in Self-Determination Theory, this study investigated how students' perceptions of PE teachers (de-)motivating style relate to students' device-based physical activity levels during PE. Moreover, it was examined whether students' motivation plays an intervening role in this relation and whether students' physic…
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…
The Relation between Physical Education Teachers’ (De-)Motivating Style, Students’ Motivation, and Students’ Physical Activity
Research suggests that physical education (PE) teachers can play a crucial role in the promotion of students' physical activity. Grounded in Self-Determination Theory, this study investigated how students' perceptions of PE teachers (de-)motivating style relate to students' device-based physical activity levels during PE. Moreover, it was examined whether students' motivation plays an intervening role in this relation and whether students' physic…
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…
An online video annotation tool for optimizing secondary teachers’ motivating style
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…
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…
Volunteering in community‐based sports clubs
Sports club volunteerism transcends mere organizational support, enriching the lives of volunteers and the wider community. Despite its profound impact, many sports clubs struggle with effectively mobilizing and retaining volunteers. Hence, this study utilized partial correlational and cluster analyses to explore how volunteers' affective commitment (i.e., emotional attachment) and normative commitment (i.e., moral duty) relate to their work effo…
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…
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…
Motivation and Self-Concept in Sports (8 obras) · Psychology (7 obras) · Mathematics education (5 obras) · Physical education (5 obras) · Self-determination theory (5 obras) · Autonomy (4 obras) · Physical Education and Pedagogy (4 obras) · Social Psychology (4 obras) · Youth Development and Social Support (4 obras) · Amotivation (3 obras)