Publicaties
2023
Wetenschappelijke publicaties
Kupers, E., Boer, A. D., Loopers, J., Bakker, A., & Minnaert, A. (2023). Differentiation and students with special educational needs: teachers’ intentions and classroom interactions. In Effective teaching around the world https://doi.org/10.1007/978-3-031-31678-4_36
Kupers, E., Loopers, J., Albers, C., Bakker, A., & Minnaert, A. (2023). An experience sampling study on the links between daily teacher self-efficacy, need-supportive teaching and student intrinsic motivation. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2023.1159108
Loopers, J. H., Kupers, W. E., de Boer, A. A., & Minnaert, A. E. M. G. (2023). The relationship between basic psychological need satisfaction and intrinsic motivation: The role of individual differences and special educational needs. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-023-00683-8
Zeinstra, L., Kupers, E., Loopers, J., & de Boer, A. (2023). Real-time teacher-student interactions: The dynamic interplay between need supportive teaching and student engagement over the course of one school year. Teaching and Teacher Education, 121, [103906]. https://doi.org/10.1016/j.tate.2022.103906
Vakpublicaties
Loopers, J., Lam, I., Prins, F., & de Bakker, M. (2023). 'Alsof je de enige bent die deze opleiding volgt': De sociale component van het hoger onderwijs. Th&ma, 2023(2), 53-57. https://www.themahogeronderwijs.org/110-2802_h1-Alsof-je-de-enige-bent-die-deze-opleiding-volgt-h1aan
2022
Wetenschappelijke publicaties
Loopers, J. H., Kupers, W. E., de Boer, A. A., & Minnaert, A. E. M. G. (2022). Changes in need-supportive teaching over the course of one school year: differences between students with special educational needs and typically developing students. European Journal of Special Needs Education. https://doi.org/10.1080/08856257.2022.2159279
Loopers, J. (2022, Jun 14). Unravelling the dynamics of intrinsic motivation of students with and without special educational needs: A self-determination theory perspective. University of Groningen. https://doi.org/10.33612/diss.222268791