A. Minnaert

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Self-regulation with respect to informal learning

Alexander Minnaert, M. Boekaerts, A. Minnaert, 1999 .

Perceived Social Support and Early Adolescents’ Achievement: The Mediational Roles of Motivational Beliefs and Emotions

Wondimu Ahmed, Alexander Minnaert, Hans Kuyper, 2008, Journal of youth and adolescence.

inclusive education in Jakarta, Indonesia

A. Minnaert, F. Kurniawati, F. Mangunsong, 2012 .

Effects of need supportive teaching on early adolescents’ motivation and engagement: A review of the literature

A. Minnaert, M. Opdenakker, Kim Stroet, 2013 .

Affective and Motivational Outcomes of Working in Collaborative Groups

M. Boekaerts, A. Minnaert, 2006 .

Emotions, Self-Regulated Learning, and Achievement in Mathematics: A Growth Curve Analysis

Wondimu Ahmed, Alexander Minnaert, Hans Kuyper, 2013 .

Assessment of Students’ Feelings of Autonomy, Competence, and Social Relatedness: A New Approach to Measuring the Quality of the Learning Process through Self- and Peer Assessment

Alexander Minnaert, M. Boekaerts, A. Minnaert, 2003 .

Applying the Contact Theory in Inclusive Education: A Systematic Review on the Impact of Contact and Information on the Social Participation of Students With Disabilities

A. Minnaert, A. D. de Boer, F. Rademaker, 2020, Frontiers in Education.

Characteristics of primary teacher training programmes on inclusion: a literature focus

A. Minnaert, F. Kurniawati, F. Mangunsong, 2014 .

‘I felt very bad, I had self-rejection’: narratives of exclusion and marginalisation among early school leavers in Uganda

A. Minnaert, Jacques Zeelen, Cuthbert Tukundane, 2014 .

Intervening to Improve Teachers’ Need-supportive Behaviour Using Self-Determination Theory: Its Effects on Teachers and on the Motivation of Students with Deafblindness

A. Minnaert, I. Haakma, M. Janssen, 2017 .

A review scrutinising the consequential validity of dynamic assessment

A. Minnaert, M. G. Hessels, M. Tiekstra, 2016 .

Construct validity of the Actiwatch‐2 for assessing movement in people with profound intellectual and multiple disabilities

A. Minnaert, W. Post, A. Waninge, 2020, Journal of applied research in intellectual disabilities : JARID.

Rapid Naming and Phonemic Awareness in Children With Reading Disabilities and/or Specific Language Impairment: Differentiating Processes?

A. Minnaert, B. F. van der Meulen, K. van den Bos, 2015, Journal of speech, language, and hearing research : JSLHR.

SUCCESS AND PROGRESS IN HIGHER-EDUCATION: A STRUCTURAL MODEL OF STUDYING

A. Minnaert, P. J. Janssen, 1992 .

Which variables relate to the attitudes of teachers, parents and peers towards students with special educational needs in regular education?

S. Pijl, A. Minnaert, W. Post, 2012 .

Rapid Naming and Phonemic Awareness in Children With or Without Reading Disabilities and/or ADHD

A. Minnaert, B. F. van der Meulen, K. van den Bos, 2017, Journal of learning disabilities.

Relationships between self-downing beliefs and math performance in Greek adolescent students: A predictive study based on Rational-Emotive Behavior Education (REBE) as theoretical perspective

A. Minnaert, Alexandra Katsiki, Demitris Katsikis, 2017 .

A review of enabling factors in support intervention programmes for early school leavers : What are the implications for Sub-Saharan Africa?

A. Minnaert, Jacques Zeelen, Cuthbert Tukundane, 2015 .

Peer Acceptance and Friendships of Students with Disabilities in General Education: The Role of Child, Peer, and Classroom Variables

S. Pijl, A. Minnaert, W. Post, 2012 .

Are there equal opportunities in our secondary schools? An investigation of the relationship between class composition, indicators of instructional support, effort and academic achievement

A. Minnaert, M. Opdenakker, J. Damme, 2002 .

Evaluating the Effectiveness of an Intervention Program to Influence Attitudes of Students Towards Peers with Disabilities

S. Pijl, A. Minnaert, W. Post, 2013, Journal of Autism and Developmental Disorders.

Need supportive teaching in practice: a narrative analysis in schools with contrasting educational approaches

A. Minnaert, M. Opdenakker, Kim Stroet, 2015, Social Psychology of Education.

The relationship between motor performance and executive functioning in early childhood: A systematic review on motor demands embedded within executive function tasks

A. Minnaert, M. Cantell, S. Houwen, 2022, Applied neuropsychology. Child.

Bridging the gap between theory and practice: identifying what primary teachers do to facilitate the social participation of students with SEBD in the inclusive classroom

A. Minnaert, A. Boer, R. Leeuw, 2018 .

Attitudes of parents towards inclusive education: a review of the literature

S. Pijl, A. Minnaert, A. D. de Boer, 2010 .

Interactions Between Teachers and Students with Autism Spectrum Disorder in Mainstream Secondary Education: Fundamental, yet Under-Researched

A. Minnaert, Steffie van der Steen, Fernanda Esqueda Villegas, 2022, Review Journal of Autism and Developmental Disorders.

STUDY SKILL, CURRICULUM COMPLETED IN SECUNDARY EDUCATION AND RESULTS OBTAINED AT THE END OF THE 1ST YEAR OF A UNIVERSITY STUDY PROGRAM IN PSYCHOLOGY - AN EVALUATION OF THEIR NOMOLOGICAL VALIDITIES WITHIN A STRUCTURAL MODEL OF STUDYING

A. Minnaert, P. Janssen, 1990 .

Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature

Alexander Minnaert, Sip Jan Pijl, S. Pijl, 2011 .

Constrained or sustained by demands? Perceptions of professional autonomy in early childhood education

A. Minnaert, Arda Oosterhoff, Ineke Oenema-Mostert, 2020 .

Evaluating the Effectiveness of an Intervention Program to Influence Attitudes of Students Towards Peers with Disabilities

S. Pijl, A. Minnaert, W. Post, 2013, Journal of autism and developmental disorders.

Young children’s perspectives on resolving social exclusion within inclusive classrooms

A. Minnaert, J. Exel, E. Beckmann, 2019, International Journal of Educational Research.

Reciprocal Relationships between Math Self-Concept and Math Anxiety.

H. Kuyper, Wondimu Ahmed, A. Minnaert, 2012 .

Inclusion moments for students with profound intellectual and multiple disabilities in mainstream schools: The teacher assistant’s role in supporting peer interactions

A. Minnaert, A. D. de Boer, A. V. D. van der Putten, 2021, European Journal of Special Needs Education.

It also takes teachers to tango: Using social validity assessment to refine an intervention design

A. Minnaert, F. Rademaker, E. Kupers, 2021 .

Development of the language proficiency of five- to seven-year-olds in rural areas

A. Minnaert, P. Leseman, J. Doornenbal, 2017, Research in Young Children's Literacy and Language Development.

Empirical Study on Primary School Teachers’ Attitudes Towards Inclusive Education in Jakarta, Indonesia

Wondimu Ahmed, A. Minnaert, F. Kurniawati, 2012 .

Messinvarianz zwischen Eltern- und Jugendversion des Strengths and Difficulties Questionnaire (SDQ)?

A. Minnaert, Jan-Christoph Rogge, K. Speck, 2018, Diagnostica.

Non-cognitive Characteristics of Gifted Students With Learning Disabilities: An In-depth Systematic Review

A. Minnaert, E. Beckmann, 2017, Front. Psychol..

Bias in the Assessment of Regulation Activities in Studying at the Level of Higher Education

A. Minnaert, P. J. Janssen, 1997 .

Learning Capacity in Adolescents with Mild Intellectual Disabilities

A. Minnaert, M. G. Hessels, M. Tiekstra, 2009, Psychological reports.

The Co-Occurrence of Intellectual Giftedness and Autism Spectrum Disorders.

A. Minnaert, Els J. van den Bosch, Agnes Burger-Veltmeijer, 2011 .

Preschool/Kindergarten teachers’ conceptions of standardised testing

A. Minnaert, W. Post, N. Frans, 2019, Assessment in Education: Principles, Policy & Practice.

Multiparty Conversations With People With Congenital Deafblindness: Operationalization, Significance, and Requirements

A. Minnaert, M. Worm, M. Janssen, 2020, Frontiers in Education.

Evaluating the effect of a teacher training programme on the primary teachers’ attitudes, knowledge and teaching strategies regarding special educational needs

A. Minnaert, F. Kurniawati, F. Mangunsong, 2017 .

Students’ Attitudes towards Peers with Disabilities: A review of the literature

S. Pijl, A. Minnaert, A. D. de Boer, 2012 .

The influence of teacher perceived administration of self-regulated learning on students' motivation and information-processing

Alexander Minnaert, M. Boekaerts, A. Minnaert, 2005 .

The Effect of Self-regulated Strategy Instruction and Behavioral Consultation on Motivation: A Longitudinal Study on the Effect of School-Based Interventions in Secondary Education

Marie-Christine Opdenakker, Alexander Minnaert, Arnout Prince, 2017, Front. Educ..

Fostering early adolescents’ motivation: a longitudinal study into the effectiveness of social constructivist, traditional and combined schools for prevocational education

A. Minnaert, M. Opdenakker, Kim Stroet, 2016 .

What motivates early adolescents for school? A longitudinal analysis of associations between observed teaching and motivation

A. Minnaert, M. Opdenakker, Kim Stroet, 2015 .

Measuring teacher regulating activities concerning student learning in secondary education classrooms: Reliability and validity of student perceptions

Alexander Minnaert, T. Wubbels, A. Minnaert, 2014 .

Teacher practice in secondary vocational education: Between teacher-regulated activities of student learning and student self-regulation

T. Wubbels, A. Minnaert, F. D. Jong, 2014 .

The Moderator Effect of Test Anxiety in the Relationship between Test Expectancy and the Retention of Prose

A. Minnaert, 2003, Psychological reports.

Task-Specific and Latent Relationships Between Motor Skills and Executive Functions in Preschool Children

A. Minnaert, M. Cantell, S. Houwen, 2020, Frontiers in Psychology.

Need supportive teaching in practice: a narrative analysis in schools with contrasting educational approaches

Marie-Christine Opdenakker, Alexander Minnaert, A. Minnaert, 2015 .

Motivational and emotional components affecting male’s and female’s self-regulated learning

A. Minnaert, 1999 .

En/countering the doings of standards in early childhood education: drawing on Actor-Network Theory to trace enactments of and resistances to emerging sociomaterial policy assemblages

A. Minnaert, T. Thompson, Arda Oosterhoff, 2023, Journal of Education Policy.

Student voices on social exclusion in general primary schools

A. Minnaert, A. D. de Boer, R. D. de Leeuw, 2018 .

How General are the Effects of Domain-Specific Prior Knowledge on Study Expertise as Compared to General Thinking Skills ?

A. Minnaert, P. J. Janssen, 1996 .

Meeting ontologies: actor-network theory as part of a methodologically heterogeneous research project

A. Minnaert, T. Thompson, Arda Oosterhoff, 2021, Studies in Continuing Education.

The role of competence and value beliefs in students' daily emotional experiences: A multilevel test of a transactional model

H. Kuyper, Wondimu Ahmed, A. Minnaert, 2010 .

The Influence of Need-Supportive Teacher Behavior on the Motivation of Students with Congenital Deafblindness

A. Minnaert, I. Haakma, M. Janssen, 2017 .

The additive effect of regulatory activities on top of intelligence in relation to academic performance in higher education

Alexander Minnaert, A. Minnaert, Piet J. Janssen, 1998 .

Emotional Experiences of Students in the Classroom A Multimethod Qualitative Study

Wondimu Ahmed, A. Minnaert, G. V. D. Werf, 2010 .

A literature review on how need-supportive behavior influences motivation in students with sensory loss

A. Minnaert, I. Haakma, M. Janssen, 2016 .

The psychometric evaluation of a questionnaire to measure attitudes towards inclusive education

M. Timmerman, S. Pijl, A. Minnaert, 2012 .

The Application of Dynamic Assessment in People Communicating at a Prelinguistic Level: A descriptive review of the literature

W. Ruijssenaars, A. Minnaert, M. Janssen, 2013 .

Relationship between Learning Environment Characteristics and Academic Engagement

A. Minnaert, M. Opdenakker, 2011, Psychological reports.

Assessing Social Participation of Students With Special Needs in Inclusive Education: Validation of the Social Participation Questionnaire

H. Nakken, A. Minnaert, M. Koster, 2011 .

At-Risk Students and the Role of Implicit Theories of Intelligence in Educational Professionals’ Actions

A. Minnaert, M. Tiekstra, 2017, Journal of Cognitive Education and Psychology.

Development and process evaluation of a motor activity program for people with profound intellectual and multiple disabilities

A. Minnaert, A. Waninge, A. V. D. van der Putten, 2021, BMC Health Services Research.

The attentional blink in typically developing and reading-disabled children.

A. Minnaert, B. F. van der Meulen, K. van den Bos, 2015, Journal of experimental child psychology.

Understanding the Relationship Between Teacher Behavior and Motivation in Students with Acquired Deafblindness

A. Minnaert, I. Haakma, M. Janssen, 2016, American annals of the deaf.

Mind wandering and reading comprehension in secondary school children

Alexander Soemer, Ulrich Schiefele, Alexander Minnaert, 2019, Learning and Individual Differences.

Emerging School Readiness Profiles: Motor Skills Matter for Cognitive- and Non-cognitive First Grade School Outcomes

A. Minnaert, M. Cantell, S. Houwen, 2021, Frontiers in Psychology.

Students’ Experiences of Autonomy, Competence, Social Relatedness and Interest Within a CSCL Environment in Vocational Education: The Case of Commerce and Business Administration

Marie-Christine Opdenakker, Alexander Minnaert, M. Boekaerts, 2011 .

Autonomy, Competence, and Social Relatedness in Task Interest within Project-Based Education

M. Boekaerts, A. Minnaert, C. D. de Brabander, 2007, Psychological reports.

The I of students with ID or SEBD: A systematic literature review of the self-concept of students with ID or SEBD

A. Minnaert, H. Grietens, A. D. de Boer, 2022, Educational Research Review.

International handbook on applying self-regulated learning in different settings

J. Vermunt, A. Minnaert, 2010 .

In Tune? Multimodal Mother-Child Interpersonal Coordination During Early Childhood’

A. Minnaert, M. Cantell, S. Houwen, 2022, Early Education and Development.

Assessing Motor Performance in Preschool Children: The Zurich Neuromotor Assessment-2 and the Movement Assessment Battery for Children-2

A. Minnaert, T. Kakebeeke, M. Cantell, 2021, Perceptual and motor skills.

Building vocational skills for marginalised youth in Uganda: A SWOT analysis of four training programmes

Alexander Minnaert, Cuthbert Tukundane, A. Minnaert, 2015 .

Individual Differences in Text Comprehension as a Function of Test Anxiety and Prior Knowledge

A. Minnaert, 1999, Psychological reports.

Students' daily emotions in the classroom: intra-individual variability and appraisal correlates.

H. Kuyper, Wondimu Ahmed, A. Minnaert, 2010, The British journal of educational psychology.

Teacher strategies to support the social participation of students with SEBD in the regular classroom

A. Minnaert, A. D. de Boer, J. Bijstra, 2018 .

Communication development from an intersubjective perspective: Exploring the use of a layered communication model to describe communication development in students with congenital deafblindness.

G. Bol, A. Minnaert, M. Janssen, 2019, Journal of communication disorders.

What do Dutch general education teachers do to facilitate the social participation of students with SEBD?

A. Minnaert, A. D. de Boer, R. D. de Leeuw, 2018, International Journal of Inclusive Education.

Changes in need-supportive teaching over the course of one school year: differences between students with special educational needs and typically developing students

A. Minnaert, A. D. de Boer, E. Kupers, 2022, European Journal of Special Needs Education.

Needs-based assessment of students with (suspicion of) of intellectual giftedness and/or an autism spectrum disorder: design of a heuristic

A. Minnaert, Els J. van den Bosch, Agnes Burger Veltmeijer, 2014 .

Dissonance in Student Learning Patterns: When to revise theory?

Alexander Minnaert, Jan D. Vermunt, J. Vermunt, 2003 .

Motivation and self-regulated learning in secondary vocational education: information-processing type and gender differences

Alexander Minnaert, M. Boekaerts, A. Minnaert, 2003 .

Learning Environment Experiences in Primary Education

A. Minnaert, M. Opdenakker, 2014 .

Monitoring Communication Development Between Teachers and Their Students With Congenital Deafblindness: An Application of the Layered Communication Model

G. Bol, A. Minnaert, M. Janssen, 2020, Frontiers in Education.

Dissonance in student learning patterns

J. Vermunt, A. Minnaert, 2003 .

Gifted Education in the Netherlands

A. Minnaert, Greet C. De Boer, Gert Kamphof, 2013 .

The relationship between basic psychological need satisfaction and intrinsic motivation: The role of individual differences and special educational needs

A. Minnaert, A. D. de Boer, E. Kupers, 2023, European Journal of Psychology of Education.

Rapid Naming and Phonemic Awareness in Children With or Without Reading Disabilities and/or ADHD

A. Minnaert, B. F. van der Meulen, K. van den Bos, 2017, Journal of learning disabilities.

Phonological Processing and Word Reading in Typically Developing and Reading Disabled Children: Severity Matters

A. Minnaert, B. F. van der Meulen, K. van den Bos, 2015 .

Early identification of children at risk for academic difficulties using standardized assessment: stability and predictive validity of preschool math and language scores

M. Huisman, A. Minnaert, W. Post, 2017 .

A literature review on the psychological needs of students with sensory loss

A. Minnaert, I. Haakma, M. Janssen, 2017 .

Aiming for agency. The effects of teacher education on the development of the expertise of early childhood teachers

A. Minnaert, Arda Oosterhoff, Ineke Oenema-Mostert, 2020, Teaching and Teacher Education.

Rapid Naming and Phonemic Awareness in Children With Reading Disabilities and/or Specific Language Impairment: Differentiating Processes?

A. Minnaert, B. F. van der Meulen, K. van den Bos, 2015, Journal of speech, language, and hearing research : JSLHR.