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Alexander Minnaert
Researcher at University of Groningen
Publications - 151
Citations - 4423
Alexander Minnaert is an academic researcher from University of Groningen. The author has contributed to research in topics: Inclusion (education) & Special education. The author has an hindex of 30, co-authored 143 publications receiving 3707 citations. Previous affiliations of Alexander Minnaert include Leiden University & Katholieke Universiteit Leuven.
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Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature
TL;DR: In this paper, positive attitudes are argued as playing a considerable role in implementing this educational change successfully, and teachers are seen as key persons to implement inclusive education, thus positive attitudes play a significant role.
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Effects of need supportive teaching on early adolescents’ motivation and engagement: A review of the literature
TL;DR: In this paper, the authors systematically review the corpus of evidence on the effects of need supportive teaching on early adolescents' motivation and engagement for school, and they find that teachers' provision of autonomy support, structure, and involvement is associated with students' motivation.
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Perceived social support and early adolescents’ achievement: The mediational roles of motivational beliefs and emotions
TL;DR: The multiple mediational effects of motivational beliefs and emotions that may account for the empirical link between PSS (from parents, peers and teachers) and mathematics achievement are examined.
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Attitudes of parents towards inclusive education: A review of the literature.
TL;DR: In this paper, a review of the literature about parents' attitudes towards inclusive education is presented, focusing on the effect of these on the social participation of children with special needs in regular schools.
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Emotions, Self-Regulated Learning, and Achievement in Mathematics: A Growth Curve Analysis
TL;DR: The authors investigated the developmental trends of four academic emotions (anxiety, boredom, enjoyment, and pride) and examined whether changes in emotions are linked to the changes in students' self-regulatory strategies (shallow, deep, and meta-cognitive) and achievement in mathematics.