Kim Stroet
Assistant Professor
- Name
- Dr. K.F.A. Stroet
- Telephone
- +31 71 527 3955
- k.f.a.stroet@fsw.leidenuniv.nl
- ORCID iD
- 0000-0001-6775-4454
Kim Stroet is an assistant professor at the Institute of Education and Child Studies, Leiden University.
More information about Kim Stroet
Short CV
Kim Stroet is appointed as assistant professor at the Institute of Education and Child Studies at Leiden University. She obtained her PhD with a dissertation on teacher-student interactions in prevocational education. Dissertation: ‘Studying motivation in classrooms’ (2014). (Co-)promotors: dr. M.C.J.L. Opdenakker & prof. dr. A.E.M.G. Minnaert. She holds a BSc and MSc in Social Psychology with a minor on research methodology, and a MSc in Sociology with a minor on data-analysis (University of Groningen).
Research
Currently, Kim is developing a line of research aimed at gaining understanding of how motivation, engagement and creativity may be supported in diverse contexts. She pays attention to processes within the child, as well as to group processes, and to fair opportunities in education.
Focus points for the coming years are cognitive autonomy, diversity and connectedness within an inclusive community. Within this line of research she applies mixed methods and works in close collaboration with primary schools in The Hague and Leiden.
Kim is involved in the kenniswerkplaats ‘Gelijke Onderwijskansen, Haags Onderwijs Anders’. The kenniswerkplaats is a collaboration between the municipality of The Hague, three educational boards and six schools for primary education in The Hague. The focus is on stimulating research in schools and sensitivity to practice at the university. Central themes are motivation, teacher-expectations, feedback, and parental involvement. The kenniswerkplaats is financed by the municipality of the Hague and the Gelijke Kansen Alliantie.
Current projects
- Do you see and hear me? Analyses of factors that contribute to unfair opportunities in the transition from primary to secondary education in Leiden. This project is a collaboration between researchers, school boards, and the municipality of Leiden. This project is financed by the Gelijke Kansen Alliantie.
- Distance education because of the corona-pandemic. Research into experiences of children, parents, and teachers in primary education. This project is financed by Leiden University and University of Twente.
- Differentiation in primary education. What are the experiences of children? What are the effects of ability grouping for student motivation? This project is financed by Leiden University.
- Phd-projects together with Utrecht University aimed at countering ethnic and socioeconomic segregation in schools. Kim will be involved as co-promotor. This project is financed by NRO (starts July 2022).
Education and teaching
Kim is a teacher in the bachelor Pedagogische Wetenschappen, in the master Educational Science and in the Academische PABO. Besides, Kim is involved in developing a new academic teacher training that will focus on education in a metropolitan area, diversity, inclusiveness, and sustainability.
Workdays
Monday, Tuesday, Thursday, Friday
Assistant Professor
- Faculteit der Sociale Wetenschappen
- Instituut Pedagogische Wetenschappen
- Onderwijswetenschappen
- Bloem J., Flunger B., Stroet K. & Hornstra T.E. (2023), Differences in need-supportive teaching toward students from different socioeconomic backgrounds and the role of teachers’ attitudes, Social Psychology of Education : .
- Hornstra T.E., Stroet K., Rubie-Davies C. & Flint A. (2023), Teacher expectations and self-determination theory: considering convergence and divergence of theories, Educational Psychology Review 35: 76.
- Ahmadi A., Noetel M., Parker P., Ryan R.M., Ntoumanis N., Reeve J.,Beauchamp M., Dicke T., Yeung A., Ahmadi M., Bartholomew K., Chiu T.K.F., Curran T., Erturan G., Flunger B., Frederick C., Froiland J.M., González-Cutre D., Haerens L., Jeno L.M., Koka A., Krijgsman C., Langdon J., White R.L., Litalien D., Lubans D., Mahoney J., Nalipay M.J.N., Patall E., Perlman D., Quested E., Schneider S., Standage M., Stroet K., Tessier D., Thogersen-Ntoumani C., Tilga H., Vasconcellos D. & Lonsdale C. (2023), A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions, Journal of Educational Psychology 115(8): 1158-1176.
- Prast E.J., Stroet K.F.A., Koornneef A.W. & Wilderjans T.F. (2023), What do students think about differentiation and within-class achievement grouping?, Frontline Learning Research 11(1): 57-93.
- Stroet K.F.A., Endedijk H.M., Liende M. van der, Eijsink T. & Gijlers H. Jolles D. (2022), Schoolsucces als de scholen dicht zijn?: Een onderzoek naar de rol van ondersteuning door leerkrachten en ouders tijdens de coronacrisis, Pedagogische Studien 99(3): 200-221.
- Endedijk H.M., Stroet K.F.A. & Jolles D.D. (2021), Onderwijs aan de keukentafel, Tijdschrift voor Orthopedagogiek 5: 22-29.
- Hornstra L., Stroet K. & Weijers D. (2021), Profiles of teachers’ need-support: How do autonomy support, structure, and involvement cohere and predict motivation and learning outcomes?, Teaching and Teacher Education 99: 103257.
- De Brabander C. Glastra F. & Stroet K. (2019), Analyzing activating instructional arrangements with the Unified Model of Task-specific Motivation. . 18th Biennial EARLI Conference 12 August 2019 - 16 August 2019.
- Glastra F. De Brabander C. & Stroet K. (2019), Teacher education and teachers’ valuations of theory and practice oriented professional development. 18th Biennial EARLI Conference 12 August 2019 - 16 August 2019.
- Hornstra L., Stroet K.F.A., Van Eijnden E., Goudsblom J. & Roskamp C. (2018), Teacher expectation effects on need-supportive teaching, student motivation, and engagement: a self-determination perspective, Educational Research and Evaluation 24(3-5): 324-345.
- Stroet K. & Hornstra T.E. (2018), Profiles of teachers’ need support: how do they cohere and predict learning outcomes?. .
- Hornstra L., Stroet K. & Weijers D. (2017), Profielen van behoefte-ondersteuning: Hoe combineren docenten autonomie, structuur en verbondenheid en hoe hangt dit samen met motivatie en leerprestaties? Onderwijs Research Dagen 2017, Antwerpen. Onderwijs Research Dagen 2017 28 June 2017 - 30 June 2017.
- Minnaert A., Stroet K. & Opdenakker M.C. (2017), Autonomy support and thwart in the classroom: Triggers for teachers. EARLI 2017, Tampere. EARLI 2017 29 August 2017 - 2 September 2017.
- Stroet K., Opdenakker M.C. & Minnaert A. (2016), Teachers’ involvement and disaffection in the classroom: A longitudinal analysis. International Conference on Motivation 2016, Thessaloniki. International Conference on Motivation 2016 24 August 2016 - 27 August 2016.
- Stroet K., Opdenakker M.C. & Minnaert A. (2016), Fostering early adolescents’ motivation: A longitudinal study into the effectiveness of social constructivist, traditional and combined schools for prevocational education, Educational Psychology 36(1): 1-25.
- Stroet K., Opdenakker M.C. & Minnaert A. (2015), Motivatie voor school in de brugklas? Onderwijs Research Dagen. Onderwijs Research Dagen 2015 17 June 2015 - 19 June 2015. Leiden, The Netherlands.
- Stroet K.F.A., Opdenakker M. & Minnaert A. (2015), Need supportive teaching in practice: a narrative analysis in schools with contrasting educational approaches, Social Psychology of Education 18(3): 585-613.
- Stroet K.F.A., Opdenakker M. & Minnaert A. (2015), What motivates early adolescents for school? A longitudinal analysis of associations between observed teaching and motivation, Contemporary Educational Psychology 42: 129-140.
- Stroet K. (2015), Ondersteunen van basisbehoeften bevordert motivatie, Van Twaalf tot Achttien : .
- Stroet K. (2015), Motiveren van leerlingen, De Nieuwe Meso 1: .
- Maulana R., Opdenakker M, Stroet K. & Bosker R. (2013), Changes in Teachers’ Involvement Versus Rejection and Links with Academic Motivation During the First Year of Secondary Education: A Multilevel Growth Curve Analysis, Journal of Youth and Adolescence 42: 1348-1371.
- Stroet K.F.A., Opdenakker M.-C. & Minnaert A. (2013), Effects of need supportive teaching on early adolescents’ motivation and engagement: a review of the literature, Educational Research Review 9: 65-87.
- Maulana R., Opdenakker M.C., Stroet K.F.A. & Bosker R. (2012), Observed lesson structure during the first year of secondary education: exploration of change and link with academic engagement, Teaching and Teacher Education 28(6): 835-850.