Tim Mainhard

Full Professor

Leiden University

Netherlands

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Tim Mainhard is a Full Professor at Leiden University in the Netherlands. His research interests focus on motivational functioning, self-regulation, and the dynamics of emotion regulation. Recent articles by Professor Mainhard explore topics such as citizenship education, creative problem solving in primary education, and the implications of assessment on motivation. He is dedicated to enhancing educational practices through a deeper understanding of student engagement and diversity in the classroom.

Articles (19)

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2025

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2020

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2020

Collaborators (14)

Thomas Goetz

Full Professor

Universität Wien

AUSTRIA

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Leen Haerens

Ghent University

BELGIUM

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Yvonne van den Berg

Assistant Professor

Radboud University

NETHERLANDS

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Robin Junker

University of Münster

GERMANY

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David Litalien

Associate professor

Laval University

CANADA

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Catharine Evers

Associate Professor

Utrecht University

NETHERLANDS

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Evelyn Kroesbergen

Full professor

Radboud University

NETHERLANDS

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Anna-Lena Roos

University of Applied Sciences and Arts Northwestern Switzerland

SWITZERLAND

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Tessa Lansu

Assistant Professor

Radboud Universiteit Nijmegen

NETHERLANDS

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Sonja Perren

Prof. Dr.

SWITZERLAND

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Monika Donker

Utrecht University

NETHERLANDS

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Nicky de Vries

University of Amsterdam

NETHERLANDS

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Astrid Poorthuis

Utrecht University

NETHERLANDS

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Antonius H. N. Cillessen

NETHERLANDS

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Tim Mainhard

Research Interests

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About

Articles (19)

Temporal stability of need satisfaction and frustration profiles and their association with motivational functioning

Everything under control? Daily dynamics of self-control and emotion regulation

The diversity teaching beliefs scale: Addressing cultural diversity, communalities between cultures, and the national culture in the classroom

Correction to: Citizenship in the Elementary Classroom Through the Lens of Peer Relations

Citizenship in the Elementary Classroom Through the Lens of Peer Relations

The flipped classroom: first-time student preparatory activity patterns and their relation to course performance and self-regulation

Control, anxiety and test performance: Self‐reported and physiological indicators of anxiety as mediators

Teachers’ goals and strategies for classroom seating arrangements: A qualitative study

Creative problem solving in primary school students

Assessment and motivation. Influencing synergy and balance in formative and summative assessments from a systemic perspective,Toetsing en motivatie. Synergie en balans in formatief handelen en summatief toetsen beïnvloeden vanuit een systemisch perspectief

Discussing controversial issues in the classroom: Exploring students' safety perceptions and their willingness to participate

Handling Demanding Situations: Associations between Teachers’ Interpersonal Behavior, Physiological Responses, and Emotions

The Questionnaire on Teacher Support Adaptivity (QTSA): Reliability and Validity of Student Perceptions

Testing how teachers’ self-efficacy and student-teacher relationships moderate the association between bullying, victimization, and student self-esteem

Potential classroom stressors of teachers: An audiovisual and physiological approach

Do goal clarification and process feedback positively affect students’ need-based experiences? A quasi-experimental study grounded in Self-Determination Theory

The Role of Defending Norms in Victims’ Classroom Climate Perceptions and Psychosocial Maladjustment in Secondary School

Test anxiety components: an intra-individual approach testing their control antecedents and effects on performance

The emergence of dyadic pretend play quality during peer play: The role of child competence, play partner competence and dyadic constellation

Collaborators (14)

Thomas Goetz

Leen Haerens

Yvonne van den Berg

Robin Junker

David Litalien

Catharine Evers

Evelyn Kroesbergen

Anna-Lena Roos

Tessa Lansu

Sonja Perren

Monika Donker

Nicky de Vries

Astrid Poorthuis

Antonius H. N. Cillessen

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