Dr J. (Joost) Jansen in de Wal
Assistant Professor
Faculty of Social and Behavioural Sciences
Programme group: Educational Sciences
Visiting address
- Nieuwe Achtergracht 127
Postal address
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Postbus 15776
1001 NG Amsterdam
Contact details
Social media
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Profile
Joost is an assistant professor at the Research Institutute of Child Development and Education. His research interests focus on the motivation for learning of different types of learners (e.g., elementary and secondary school students, teachers, and employees in general). Moreover, he is interested in the professional learning and development of teachers.
Joost finished his research masters degree in educational sciences in 2012. From 2012 to 2016 he wrote his Ph.D thesis on Secondary school teachers' motivation for professional learning. In this dissertation he investigated to what extent teachers are motivated for their professional learning and how this motivation develops. In addition, he investigated how teachers' motivation for professional learning is related to factors in their work environment and their reported performing of learning activities.
Currently, Joost is involved in projects on the relationship between stress experiences and the learning of students and teachers, how coaching can improve secondary school students’ self-regulated learning, the motivation of judiciary employees to apply training content on the job, and the Teaching and Learning International Survey (TALIS) 2024.
Research expertise
- Motivation for learning
- Self-regulated learning
- Stress and resilience
- Teacher professional learning
- Transfer of training
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Research
Research methods
- Quantitative data analysis
- Structural equation modeling
- Latent profile analysis
- (time intensive) Longitudinal data analysis
- Factor analysis and measurement analysis
- Multilevel modeling
Current research projects
- The role of resilience and future time perspective in teachers’ and students’ dealing with stress and self-regulated learning
- TALIS 2024 - Research on the working conditions and learning environment of teachers and school leaders
- Enhancing self-regulated learning of high school studens through individual coaching
- Predicting Transfer of Training Through the Unified Model of Task-specific Motivation
Acquired grants
2021 TALIS 2024 - Research on the working conditions and learning environment of teachers and school leaders – OECD & Dutch Ministry of Education, through the Netherlands Initiative for Education Research
2019 The role of resilience and future time perspective in teachers’ and students’ dealing with stress and self-regulated learning – the Netherlands Initiative for Education Research
Awards
2021 Educational sciences teacher of the year 2020-2021, University of Amsterdam
2023 Educational sciences teacher of the year 2020-2021, University of Amsterdam
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Teaching
BA Educational Sciences
- Lifelong Learning: Personal, Organizational and Societal Perspectives
- The Future of Learning and Technology
- Instructie en Leren
MA Educational Sciences
- Thesis Coordinator
- Masterclass Onderwijsonderzoek
PhD students
- Bas de Jong (Predicting Transfer of Training Through the Unified Model of Task-specific Motivation)
- Thijmen van Alphen (The role of resilience and future time perspective in teachers’ and students’ dealing with stress and self-regulated learning)
- Anna Rebel (Enhancing self-regulated learning of high school studens through individual coaching)
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Publications
2024
- Jansen in de Wal, J., van Alphen, T. A., Schuitema, J. A., Andre, L., Jongerling, J., & Peetsma, T. T. D. (2024). The relationship between teachers’ stress and buoyancy from day to day: Two daily diary studies. Contemporary Educational Psychology, 77, 102276. https://doi.org/10.1016/j.cedpsych.2024.102276
van der Lans, R. M., Jansen in de Wal, J., Daas, R., Durksen, T. L., Inoue, N., Wilson, E., & Cornelissen, F. (2024). Beyond the linear standard: What circular models can teach us about teachers’ continuing professional learning needs in Australia, England, Japan and The Netherlands. Teaching and Teacher Education, 138, Article 104413. https://doi.org/10.1016/j.tate.2023.104413 [details]
2023
- Boere, N., de Jong, B., Jansen in de Wal, J., & Cornelissen, F. (2023). Does training content matter? Differences between soft- and hard-skill trainings in transfer motivation. Journal of Workplace Learning, 35(9), 274-290. https://doi.org/10.1108/JWL-03-2023-0046 [details]
- Jansen in de Wal, J., de Jong, B., Cornelissen, F., & de Brabander, C. (2023). Predicting transfer of training through the unified model of task-specific motivation. The learning organization, 30(6), 843-856. Advance online publication. https://doi.org/10.1108/TLO-09-2022-0112 [details]
- Putwain, D. W., Jansen in de Wal, J., & van Alphen, T. (2023). Academic buoyancy: Overcoming test anxiety and setbacks. Journal of Intelligence, 11(3), Article 42. https://doi.org/10.3390/jintelligence11030042 [details]
- de Jong, B., Jansen in de Wal, J., Cornelissen, F., & Peetsma, T. (2023). Investigating transfer motivation profiles, Their antecedents and transfer of training. Education Sciences, 13(12), Article 1232. https://doi.org/10.3390/educsci13121232 [details]
- de Jong, B., Jansen in de Wal, J., Cornelissen, F., van der Lans, R., & Peetsma, T. (2023). How to predict transfer of training? Investigating the application of the unified model of task-specific motivation. International Journal of Training and Development, 27(2), 342-262. Advance online publication. https://doi.org/10.1111/ijtd.12297 [details]
2022
- Andre, L., Koene, S., Jansen in de Wal, J., Schuitema, J. A., & Peetsma, T. T. D. (2022). Learning under stress: The moderating role of future time perspective. Psychology in the Schools, 59(4), 800-816. https://doi.org/10.1002/pits.22645 [details]
- Hendrikx, K., Schreurs, B., & Jansen In de Wal, J. (2022). Exploring the role of implicit person theory in the relationship between innovative work climate and proactive behaviour at work. Journal of Workplace Learning, 34(7), 643-660. https://doi.org/10.1108/JWL-12-2021-0163 [details]
- van Alphen, T., Jak, S., Jansen in de Wal, J., Schuitema, J., & Peetsma, T. (2022). Determining reliability of daily measures: An illustration with data on teacher stress. Applied Measurement in Education, 35(1), 63-79. https://doi.org/10.1080/08957347.2022.2034822 [details]
2020
- Jansen in de Wal, J., van den Beemt, A., Martens, R., & den Brok, P. (2020). The relationship between job demands, job resources and teachers' professional learning: Is it explained by self-determination theory? Studies in Continuing Education, 42(1), 17. Article 39. Advance online publication. https://doi.org/10.1080/0158037X.2018.1520697
2019
- Andre, L., Peetsma, T. T. D., van Vianen, A. E. M., Jansen in de Wal, J. J., Petrović, D. S., & Bunjevac, T. (2019). Motivated by future and challenges: A cross-cultural study on adolescents' investment in learning and career planning. Journal of Vocational Behavior, 110(A), 168-185. Advance online publication. https://doi.org/10.1016/j.jvb.2018.11.015 [details]
2016
- Jansen in de Wal, J., Hornstra, L., Prins, F. J., Peetsma, T., & van der Veen, I. (2016). The prevalence, development and domain specificity of elementary school students’ achievement goal profiles. Educational Psychology, 36(7), 1303-1322. Advance online publication. https://doi.org/10.1080/01443410.2015.1035698 [details]
2014
- Jansen in de Wal, J., den Brok, P., Hooijer, J., Martens, R., & van den Beemt, A. (2014). Teachers' engagement in professional learning: Exploring motivational profiles. Learning and Individual Differences, 36, 27-36. https://doi.org/10.1016/j.lindif.2014.08.001
2022
- van Alphen, T., & Jansen in de Wal, J. (2022). Stress en veerkracht. Didactief. https://didactiefonline.nl/artikel/stress-en-veerkracht
2020
- de Jong, B., Cornelissen, F., Jansen in de Wal, J., & van Tooren, R. (2020). Evaluating the impact of training on judicial practice in the Netherlands. Judicial Education and Training : journal of the international organization for judicial training, 7, 77-89. http://www.iojt.org/__data/assets/pdf_file/0012/51132/IOJT-Journal-July-2020.pdf [details]
2023
- Andre, L., Jansen in de Wal, J., van Alphen, T. A., Jongerling, J., Schuitema, J. A., & Peetsma, T. T. D. (2023). ‘Grow for it!’ Intervention to reduce school stress and increase learning: A daily diary study.
- de Jong, B., Cornelissen, L. J. F., Jansen in de Wal, J., & Peetsma, T. T. D. (2023). Het streven naar doelen: Kan een doelstellingen interventie transfer van training verhogen?. Paper presented at Onderwijs Research Dagen (ORD), Amsterdam, Netherlands.
- de Jong, B., Cornelissen, L. J. F., Jansen in de Wal, J., & Peetsma, T. T. D. (2023). The effect of goal-setting on work environment, transfer motivation and transfer of training. Paper presented at EARLI, Thessaloniki, Greece.
2022
- Andre, L., Jansen in de Wal, J., Schuitema, J. A., & Peetsma, T. T. D. (2022). Grow for it!: Intervention to reduce students’ stress and increase learning. Spotlightsessie van de VOR-divisie Leren en Instructie: Reduceren van stress in het onderwijs: Ingrediënten van effectieve interventies, op de Onderwijs Research Dagen (ORD) te Hasselt, Belgium..
- Andre, L., Koene, S., Jansen in de Wal, J., Schuitema, J. A., & Peetsma, T. T. D. (2022). Learning under stress: The moderating role of future time perspective. Paper presentation at the symposium: Secondary students’ academic emotions, 17th International Conference on Motivation (ICM), Dresden, Germany..
- Jansen in de Wal, J., van Alphen, T. A., Schuitema, J. A., & Peetsma, T. T. D. (2022). The everyday measurement of teachers’ everyday resilience: Assessing teachers’ buoyancy (and its relationship with daily stress experiences).. Paper presented at International Conference of Motivation, Dresden.
- de Jong, B., Jansen in de Wal, J., Cornelissen, F., & Peetsma, T. T. D. (2022). Investigating the Unified Model of Task-Specific Motivation on Transfer of Training From a Person-Centered Perspective. Paper presented at AERA, San Diego.
- de Jong, B., Jansen in de Wal, J., Cornelissen, F., & Peetsma, T. T. D. (2022). Transfermotivatie onderzocht vanuit een persoon-gecentreerd perspectief. Paper presented at Onderwijs Research Dagen 2022.
- van Alphen, T. A., Jansen in de Wal, J., Schuitema, J. A., & Peetsma, T. T. D. (2022). De Stress van Leraren en hun Toewijding aan Professionele Leeractiviteiten. Paper presented at Onderwijs Research Dagen, Hasselt.
- van Alphen, T. A., Jansen in de Wal, J., Schuitema, J. A., & Peetsma, T. T. D. (2022). The Daily Dynamics of Teacher Anxiety and Their Commitment to Professional Learning Activities. Paper presented at International Conference of Motivation, Dresden.
- van der Lans, R. M., Jansen in de Wal, J., Daas, R. J. M., & Cornelissen, L. J. F. (2022). Professioneel leren van leraren: een circumplex methode om leerbehoeftes van leraren te analyseren.
2021
- de Jong, B., Cornellisen, F., Jansen in de Wal, J., & Peetsma, T. (2021). Van motivatie naar daadwerkelijke transfer? Een nadere verkenning van de validiteit van het Unified Model of Task-specific motivation. Poster session presented at Onderwijs Research Dagen (ORD) 2021, Utrecht, Netherlands.
- van Alphen, T. A., Jansen in de Wal, J., Schuitema, J. A., & Peetsma, T. T. D. (2021). Werk Gerelateerde Stress en de Motivatie voor Professioneel Leren van Docenten [Postersymposium].
2017
- Andre, L., Peetsma, T. T. D., van Vianen, A., & Jansen in de Wal, J. (2017). Motivational relevance of future time perspective and regulatory focus relationships to adolescents’ education and career across countries. Paper presented at Theoretical and Empirical Issues of Future Time Perspective: Research Paths, Lima, Peru.
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Ancillary activities
- No ancillary activities
van der Lans, R. M., Jansen in de Wal, J., Daas, R., Durksen, T. L., Inoue, N., Wilson, E., & Cornelissen, F. (2024). Beyond the linear standard: What circular models can teach us about teachers’ continuing professional learning needs in Australia, England, Japan and The Netherlands. Teaching and Teacher Education, 138, Article 104413.