"How can we motivate professionals to learn?" This is the central question in the research by Djoerd Hiemstra, researcher at the research group Human, Work & Organization.
"Intrinsic motivation is motivation that comes from within. You will need to look inward to discover what intrinsically motivates you."
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"In a knowledge-intensive society, it is essential for professionals to maintain their knowledge and skills. Employers, governments, educational institutions and experts constantly emphasize the importance of 'lifelong learning'.
However, investing time and energy into your education and development is easier said than done. Workers are focused on building their careers and struggling to balance work and personal life. Where do you find the time and energy to also invest in your education and development?
"In my research, I am looking for interventions, strategies, methods and techniques that can strengthen professionals' motivation to invest time and energy into their education and development. For my dissertation, I researched the effectiveness of the strengths-based approach, a method where individuals reflect on their personal strengths and then choose training and development activities aimed at further developing these strengths.
My current research focuses, among other things, on the use of technological applications to stimulate learning, including serious games, e-learning and biometric measurements."
- Hiemstra, D., Rietveld, J., Waalkens, J. (2022). Facilitatorshandleiding learning community structuur- & processcan logistiek. Arnhem: Change Gear.
- Rietveld, J. R., Hiemstra, D, Brouwer A., and Waalkens, J. (2022). Motivation and Productivity of Employees in Higher Education during the First Lockdown. Administrative Sciences 12, 1. doi.org/10.3390/admsci12010001
- Hiemstra, D., Van Woerkom, M, Bohlmeijer, E. (2021). De sterke-kanten-benadering: Persoonlijke kwaliteiten als hefboom voor verandering. In. Bohlmeijer, E., Jacobs, N., Walburg, J.A., Westerhof, G. Handboek Positieve Psychologie: Theorie, onderzoek en interventies. Amsterdam: Uitgeverij Boom.
- Hiemstra. D., Coelen, R. (2021). Intercultural Hometrainer: An online video role play game. Leeuwarden: NHL Stenden.
- Preenen, P, van den Tooren, M., Waalkens, J., Rietveld, J., Hiemstra, D., Schipper, T., Vos, M., Hofstra, N. ,Tillie, C., Mennens, K. (2021). Van taal naar tool: Onderbouwd samenwerken via Learning Communities in de Logistiek. Logistiek+, 12, 92-99
- Hiemstra, D. (2020). DBE Peerfeedback Sprint: A Design-Based Project Simulation Game. Utrecht: SURF.
- Hiemstra, D., Van Yperen, N. W., & Timmerman, M. E. (2018). Students’ effort allocation to their perceived strengths and weaknesses: The moderating effect of instructional strategy. Learning and Instruction, 2018. doi.org/10.1016/j.learninstruc.2018.01.003
- Hiemstra (2018) - Het Effect van Zelfsturing op het Ontwikkelen van Sterke Kanten. Tijdschrift Positieve Psychologie (2), 57-61.
- Hiemstra, D., Zagt, A.C. (2017). Developing communication competencies through e-learning: the motivational potential of adaptive video role play. Third international conference on higher education advances. Head’17. Valencia, Spanje: Universiteit Valencia.
- Zagt, A.C., de Rooij, S. & Hiemstra, D. (2017). Gamification en serious gaming in het onderwijs. Tijdschrift Positieve Psychologie, 3, 47-51.
- Zagt, Hiemstra & De Rooij (2017) - Leren in Flow. Tijdschrift Positieve Psychologie, (3), 47-51.
- Zagt, A.C. & Hiemstra, D. (2016). De motiverende werking van adaptive video role play: een experiment met de Communicatiestijlengame in het hoger beroepsonderwijs. Onderwijsinnovatie, 4, 36-39.
- Hiemstra, D., & Van Yperen, N. W. (2015). The effects of strength-based versus deficit-based self-regulated learning strategies on students’ effort intentions. Motivation and Emotion, 39, 656-668. doi:10.1007/s11031-015-9488-8
- Hiemstra, D. & Dijkstra, J. (2015). Stappenplan voor het ontwikkelen van sterke kanten. Tijdschrift Positieve Psychologie, (1), 116-123.
- Hiemstra, D. (2011). Talentontwikkeling: Toepassing van de strengths-based development benadering in het onderwijs. Tijdschrift voor Orthopedagogiek, 50, 131-138.