Jotie De Meyer

1.1k total citations
7 papers, 863 citations indexed

About

Jotie De Meyer is a scholar working on Social Psychology, Safety Research and Physical Therapy, Sports Therapy and Rehabilitation. According to data from OpenAlex, Jotie De Meyer has authored 7 papers receiving a total of 863 indexed citations (citations by other indexed papers that have themselves been cited), including 7 papers in Social Psychology, 4 papers in Safety Research and 3 papers in Physical Therapy, Sports Therapy and Rehabilitation. Recurrent topics in Jotie De Meyer's work include Motivation and Self-Concept in Sports (6 papers), Youth Development and Social Support (4 papers) and Physical Education and Pedagogy (3 papers). Jotie De Meyer is often cited by papers focused on Motivation and Self-Concept in Sports (6 papers), Youth Development and Social Support (4 papers) and Physical Education and Pedagogy (3 papers). Jotie De Meyer collaborates with scholars based in Belgium. Jotie De Meyer's co-authors include Leen Haerens, Nathalie Aelterman, Maarten Vansteenkiste, Lynn Van den Berghe, Bart Soenens, Hilde Van Keer, Isabel Tallir, Stijn Van Petegem, Ilse De Bourdeaudhuij and Greet Cardon and has published in prestigious journals such as Journal of Educational Psychology, Journal of Sport and Exercise Psychology and Psychology of sport and exercise.

In The Last Decade

Jotie De Meyer

7 papers receiving 838 citations

Peers

Jotie De Meyer

SP

DEP

SR

PTSTR

ECP

Damien Tessier France

Devan Antczak Australia

Amparo Escartí Spain

Victoria E. Warburton United Kingdom

Henri Tilga Estonia

Alfonso Valero Valenzuela Spain

Jaume Cruz Spain

Jean Whitehead United Kingdom

Eduardo Cervelló Gimeno Spain

Martin I. Jones United Kingdom

Damien Tessier France

Jotie De Meyer

756 ×1.1

SP

395 ×1.3

DEP

253 ×0.8

SR

217 ×1.0

PTSTR

159 ×0.8

ECP

Citations per year, relative to Jotie De Meyer Jotie De Meyer (= 1×) peers Damien Tessier

Countries citing papers authored by Jotie De Meyer

Since Specialization

Citations

This map shows the geographic impact of Jotie De Meyer's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Jotie De Meyer with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Jotie De Meyer more than expected).

Fields of papers citing papers by Jotie De Meyer

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Jotie De Meyer. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Jotie De Meyer. The network helps show where Jotie De Meyer may publish in the future.

Co-authorship network of co-authors of Jotie De Meyer

This figure shows the co-authorship network connecting the top 25 collaborators of Jotie De Meyer. A scholar is included among the top collaborators of Jotie De Meyer based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Jotie De Meyer. Jotie De Meyer is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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7 of 7 papers shown

1.

Meyer, Jotie De, Bart Soenens, Nathalie Aelterman, Ilse De Bourdeaudhuij, & Leen Haerens. (2016). The different faces of controlling teaching: implications of a distinction between externally and internally controlling teaching for students’ motivation in physical education. Physical Education and Sport Pedagogy. 21(6). 632–652. 57 indexed citations

2.

Meyer, Jotie De, Bart Soenens, Maarten Vansteenkiste, et al.. (2015). Do students with different motives for physical education respond differently to autonomy-supportive and controlling teaching?. Psychology of sport and exercise. 22. 72–82. 99 indexed citations

3.

Aelterman, Nathalie, Maarten Vansteenkiste, Lynn Van den Berghe, Jotie De Meyer, & Leen Haerens. (2014). Fostering a Need-Supportive Teaching Style: Intervention Effects on Physical Education Teachers’ Beliefs and Teaching Behaviors. Journal of Sport and Exercise Psychology. 36(6). 595–609. 173 indexed citations

4.

Meyer, Jotie De, Isabel Tallir, Bart Soenens, et al.. (2013). Does observed controlling teaching behavior relate to students’ motivation in physical education?. Journal of Educational Psychology. 106(2). 541–554. 170 indexed citations

5.

Haerens, Leen, Nathalie Aelterman, Lynn Van den Berghe, et al.. (2013). Observing Physical Education Teachers’ Need-Supportive Interactions in Classroom Settings. Journal of Sport and Exercise Psychology. 35(1). 3–17. 187 indexed citations

6.

Cocker, Katrien A. De, Jotie De Meyer, Ilse M. De Bourdeaudhuij, & Greet Cardon. (2012). Non-traditional wearing positions of pedometers: Validity and reliability of the Omron HJ-203-ED pedometer under controlled and free-living conditions. Journal of science and medicine in sport. 15(5). 418–424. 31 indexed citations

7.

Aelterman, Nathalie, Maarten Vansteenkiste, Hilde Van Keer, et al.. (2012). Students’ Objectively Measured Physical Activity Levels and Engagement as a Function of Between-Class and Between-Student Differences in Motivation Toward Physical Education. Journal of Sport and Exercise Psychology. 34(4). 457–480. 146 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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