Dr. Anouk van der Weiden

Psychology Teacher


Who am I?

My name is Anouk van der Weiden. Others describe me as reliable and non-judgmental, and like to come to me for feedback and a good conversation. Sometimes I may take life a bit seriously, but I can also enjoy a good dose of strangeness. I love to discover new things; in myself; in others; e.g., in a course on 'theater techniques for education’; or fumbling on a surfboard on the other side of the world. I do not shy away from my insecurities and like to explore my boundaries to keep expanding my comfort zone.


After graduating as a social psychologist, I studied (perceived) action control and self-other inclusion. I have studied these topics in interdisciplinary teams, bridging different research cultures in social, health, and neuro-psychology, as well as psychiatry. This research has been published in high-impact journals and has been awarded with several grants.

In my academic career, I developed a passion for teaching. Drawing from my own learning experiences, I always aim to appeal to students’ autonomy by limiting process-control, and maximizing guidance in the acquisition of new knowledge and skills through stimulating questions and activities. Also, I am devoted to using my scientific, personal, and professional insights to establish inclusive and effective interactions among students in general, and with a more specific focus on internationalisation.

Assistant Professor | Leiden University |  Psychology | Room 2.A29 | P.O. Box 9555 | 2300 RB | LEIDEN

E   contact@anoukvanderweiden.nl


19 March, 2019.

Co-Grantee NWO Comenius Teaching Fellow Grant.

Synchrony. An embodied approach to developing intercultural competence.

In order to successfully wield the “double-edged sword” of diversity - reaping its many potential benefits while avoiding its equally manifold pitfalls - 21st Century skills of intercultural communication, cooperation and coordination are essential. In contrast to traditional cognitive approaches, we propose to develop a training module using a novel, evidence-informed strategy that adopts an embodied approach to fostering intercultural competence among students. Specifically, we will employ nonverbal synchrony as a means of establishing an inclusive and cooperative classroom climate and enlarging students’ 21st Century skillset and overall learning output. By harnessing synchrony, we focus on what connects and binds us, not what separates us.­