WEDNESDAY, 15 AUGUST 2018
Keynote Professor Sanna Järvelä: 1 | Time: 10:30-11:30 | Location: Aula |
ICM 2018 - KEYNOTE SESSION: ICM 2018 - KEYNOTE SESSION - PROF. DR. SANNA JÄRVELÄ | ||
Can motivation be designed? – researching and supporting motivation for 21st century learning Sanna Järvelä, University of Oulu, Finland | ||
Paper Session A: 1 | Time: 12:45-14:15 | Location: Nobel 1481-237 |
SINGLE PAPER: ACHIEVEMENT AND MEASUREMENT | ||
Chair Christine Rubie-Davies, University of Auckland, New Zealand | Development and Validation of a New Multidimensional Language Learning Anxiety Scale Gulsah Kutuk, Edge Hill University, United Kingdom Beyond Grit: Capturing Mathematical Perseverance in Adolescents Pooneh Roney, University of Bristol, United Kingdom The relations between reading self-efficacy and reading fluency development Pilvi Peura, University of Jyväskylä, Finland; Tuija Aro, University of Jyväskylä, Finland; Helena Viholainen, University of Jyväskylä, Finland; Eija Räikkönen, University of Jyväskylä, Faculty of Education, Finland; Mikko Aro, University of Jyväskylä, Finland Using task-specific assessment of self-efficacy to identify individual competency profiles Katharina Siefer, Pädagogische Hochschule Freiburg, Germany; Timo Leuders, Pädagogische Hochschule Freiburg, Germany; Andreas Obersteiner, University of Education Freiburg, Germany | |
WEDNESDAY, 15 AUGUST 2018
Paper Session A: 2 | Time: 12:45-14:15 | Location: Nobel 1481-341 |
SINGLE PAPER: ACHIEVEMENT | ||
Chair Doris Lewalter, Germany | The association of identity and motivation with students’ achievement in higher education Evelyne Meens, Fontys University of Applied Sciences, Netherlands; Anouke Bakx, Fontys University, FHKE, Netherlands; Theo Klimstra, Tilburg University, Netherlands; Jaap Denissen, Tilburg University, Netherlands The development of achievement goal orientations in middle school: A latent growth curve analysis Markku Niemivirta, University of Oslo, Norway; Francisco Peixoto, ISPA - Instituto Universitário / CIE - ISPA (Research Center in Education), Portugal; Joana Pipa, ISPA - Instituto Universitário / CIE - ISPA (Research Center in Education), Portugal; Lourdes Mata, ISPA - Instituto Universitário / CIE - ISPA (Research Center in Education), Portugal Childrens' motivational development during the transition from pre-school to school Ineke van der veen, Kohnstamm Institute, University of Amsterdam, Netherlands; Annemiek Veen, University of Amsterdam, Netherlands Mastery Motivation of Mild Intellectually Disabled and Typically Developing School Children Beata Szenczi, Eotvos Lorand University, Hungary; Krisztian Jozsa, University of Szeged, Hungary | |
Paper Session A: 3 | Time: 12:45-14:15 | Location: Nobel 1481-264 |
SINGLE PAPER: ACHIEVEMENT AND SELF-DETERMINATION THEORY | ||
Chair Aishah Bakhtiar, University of Victoria, Canada | How do Classroom Structures shape Secondary School Students’ Achievement Goals? Marjon Fokkens-Bruinsma, University of Groningen, Netherlands; Esther Canrinus, University of Agder, Norway; Els van Rooij, University of Groningen, Netherlands Basic psychological need support by teachers and peers during collaborative learning Lisette Hornstra, Utrecht University, Netherlands; Anouschka van Leeuwen, Utrecht University, Netherlands; Barbara Flunger, Utrecht University, Netherlands How teachers’ characteristics explain students’ perceptions of teaching Jean-Louis Berger, Swiss Federal Institute for Vocational Eduation and Training (SFIVET), Switzerland; Fani Lauermann, University of Bonn, Germany | |
WEDNESDAY, 15 AUGUST 2018
Paper Session A: 4 | Time: 12:45-14:15 | Location: Nobel 1483-251 |
SINGLE PAPER: EXPECTANCY-VALUE THEORY | ||
Chair Elizabeth Olivier, Université catholique de Louvain (UCL), Canada | Development and validation of a domain-specific expectancy-value form of learning motivation Kerstin Kisielski, TU Dresden - Psychology of Learning and Instruction, Germany; Susanne Narciss, TU Dresden, Germany Relevance Interventions in the Classroom: A Means to Promote Students’ Homework Motivation Barbara Flunger, Utrecht University, Netherlands; Hanna Gaspard, University of Tübingen, Germany; Isabelle Haefner, University Tuebingen, Germany; Brigitte Brisson, German Institute for International Educational Research (DIPF), Germany; Anna-Lena Dicke, University of California Irvine, United States; Jiesi Guo, Australian Catholic University, Australia; Cora Parisius, University of Tuebingen, Germany; Benjamin Nagengast, Eberhard Karls Universität Tübingen, Germany; Ulrich Trautwein, University of Tübingen, Germany It Takes Two: Expectancy-Value Constructs and Vocational Interests Predict STEM Careers Differently Eike Wille, University of Tübingen, Germany; Jenna Cambria, University of Arkansas, United States; Gundula Stoll, University of Tübingen, Germany; Benjamin Nagengast, Eberhard Karls Universität Tübingen, Germany; Ulrich Trautwein, University of Tübingen, Germany Understanding Utility-Value Intervention Effects: The Role of Personal and Interpersonal Writing Stacy Priniski, University of Wisconsin - Madison, United States; Elizabeth Canning, Indiana University, United States; Yoi Tibbetts, University of Virginia, United States; Emily Rosenzweig, University of Wisconsin-Madison, United States; Judith Harackiewicz, University of Wisconsin- Madison, United States | |
Paper Session A: 5 | Time: 12:45-14:15 | Location: Nobel 1483-344 |
SINGLE PAPER: SELF-DETERMINATION THEORY AND MEASUREMENT | ||
Chair Ib Ravn, The Danish University of Education, Denmark | How do People Handle Competence Frustration?: The Role of Resilience and Attentional Bias Joachim Waterschoot, Ghent University, Belgium; Maarten Vansteenkiste, Ghent University, Belgium; Bart Soenens, Ghent University, Belgium Testing Gender Similarities: Subjective Task Value and Motivation to Transfer in Adult Education Andreas Gegenfurtner, Technische Hochschule Deggendorf, Germany “All fun and no impact – is there a motivation-behavior gap in studies of games and gamifcation? Andreas Lieberoth, Aarhus University, Denmark How do students with different motivational profiles perceive feedback during classroom interaction? Katharina Dreiling, Institute for Educational Science, University of Göttingen, Germany; Ariane S. Willems, Institute for Educational Science, University of Göttingen, Germany | |
WEDNESDAY, 15 AUGUST 2018
Paper Session A: 6 | Time: 12:45-14:15 | Location: Nobel 1481-231 |
SINGLE PAPER: SELF-REGULATION | ||
Chair Kristy Robinson, Michigan State University, United States | Contextual Differences of Students’ Motivation Regulation Strategies in a Collaborative Project Aishah Bakhtiar, University of Victoria, Canada; Allyson Hadwin, University of Victoria, Canada; Hanna Jarvenoja, University of Oulu, Finland Help seeking and motivational beliefs: The case of academically talented adolescents Eleftheria Gonida, Aristotle University of Thessaloniki, Greece; Stuart Karabenick, University of Michigan, United States; Dimitrios Stamovlasis, Aristotle University of Thessaloniki, Greece; Panayiota Metallidou, Aristotle University of Thessaloniki, Greece; Center for Talented Youth (CTY) Greece, Anatolia College, Thessaloniki, Greece Study-life balance: How mindfulness may help students to manage a stressful learning episode Kerstin Senker, Universität Bielefeld, Germany; Axel Grund, University of Bielefeld, Germany; Stefan Fries, University of Bielefeld, Germany Teachers’ conceptions about academic effort and its development in school contexts Mary Louise Claux, Pontificia Universidad Católica del Perú, Peru | |
Poster Session A: 1 | Time: 14:15-15:15 | Location: Nobel window hallway |
POSTER PRESENTATION: ENGAGEMENT AND MOTIVATION | ||
Lucas Matias Jeno, University of Bergen, Norway
Rylee Oram, University of Ottawa, Canada; Maria Rogers, University of Ottawa, Canada
Morten Rask Petersen, University of Southern Denmark, Denmark; Nadia Dyrberg Egemose, Laboratory for Cohenrent Education and Learning, University of Southern Denmark, Denmark; Thomas Rohde Skovdal Albrechtsen, University College Syd, Denmark; Frank Jensen, University College Lillebælt, Denmark
Abigail Snook, University of Iceland, Iceland; Asta B Schram, University of Iceland, Iceland
Ji Zhou, German Institute for International Educational Research (DIPF), Germany
Åge Diseth, University of Bergen, Norway
Quint Oga-Baldwin, Waseda University, Japan; Luke K. Fryer, The University of Hong Kong,
WEDNESDAY, 15 AUGUST 2018
Hong Kong
Marianne Engen Matre, University of Agder, Norway; Esther Canrinus, University of Agder, Norway
Katelijne Barbier, University of Antwerp, Belgium; Elke Struyf, University of Antwerp, Belgium; Vincent Donche, University of Antwerp, Belgium
Clara Mumme, Goethe-University Frankfurt, Institute of Psychology, Germany; Christian Trautmann, Goethe-Universität, Germany; Regina Vollmeyer, Goethe-Universität, Germany
Anna Sansone, Michigan State University, United States; Kristy Robinson, Michigan State University, United States; Anthony Perez, Old Dominion University, United States; Rochelle Bloom, Duke University, United States; Lisa Linnenbrink-Garcia, Michigan State University, United States
Sarah Davis, University of Victoria, Canada; Allyson Hadwin, University of Victoria, Canada; Rebecca Edwards, University of Victoria, Canada
Renée Hendriks, Leiden University Medical Center, Netherlands; Peter de Jong, Leiden University Medical Center, Netherlands; Marlies Reinders, Leiden University Medical Center, Netherlands
Pia Kreijkes, University of Cambridge, United Kingdom; Ros McLellan, Cambridge University, United Kingdom
Alex Shum, The University of Hong Kong, Hong Kong; Peter Lau, University of Hong Kong, Hong Kong; Luke Fryer, University of Hong Kong, Hong Kong
Andreas Gegenfurtner, Technische Hochschule Deggendorf, Germany; Anna Braukmann, Technische Universität München (TUM), Germany; Doris Lewalter, Technical University of Munich (TUM), Germany; K. Ann Renninger, Swarthmore College, United States
Neha Sharma, Santa Clara University, United States; Tim Urdan, Santa Clara University, United States
Janica Vinni-Laakso, University of Helsinki, Finland; Jiesi Guo, Australian Catholic University, Australia; Katariina Salmela-Aro, Helsinki University, Finland
Nick Snell, University of Groningen, Netherlands
WEDNESDAY, 15 AUGUST 2018
Paper Session B: 1 | Time: 15:15-16:45 | Location: Nobel 1483-251 |
SINGLE PAPER: EMOTION, AFFECT AND MOTIVATION | ||
Chair Nina Bonderup Dohn, University of Southern Denmark, Denmark | Basic Psychological Need Satisfaction, Affect and Mental Health Nicola Schutte, University of New England, Australia Implicit and explicit affects: distinct roles in teaching activities? Cornelis de Brabander, Leiden University, Netherlands; Kim Stroet, Leiden University, Netherlands Parents’ motivation for parent-child reminiscing and the relation with children’s emotion regulation Jolene van der Kaap-Deeder, Ghent University, Belgium; Maarten Vansteenkiste, Ghent University, Belgium; Bart Soenens, Ghent University, Belgium Parents’ scaffolding for autonomous motivation favor child homework motivation Angelica Moè, University of Padova, Italy; Idit Katz, Ben-Gurion University of the Negev, Israel; Marianna Alesi, Università di Palermo, Italy | |
Paper Session B: 2 | Time: 15:15-16:45 | Location: Nobel 1481-341 |
SINGLE PAPER: SELF-REGULATION AND MEASUREMENT | ||
Chair Neha Sharma, Santa Clara University, United States | Motivational conflicts in student’s daily learning: Analyzing expectancy and value as predictors Nadia Catherine Reymond, Bielefeld University, Germany; Carola Grunschel, Bielefeld University, Germany; Olga Bachmann, Bielefeld University, Germany; Stefan Fries, University of Bielefeld, Germany Physiological Data as Unobtrusive Measures for Motivation and Self- Regulated Learning Moritz Niemann, MSH Medical School Hamburg, Germany; Thomas Martens, Medical School Hamburg, Germany TIME: Time perspective Intervention of Motivation Enhancement Thea Peetsma, University of Amsterdam, Netherlands; Ineke van der veen, Kohnstamm Institute, University of Amsterdam, Netherlands; Jaap Schuitema, University of Amsterdam, Netherlands Enhancing motivational regulation competencies in higher education: Results from 2 training studies Gabriele Steuer, University of Augsburg, Germany; Nicole Eckerlein, University of Augsburg, Germany; Markus Dresel, University of Augsburg, Germany | |
WEDNESDAY, 15 AUGUST 2018
Paper Session B: 3 | Time: 15:15-16:45 | Location: Nobel 1483-354 |
SINGLE PAPER: SELF-EFFICACY | ||
Chair Kerstin Helker, RWTH Aachen University, Germany | A pilot intervention to improve career decision self-efficacy and the alignment of aspirations Nathan Berger, Western Sydney University, Australia; Jose Hanham, Western Sydney University, Australia; Kate Stevens, Western Sydney University, Australia; Kathryn Holmes, Western Sydney University, Australia How Teacher Vulnerability and Identity Affect their Relationships with Students Tim Urdan, Santa Clara University, United States; Marli Dunn, Santa Clara University, United States Epistemic Cognition in Secondary Science Teachers' Instructional Decision Making Annette Ponnock, University of Maryland, United States | |
Paper Session B: 4 | Time: 15:15-16:45 | Location: Nobel 1481-239 |
SINGLE PAPER: ENGAGEMENT AND INTEREST | ||
Chair Kim Stroet, Leiden University, Netherlands | Science Classroom Activities Related to Student Situational Engagement Janna Inkinen, University of Helsinki, Finland; Katariina Salmela-Aro, Helsinki University, Finland; Kalle Juuti, University of Helsinki, Finland; Christopher Klager, Michigan State University, United States; Barbara Schneider, College of Education, Michigan State University, United States; Joseph Krajcik, College of Education, Michigan State University, United States; Jari Lavonen, University of Helsinki, Finland Development of Interest and the Role of Choice during Sequential Knowledge Acquisition Greta Fastrich, University of Reading, United Kingdom; Kou Murayama, University of Reading, United Kingdom Increased emotional engagement in game-based learning Manuel Ninaus, Leibniz-Institut für Wissensmedien, Germany; Simon Greipl, Leibniz-Institut für Wissensmedien, Germany; Kristian Kiili, Tampere University of Technology, Finland; Elise Klein, Leibniz-Institut für Wissensmedien, Germany; Hans-Otto Karnath, Hertie-Institute for Clinical Brain Research, University of Tübingen, Germany; Korbinian Moeller, Leibniz-Institut für Wissensmedien, Germany Students’ Interest in situ during science and other lessons: A Multilevel latent profile analysis Kalle Juuti, University of Helsinki, Finland; Katja Upadyaya, University of Helsinki, Finland; Joe Krajcik, Michigan State University, United States; Barbara Schneider, Michigan State University, United States; Jari Lavonen, University of Helsinki, Finland; Katariina Salmela-Aro, Helsinki University, Finland | |
WEDNESDAY, 15 AUGUST 2018
Paper Session B: 5 | Time: 15:15-16:45 | Location: Nobel 1483-444 |
SINGLE PAPER: SELF-DETERMINATION THEORY AND MOTIVATION | ||
Chair Benjamin Torsney, University College Dublin, Ireland | Shifts in Emerging Adults’ Sleep Pattern during Examination Period: Psychological Needs and Stress Maarten Vansteenkiste, Ghent University, Belgium; Rachel Campbell, Ghent University, Belgium; Wim Beyers, Ghent University, Belgium; Bart Soenens, Ghent University, Belgium The impact of single parent families on primary students‘ motivation and achievement Barbara Otto, Psychology, University of Landau, Germany; Natalie Vannini, Goethe-Universität Frankfurt, Germany Predicting PhD students' persistence over a 5-year period David Litalien, Université Laval, Canada; Gabriella Hamelin, Université Laval, Canada; Frederic Guay, Laval University, Canada What is psychologically happening in a music class? Dora Herrera, Pontificia Universidad Católica del Perú, Peru; Lennia Matos, Pontifical Catholic University of Peru, Peru; Rafael Gargurevich, Pontificia Universidad Católica del Perú, Peru | |
Paper Session B: 6 | Time: 15:15-16:45 | Location: Nobel 1481-237 |
SINGLE PAPER: ENGAGEMENT, ATTITUDES AND BELIEFS | ||
Chair Eleftheria Gonida, Aristotle University of Thessaloniki, Greece | The Relation of Help-Seeking Attitude, Adaptive Help-Seeking Behavior and Drop-out Tendencies Philipp Nolden, RWTH Aachen University, Germany; Marold Wosnitza, RWTH Aachen University, Germany; Stuart Karabenick, University of Michigan, United States Which students comply with writing tasks in classroom-based value interventions—and does it matter? Brigitte Brisson, German Institute for International Educational Research (DIPF), Germany; Chris Hulleman, University of Virginia, United States; Isabelle Häfner, University of Tübingen, Germany; Hanna Gaspard, University of Tübingen, Germany; Barbara Flunger, Utrecht University, Netherlands; Anna-Lena Dicke, University of California Irvine, United States; Ulrich Trautwein, University of Tübingen, Germany; Benjamin Nagengast, Eberhard Karls Universität Tübingen, Germany Development of computational thinking, scientific reasoning and interest Marjaana Veermans, University of Turku, Finland; Jenni Airola, University of Turku, Finland Social and Academic Popularity: Disentangling Two Distinct Dimensions of Interpersonal Perception Thomas Lösch, University of Bamberg, Germany; Katrin Rentzsch, University of Bamberg, Germany | |
THURSDAY, 16 AUGUST 2018
Symposium Session A: 1 | Time: 08:30-10:00 | Location: Nobel 1481-239 |
SYMPOSIUM: NEW ROADS TO EMOTION AND WELL-BEING RESEARCH IN SCHOOL | ||
Chairs Tina Hascher, University of Bern, Switzerland; Dave Putwain, Liverpool John Moores University, United Kingdom Organisers Tina Hascher, University of Bern, Switzerland; Dave Putwain, Liverpool John Moores University, United Kingdom Discussant Simone Volet, Murdoch University, Australia | Does Students’ Well-Being at School Measure Up Across Cultures? Kristina Loderer, Ludwig-Maximilians-Universität (LMU), Germany; Kou Murayama, University of Reading, United Kingdom; Dave Putwain, Liverpool John Moores University, United Kingdom; Reinhard Pekrun, Ludwig-Maximilians-Universität (LMU), Germany; Ayumi Tanaka, Doshisha University, Japan; Elisabeth Vogl, Ludwig-Maximilians-Universität (LMU), Germany; Anna Loeffler-Gutmann, Institute of Psychology, University of Munich (LMU), Germany Understanding Primary and Secondary Students’ Well-Being and School Alienation Tina Hascher, University of Bern, Switzerland; Julia Morinaj, Institute of Educational Science, University of Bern, Switzerland School-related Wellbeing Promotes Adaptability, Achievement and Behavioural Conduct Dave Putwain, Liverpool John Moores University, United Kingdom; Kristina Loderer, Ludwig- Maximilians-Universität (LMU), Germany; Diahann Gallard, Liverpool John Moores University, United Kingdom; Joanna Beaumont, Liverpool John Moores University, United Kingdom Perceived teachers’ emotional authenticity: Intraindividual relations to students’ emotions Eva Becker, University of Zurich, Switzerland; Melanie Keller, Leibniz Institute for Science and Mathematics Education at Kiel University, Germany | |
Symposium Session A: 2 | Time: 08:30-10:00 | Location: Nobel 1481-231 |
SYMPOSIUM: THEORETICAL AND METHODOLOGICAL ADVANCEMENTS IN EXAMINING TEACHERS’ (DE)MOTIVATING STYLES | ||
Chair Nathalie Aelterman, Ghent University, Belgium Organiser Nathalie Aelterman, Ghent University, Belgium Discussant Maarten Vansteenkiste, Ghent University, Belgium | (De)motivating Teaching in Primary and Higher Education: The Value of a Circumplex Approach Branko Vermote, University of Ghent, Belgium; Maarten Vansteenkiste, Ghent University, Belgium; Ruben Vanderlinde, Ghent University, Belgium; Nathalie Aelterman, Ghent University, Belgium Developmental Changes of Teachers’ Motivating Style and Students’ Academic Motivation Idit Katz, Ben-Gurion University of the Negev, Israel; Rinat Cohen, Ben Gurion University of the Negev, Israel; Nathalie Aelterman, Ghent University, Belgium; Maarten Vansteenkiste, Ghent University, Belgium Examining Correlates of (De)Motivating Teaching Styles from Two Theoretical Perspectives Tim Mainhard, Utrecht University, Netherlands; Nathalie Aelterman, Ghent University, Belgium; Leen Haerens, Ghent University, Belgium; Jan van Tartwijk, Utrecht University, Netherlands; Maarten Vansteenkiste, Ghent University, Belgium Students’ Task-specific Perceptions of Teacher’s (De)motivating Teaching Style Martijn Leenknecht, Roosevelt Center for Excellence in Education, Netherlands; Lisette Wijnia, University College Roosevelt, Netherlands; Sofie Loyens, University College Roosevelt, Netherlands; Remigius (Remy) Rikers, UCR / Utrecht University, Netherlands | |
THURSDAY, 16 AUGUST 2018
Symposium Session A: 3 | Time: 08:30-10:00 | Location: Nobel 1481-264 |
SYMPOSIUM: PROCESSES MATTER? EXPLORING THE ROLE OF MOTIVATION AND EMOTIONS IN THE PROCESS OF LEARNING | ||
Chair Hanna Jarvenoja, University of Oulu, Finland Organisers Thomas Martens, Medical School Hamburg, Germany; Hanna Jarvenoja, University of Oulu, Finland Discussant Marold Wosnitza, RWTH Aachen University, Germany | Planning and Emotion Regulation During Two Online Collaborative Tasks Elizabeth Webster, University of Victoria, Canada; Sarah Davis, University of Victoria, Canada; Allyson Hadwin, University of Victoria, Canada; Aishah Bakhtiar, University of Victoria, Canada Emotion Regulation in collaborative learning: Individual experiences and group level regulation Kristiina Kurki, University of Oulu, Finland; Hanna Jarvenoja, University of Oulu, Finland; Tiina Törmanen, University of Oulu, Finland, Finland; Aishah Bakhtiar, University of Victoria, Canada Sensor Measures for Tracking and Predicting Motivation in Learning Processes Thomas Martens, Medical School Hamburg, Germany; Moritz Niemann, MSH Medical School Hamburg, Germany Exploring differences between students’ motivation processes in collaborative learning Kayley Lyons, University of North Carolina, United States; Nikki Lobczowski, University of North Carolina at Chapel Hill, United States; Jeff Greene, University of North Carolina, United States; Jacqui McLaughlin, University of North Carolina, United States | |
Symposium Session A: 4 | Time: 08:30-10:00 | Location: Nobel 1481-237 |
SYMPOSIUM: THE DEVELOPMENT OF MATH- AND LANGUAGE ARTS-RELATED EXPECTANCY- VALUE BELIEFS: CROSS-DOMAIN ANALYSES | ||
Chair Fani Lauermann, University of Bonn, Germany Organiser Fani Lauermann, University of Bonn, Germany Discussant Stuart Karabenick, University of Michigan, United States | Ability Self-Concept Formation in Mathematics and Language Arts in the Early School Years Anne Franziska Weidinger, Technical University Dortmund, Germany; Ricarda Steinmayr, TU Dortmund, Germany; Birgit Spinath, Heidelberg University, Germany Bidirectional Cross-domain Associations of Adolescents’ Expectancies, Values, and Career Aspirations Rebecca Lazarides, University of Potsdam, Germany; Charlott Rubach, University of Potsdam, Germany Joint Trajectories of Students’ Expectancies and Values in Math and Language Arts Hanna Gaspard, University of Tübingen, Germany; Fani Lauermann, University of Bonn, Germany; Norman Rose, University Tuebingen, Germany; Allan Wigfield, University of Maryland, United States; Jacquelynne Eccles, University of California, Irvine, United States Task Value Profiles among Adolescents in Australia, Finland, the United States, and Germany Jaana Viljaranta, University of Eastern Finland, Finland; Helen Watt, The University of Sydney, Australia; Heta Tuominen, University of Helsinki, Finland; Markku Niemivirta, University of Helsinki, Finland; Fani Lauermann, University of Bonn, Germany; Jacquelynne Eccles, University of California, Irvine, United States; Birgit Spinath, Heidelberg University, Germany; Ricarda Steinmayr, TU Dortmund, Germany; Katariina Salmela-Aro, Helsinki University, Finland | |
THURSDAY, 16 AUGUST 2018
Symposium Session A: 5 | Time: 08:30-10:00 | Location: Nobel 1483-251 |
SYMPOSIUM: TEACHERS’ ENTHUSIASM: ANTECEDENTS, EFFECTS, AND UNDERLYING MECHANISMS | ||
Chair Angelica Moè, University of Padova, Italy Discussant Idit Katz, Ben-Gurion University of the Negev, Israel | Lesson profiles of teacher enthusiasm and relations to students’ emotions Melanie Keller, Leibniz Institute for Science and Mathematics Education, University of Kiel, Germany, Germany; Eva Becker, University of Konstanz, Germany; Anne Christiane Frenzel, University of Munich, Germany; Jamie Taxer, Stanford University, United States Displayed enthusiasm fosters recall and attention Angelica Moè, University of Padova, Italy; Anne Christiane Frenzel, University of Munich, Germany Effects of teacher expressive behaviors on students’ attention, recall and affect Lik Au, University of Munich (LMU), Germany; Anne Christiane Frenzel, University of Munich, Germany; Angelica Moè, University of Padova, Italy Motivations and attributions that predict teachers’ interest and confidence in teaching Helen Watt, The University of Sydney, Australia; Jean-Louis Berger, Swiss Federal Institute for Vocational Eduation and Training (SFIVET), Switzerland; Paul Richardson, Monash University, Australia | |
Symposium Session A: 6 | Time: 08:30-10:00 | Location: Nobel 1483-344 |
SYMPOSIUM: ASSOCIATIONS BETWEEN TEACHER-STUDENT RELATIONSHIP AND STUDENTS’ SCHOOL MOTIVATION | ||
Chair Maaike Engels, KU LEUVEN, Belgium Organisers Sanni Pöysä, University of Jyväskylä, Finland; Eija Pakarinen, New York University Abu Dhabi/ University of Jyväskylä, Finland Discussant Eleftheria Gonida, Aristotle University of Thessaloniki, Greece | Cross-lagged associations between children’s academic interest and teacher-student relationship Eija Pakarinen, New York University Abu Dhabi/ University of Jyväskylä, Finland; Antje von Suchodoletz, New York University Abu Dhabi, United Arab Emirates; Marja-Kristiina Lerkkanen, University of Jyväskylä, Finland Students’ academic and emotional adjustment during school transition: A cross-lagged study Maaike Engels, KU Leuven, Belgium; Eija Pakarinen, New York University Abu Dhabi/ University of Jyväskylä, Finland; Marja-Kristiina Lerkkanen, University of Jyväskylä, Finland; Karine Verschueren, KU Leuven, Belgium Teacher-student interaction and students’ task values in mathematics and language arts Sanni Pöysä, University of Jyväskylä, Finland; Tuomo Virtanen, University of Stavanger, Norway, Norway; Marja-Kristiina Lerkkanen, University of Jyväskylä, Finland Observed classroom interactions, students’ classroom engagement, and teachers’ well-being Tuomo Virtanen, University of Stavanger, Norway, Norway; Sigrun Erstesvag, University of Stavanger, Norway; Grete Vaaland, University of Stavanger, Norway | |
THURSDAY, 16 AUGUST 2018
Symposium Session A: 7 | Time: 08:30-10:00 | Location: Nobel 1483-354 |
SYMPOSIUM: ZOOMING IN ON MOTIVATIONAL PROCESSES IN TEACHER-STUDENT INTERACTIONS | ||
Chair Elisa Kupers, University of Groningen, Netherlands Discussant K. Ann Renninger, Swarthmore College, United States | The co-dependency and dynamics of teacher and student fixed- versus growth-mindset behavior Naomi de Ruiter, Utrecht University, Netherlands Motivating creativity: a process measure of creativity and its relation with teacher instruction Elisa Kupers, University of Groningen, Netherlands; Marijn Van Dijk, University of Groningen, Netherlands How is teachers' scaffolding dynamically intertwined with low achievers’ learning and engagement? Anu Kajamies, University of Turku, Finland; Marja Vauras, Department of Teacher Education, University of Turku, Finland, Finland; Erno Lehtinen, Department of Teacher Education, University of Turku, Finland, Finland; Julianne Turner, Department of Psychology, University of Notre Dame, United States, United States Moment-to-moment patterns of teacher talk and collective engagement in kindergarten classrooms Mayra Mascareño, University of Groningen, Netherlands; Marjolein Deunk, University of Groningen, Netherlands; Annegien Langeloo, University of Groningen, Netherlands | |
Paper Session C: 1 | Time: 10:15-11:45 | Location: Nobel 1483-354 |
SINGLE PAPER: ACHIEVEMENT GOAL THEORY | ||
Chair John Malouff, Australia | Challenging the Universality of Achievement Goals: A Comparison of Two Culturally Distinct Countries Anders Hofverberg, Umeå University, Sweden; Mikael Winberg, Umeå University, Sweden Does learning goal orientation buffer stereotype threat in sport education? Johanna Hermann, Johann-Wolfgang-Goethe Universität, Germany; Kathrin Rumrich, no instituional affilation, Germany New Perspectives on Avoidance Goal Orientations: The Approach to Avoid and Pure Avoidance Sigrid Wimmer, University of Graz, Austria; Manuela Paechter, University of Graz, Austria; Helmut Lackner, Medical University of Graz, Austria; Ilona Papousek, University of Graz, Austria Achievement goal orientations, physical activity, and fitness Antti Pulkka, National Defence University, Finland; Jani Vaara, National Defence University, Finland; Markku Niemivirta, University of Oslo, Norway; Heikki Kyröläinen, University of Jyväskylä, Finland | |
THURSDAY, 16 AUGUST 2018
Paper Session C: 2 | Time: 10:15-11:45 | Location: Nobel 1481-264 |
SINGLE PAPER: EMOTION AND AFFECT | ||
Chair Yahui Su, Taiwan | Mapping out curiosity: A validation study of the Epistemic Curiosity Scale. Hanke Korpershoek, University of Groningen, Netherlands; Anneke Hesseling, Alfa-college, Groningen., Netherlands; Fenneke Venema, Master student, University of Groningen, Netherlands; Nienke Verduyn, Hogeschool Windesheim, Zwolle., Netherlands; Rik Talens, IKC Vlakenhorst, Plateau Assen., Netherlands Academic coping, motivation, and achievement Maria Teresa Goncalves, Universidade do Porto, Portugal; Catarina Canário, University of Porto, Portugal; Marina Lemos, University of Porto, Portugal Unpacking the Epistemic Components of Epistemic Curiosity Emily Grossnickle Peterson, American University, United States Interrelationships, antecedents, and outcomes of course-specific motivational appraisals Anna Rawlings, University of Helsinki, Finland; Anna Tapola, University of Helsinki, Finland; Markku Niemivirta, University of Oslo, Norway | |
Paper Session C: 3 | Time: 10:15-11:45 | Location: Nobel 1483-444 |
SINGLE PAPER: MOTIVATION AND INTEREST | ||
Chair Marko Lüftenegger, University of Vienna, Austria | Supporting students situational interest during guided tours in an art- and cultural-history museum Doris Lewalter, Technical University of Munich (TUM), Germany; Sielle Phelan, TUM, Germany Effects of Experimentally Induced Choice on Motivation in Middle Childhood Joachim Waterschoot, Ghent University, Belgium; Bart Soenens, Ghent University, Belgium; Elien Mabbe, Ghent University, Belgium; Maarten Vansteenkiste, Ghent University, Belgium Intrinsic motivation and reading competence: A comparison between native and immigrant students Ai Miyamoto, Libniz Institute of Social Sciences (GESIS), Germany Mutual predictions between interest, self-efficacy, and performance during a task Katariina Nuutila, University of Helsinki, Finland; Anna Tapola, University of Helsinki, Finland; Heta Tuominen, University of Helsinki, Finland; Sirkku Kupiainen, University of Helsinki, Finland; Attila Pásztor, MTA-SZTE Research Group on the Development of Competencies, Hungary; Markku Niemivirta, University of Oslo, Norway | |
THURSDAY, 16 AUGUST 2018
Paper Session C: 4 | Time: 10:15-11:45 | Location: Nobel 1483-344 |
SINGLE PAPER: SELF-REGULATION AND SELF-EFFICACY | ||
Chair Leen Haerens, Ghent University, Belgium | Epistemic and achievement emotions: the relationship with revealed learning strategies Dirk Tempelaar, Maastricht University, Netherlands Control and Value Appraisals, Emotions, and Online Multiple-document Comprehension in Primary School Daniela Raccanello, University of Verona, Italy; Elena Florit, University of Padova, Italy; Margherita Brondino, University of Verona, Italy; Lucia Mason, University of Padova, Italy Teacher and student self-efficacy are linked through teaching practices: A look at 17 nations Arielle Bonneville-Roussy, Roehampton University, United Kingdom; Olympia Palikara, University of Roehampton, Unknown; Therese Bouffard, Université du Québec à Montréal, Canada Bridging the Gaps and Moving Forward: Expanding the Field of Socioemotional Regulation Nikki Lobczowski, University of North Carolina at Chapel Hill, United States | |
Paper Session C: 5 | Time: 10:15-11:45 | Location: Nobel 1483-251 |
SINGLE PAPER: LEARNING APPROACHES | ||
Chair Kirsti Lonka, University of Helsinki, Finland | The Understanding of a Learner’s Motivation Through a Phenomenological Lens Yahui Su, National Kaohsiung University of Hospitality and Tourism, Taiwan Shared Achievement Goals in Collaborative Learning Contexts: A case of multiple goals Toni Rogat, Purdue University, United States; Karlyn Adams-Wiggins, Portland State University, United States; Temitope Adeoye, Purdue University, United States Doing homework at home or at school: studying students’ behavior, motivation and emotion Desiree Theis, German Institute for International Educational Research (DIPF), Germany; Brigitte Brisson, German Institute for International Educational Research (DIPF), Germany The role of students’ shared perceptions on goal structures in predicting socio-emotional outcomes Lisa Bardach, University of Vienna, Austria; Marko Lüftenegger, University of Vienna, Austria; Takuya Yanagida, University of Vienna, Austria; Barbara Schober, University of Vienna, Austria; Christiane Spiel, University of Vienna, Austria | |
THURSDAY, 16 AUGUST 2018
Paper Session C: 6 | Time: 10:15-11:45 | Location: Nobel 1481-237 |
SINGLE PAPER: DEVELOPMENTAL PROCESSES AND EXPECTANCY-VALUE THEORY | ||
Chair Emily Rosenzweig, University of Wisconsin- Madison, United States | Parents’ Beliefs about Students’ Spatial Abilities Predict Students’ Intentions to Major in STEM Katherine Muenks, Indiana University, United States; Emily Grossnickle Peterson, American University, United States; Adam Green, Georgetown University, United States; Robert Kolvoord, James Madison University, United States; David Uttal, Northwestern University, United States Short-term changes in students’ expectancies, values, and performance in math-intensive courses Daria Katharina Benden, University of Bonn, Germany; Fani Lauermann, University of Bonn, Germany Bridging the personal-social in teacher motivation: how qualitative methods can deepen understanding Bethan Garrett, Edge Hill University, United Kingdom Motivation for Teaching in Urban Schools in the United States Annette Ponnock, University of Maryland, United States; Danielle Sutherland, Temple University, United States; Will Jordan, Temple University, United States; Peshe Kuriloff, Temple University, United States; Brooke Hoffman, Temple University, United States | |
Keynote Dr. Christoph Sebastian Deterding: 1 | Time: 12:00-13:00 | Location: Aula |
ICM 2018 - KEYNOTE SESSION: ICM 2018 - KEYNOTE SESSION - PROF. DR. CHRISTOPH SEBASTIAN DETERDING | ||
Designing for Motivation: Bridging the Gap Between Psychology and Design Practice Christoph Sebastian Deterding, University of York, United Kingdom | ||
Keynote Dr. Kou Murayama: 1 | Time: 14:00-15:00 | Location: Aula |
ICM 2018 - KEYNOTE SESSION: ICM 2018 - KEYNOTE SESSION - PROF. DR. KOU MURAYAMA | ||
Interest as reward for extrinsic incentives: its nature, consequences and metamotivational belief Kou Murayama, University of Reading, United Kingdom | ||
Poster Session B: 1 | Time: 15:15-16:15 | Location: Nobel window hallway |
POSTER PRESENTATION: MOTIVATION, ACHIEVEMENT AND BELIEFS | ||
THURSDAY, 16 AUGUST 2018
Junlin Yu, Cambridge University, United Kingdom; Ros McLellan, Cambridge University, United Kingdom
Yaheng Lu, Purdue University, United States; Qian Li, Purdue University, United States; Panayota Youli Mantzicopoulos, Purdue University, United States; Helen Patrick, Purdue University, United States
Kazuhiro Ohtani, Hokkaido University, Japan; Ryo Ishii, Doshisha University, Japan; Noriaki Fukuzumi, Kochi University of Technology, Japan; Kou Murayama, University of Reading, United Kingdom; Takashi Suzuki, Kochi University of Technology, Japan; Shinichi Ishikawa, Doshisha University, Japan; Michiko Sakaki, University of Reading, United Kingdom; Ayumi Tanaka, Doshisha University, Japan
Kristy Robinson, Michigan State University, United States; Patrick Beymer, Michigan State University, United States; John Ranellucci, Hunter College of the City University of New York, United States; Jennifer A. Schmidt, Michigan State University, United States
Adar Ben-Eliyahu, University of Haifa, Faculty of Education, Israel; Anat Gilad, University of Haifa, Faculty of Education, Israel
Luke K. Fryer, The University of Hong Kong, Hong Kong; W. L. Quint Oga-BaldwIn, Waseda University, Japan
Iris Dinkelmann, Thurgau University of Teacher Education, Switzerland
Emma Burns, University of New South Wales, Australia; Andrew Martin, University of New South Wales, Australia; Rebecca Collie, University of New South Wales, Australia
Juming Jiang, Doshisha University Graduate School of Psychology, Japan; Misaki Kusamoto, Doshisha University, Japan; Ayumi Tanaka, Doshisha University, Japan
Julie Robinson, University of North Dakota, United States; Martina Nieswandt, University of Massachusetts Amherst, United States; Elizabeth McEneaney, University of Massachusetts Amherst, United States
Sophie Oczlon, University of Vienna, Austria; Marko Lüftenegger, University of Vienna, Austria; Lisa Bardach, University of Vienna, Austria
Kerstin Helker, RWTH Aachen University, Germany; Paul Anlauf, RWTH Aachen University, Germany; Marold Wosnitza, RWTH Aachen University, Germany
THURSDAY, 16 AUGUST 2018
Lara Forsblom, Universitiy of Fribourg, Switzerland; Francisco Peixoto, ISPA - Instituto Universitário / CIE - ISPA (Research Center in Education), Portugal
Kyosuke Kakinuma, Doshisha University, Japan; Ayumi Tanaka, Doshisha University, Japan
Morten Nissen, University of Aarhus, Denmark
Frans Andersen, Educational psychology, Denmark
Ryo Ishii, Doshisha University, Japan; Noriaki Fukuzumi, Kochi University of Technology, Japan; Shin-ichi Ishikawa, Doshisha University, Japan; Kou Murayama, University of Reading, United Kingdom; Kazuhiro Ohtani, Hokkaido University, Japan; Michiko Sakaki, University of Reading, United Kingdom; Takashi Suzuki, Kochi University of Technology, Japan; Ayumi Tanaka, Doshisha University, Japan
Tiina Törmänen, University of Oulu, Finland, Finland; Hanna Jarvenoja, University of Oulu, Finland; Kristiina Kurki, University of Oulu, Finland; Sanna Järvelä, University of Oulu, Finland; Ricardo Devai, University of Oulu, Finland, Finland
Delphine Paumier, University of Geneva, Switzerland; Julien Chanal, University of Geneva, Switzerland
Julia Sabine Germershausen, LMU Munich, Germany; Julia Eberle, Ruhr-Universität Bochum, Germany; Pamela Flores, LMU Munich, Germany; Birgit J. Neuhaus, LMU Munich, Germany
David Bergin, University of Missouri/Columbia, United States; Christi Bergin, University of Missouri/Columbia, United States
David Litalien, Université Laval, Canada; Catherine Ratelle, Université Laval, Canada; Stéphane Duchesne, Université Laval, Canada
Jeannine Turner, Florida State University, United States; Phil Hiver, Florida State University, United States; Maipeng Wei, Florida State University, United States
Jennifer Archer, The University of Newcastle, Australia; Tracey Kelty, University of Newcastle, Australia; John Fischetti, University of Newcastle, Australia
Jenefer Husman, University of Oregon, United States; Shawn Lamkins, University of Oregon, United States; Idalis Villanueva, Utah State University, United States; Darcie Christensen, Utah State University, United States; Paul Vicioso Osoria, Utah State University, United States; Kate Youmans, Utah State University, United States
THURSDAY, 16 AUGUST 2018
Symposium Session B: 1 | Time: 16:15-17:45 | Location: Nobel 1483-354 |
SYMPOSIUM: PROMOTING WELL-BEING AND PSYCHOSOCIAL ADJUSTMENT: ADAPTIVE AND MALDAPTIVE EMOTION REGULATION | ||
Chair Moti Benita, University of Haifa, Israel Organisers Moti Benita, University of Haifa, Israel; Guy Roth, Ben-Gurion University of the Negev, Israel Discussant Maarten Vansteenkiste, Ghent University, Belgium | Adaptive emotion regulation: Socialization and outcomes Guy Roth, Ben-Gurion University of the Negev, Israel Choosing to Regulate Emotions: Autonomous vs. Controlled Emotion Goal Pursuit Moti Benita, University of Haifa, Israel Emotion Regulation, Basic Need Satisfaction, and Psychological Health: Cross-Cultural Research Lennia Matos, Pontifical Catholic University of Peru, Peru; Moti Benita, University of Haifa, Israel Early Antecedents of Psychologically Controlling Parenting during Toddlerhood Jolene van der Kaap-Deeder, Ghent University, Belgium; Katrijn Brenning, Ghent University, Belgium; Bart Soenens, Ghent University, Belgium; Maarten Vansteenkiste, Ghent University, Belgium; Lisa Dieleman, Ghent University, Belgium | |
Symposium Session B: 2 | Time: 16:15-17:45 | Location: Nobel 1483-344 |
SYMPOSIUM: LEARNING TOGETHER - DYNAMICS OF MOTIVATION AND EMOTIONS IN COLLABORATIVE GROUPS | ||
Chair Piia Naykki, University of Oulu, Finland Organisers Piia Naykki, University of Oulu, Finland; Hanna Jarvenoja, University of Oulu, Finland; Toni Rogat, Purdue University, United States Discussant Lisa Linnenbrink-Garcia, Michigan State University, United States | Measuring, analysing and understanding emotions during online collaboration Carolin Schultz, RWTH Aachen University, Germany; Marold Wosnitza, RWTH Aachen University, Germany Achievement goals within collaborative groups: Differentiating within and between-group comparison Toni Rogat, Purdue University, United States; Lisa Linnenbrink-Garcia, Michigan State University, United States Regulating emotions together in collaborative learning: Does it matter how you feel? Hanna Jarvenoja, University of Oulu, Finland; Tiina Törmänen, University of Oulu, Finland; Kristiina Kurki, University of Oulu, Finland; Hannie Gijlers, University of Twente, Netherlands; Sanna Järvelä, University of Oulu, Finland Identifying and describing socio-emotional and socio-cognitive challenges in collaborative learning Piia Naykki, University of Oulu, Finland; Kaisa Manninen, University of Oulu, Finland; Jaana Isohätälä, University of Oulu, Finland; Sanna Järvelä, University of Oulu, Finland | |
THURSDAY, 16 AUGUST 2018
Symposium Session B: 3 | Time: 16:15-17:45 | Location: Nobel 1481-264 |
SYMPOSIUM: MOTIVATION IN TEACHING CAREERS | ||
Chairs Burkhard Gniewosz, University of Salzburg, Austria; Helen Watt, The University of Sydney, Australia Organisers Burkhard Gniewosz, University of Salzburg, Austria; Helen Watt, The University of Sydney, Australia Discussant Fani Lauermann, University of Bonn, Germany | Motivated to teach or not? Career motivations of high-school graduates Helen Watt, The University of Sydney, Australia; Paul Richardson, Monash University, Australia What factors motivate Indonesian students to become teachers? Helen Watt, The University of Sydney, Australia; Paul Richardson, Monash University, Australia; Anne Suryani, The University of Melbourne, Australia Utility belief profiles and school experiences in the choice of a teaching career Burkhard Gniewosz, University of Salzburg, Austria; Michaela Katstaller, School of Education, Austria; Tom Scherndl, Paris-Lodron University Salzburg, Austria; Ulrike Greiner, Paris-Lodron University Salzburg, Austria An exploratory qualitative study of university teachers’ goal orientations Marold Wosnitza, RWTH Aachen University, Germany; Kerstin Helker, RWTH Aachen University, Germany | |
Symposium Session B: 4 | Time: 16:15-17:45 | Location: Nobel 1483-444 |
SYMPOSIUM: FOSTERING MOTIVATION, ENGAGEMENT AND RESILIENCE IN SECOND AND THIRD LEVEL SCHOOLING | ||
Chair Benjamin Torsney, University College Dublin, Ireland Organiser Jennifer Symonds, University College Dublin, Ireland Discussant Markku Niemivirta, University of Oslo, Norway | Feasibility study of PROSPER: The Professional Student Programme for Educational Resilience Benjamin Torsney, University College Dublin, Ireland; Jennifer Symonds, University College Dublin, Ireland Level Up: Enhancing adolescents’ career and work motivation Jennifer Symonds, University College Dublin, Ireland; Benjamin Torsney, University College Dublin, Ireland Skills for life : Intervention effects on self-efficacy and preparedness among university students Elina Marttinen, University of Jyväskylä, Finland; Katariina Salmela-Aro, Helsinki University, Finland; Minna Savolainen, Nyyti ry, Finland Using experience sampling method data for evaluating learning activities Julia Dietrich, Friedrich Schiller University of Jena, Germany; Baerbel Kracke, University of Jena, Germany; Julia Moeller, University of Leipzig, Germany; Jaana Viljaranta, University of Eastern Finland, Finland | |
THURSDAY, 16 AUGUST 2018
Symposium Session B: 5 | Time: 16:15-17:45 | Location: Nobel 1481-239 |
SYMPOSIUM: GRIT’S RELATIONS TO ACADEMIC ACHIEVEMENT: MECHANISMS AND RELATIONS IN INTERNATIONAL SAMPLES | ||
Chair Jessica Gladstone, University of Maryland, United States Organiser Jessica Gladstone, University of Maryland, United States Discussant K. Ann Renninger, Swarthmore College, United States | The Predictive and Interactive Role of Grit with Goal Orientation in Academic Wellbeing Katariina Salmela-Aro, Helsinki University, Finland; Xin Tang, University of Helsinki, Finland; Jiesi Guo, Australian Catholic University, Australia Are “Gritty” Students more Successful in School? Relative Importance of Grit for School Achievement Ricarda Steinmayr, TU Dortmund, Germany; Anne Franziska Weidinger, Technical University Dortmund, Germany; Allan Wigfield, University of Maryland, United States Clarifying Grit’s Predictive Role: Exploring Mechanisms of the Relation Between Grit and Achievement Jessica Gladstone, University of Maryland, United States; Katherine Muenks, Indiana University, United States; Ji Seung Yang, University of Maryland, United States; Allan Wigfield, University of Maryland, United States Cross-Cultural Mediation Study of Grit, Self-Regulated Learning and Achievement in Multiple Domains Kate Xu, Erasmus University Rotterdam, Netherlands; Anna Rita Cunha-Harvey, Erasmus University Rotterdam, Netherlands; Ronnel King, The Education University of Hong Kong, China; Bjorn de Koning, Erasmus University Rotterdam, the Netherlands, Netherlands; Martine Baars, Erasmus University Rotterdam, the Netherlands, Netherlands; Allan Wigfield, University of Maryland, United States; Fred Paas, Erasmus University Rotterdam, Netherlands | |
Symposium Session B: 6 | Time: 16:15-17:45 | Location: Nobel 1481-237 |
SYMPOSIUM: I. THE DEVELOPMENT OF INTEREST IN HIGHER EDUCATION: WHAT PARTS OF THIS PROCESS CAN WE INFLUENCE? | ||
Chair Judith Harackiewicz, University of Wisconsin- Madison, United States Organiser K. Ann Renninger, Swarthmore College, United States Discussant Niels Dohn, Aarhus University, Denmark | Developing New Academic Interests in College by Promoting a Growth Theory of Interest Paul O'Keefe, Yale-NUS College, Singapore; E.J. Horberg, Yale N.U.S., Singapore; greg walton, Stanford University, United States; Carol Dweck, Stanford University, United States Interest Development in and out of University Classrooms: Poetic Case Examples Kathleen M. Quinlan, University of Kent, United Kingdom Getting and Keeping University Students Interested: An Educational Technology Perspective Luke K. Fryer, The University of Hong Kong, Hong Kong; Mary Ainley, University of Melbourne, Australia; Andrew Thompson, Kyushu Sangyo University, Japan; Kaori Nakao, Seinan Gakuin University, Japan Value-expectancies and interest in university students - development in 5 disciplines Kirsti Lonka, University of Helsinki, Finland; Elina E. Ketonen, University of Helsinki, Finland; Katariina Salmela-Aro, Helsinki University, Finland | |
THURSDAY, 16 AUGUST 2018
Symposium Session B: 7 | Time: 16:15-17:45 | Location: Nobel 1481-231 |
SYMPOSIUM: CAN LEARNING SITUATIONS BE POSITIVE AND NEGATIVE AT THE SAME TIME? | ||
Chair Julia Dietrich, Friedrich Schiller University of Jena , Germany Discussant Kou Murayama, University of Reading, United Kingdom | States of flow: Not beyond anxiety, but right at the heart of it? Julia Moeller, Yale University, United States; Zorana Ivcevic, Yale Center for Emotional Intelligence and Yale Child Study Center, United States; Marc Brackett, Yale Center for Emotional Intelligence and Yale Child Study Center, United States; Arielle White, Yale Center for Emotional Intelligence and Yale Child Study Center, United States University students' mixed emotion states and academic emotion profiles Elina E. Ketonen, University of Helsinki, Finland; Katariina Salmela-Aro, Helsinki University, Finland; Kirsti Lonka, University of Helsinki, Finland In-the-moment profiles of expectancies, task values, and costs Julia Dietrich, Friedrich Schiller University of Jena, Germany; Julia Moeller, Yale University, United States; Jiesi Guo, Australian Catholic University, Australia; Jaana Viljaranta, University of Eastern Finland, Finland; Baerbel Kracke, University of Jena, Germany | |
FRIDAY, 17 AUGUST 2018
Symposium Session C: 1 | Time: 08:30-10:00 | Location: Nobel 1481-231 |
SYMPOSIUM: UTILITY-VALUE INTERVENTIONS: HOW EFFECTIVE ARE THEY AND WHEN DO THEY WORK? | ||
Chair Hanna Gaspard, University of Tübingen, Germany Discussant Helen Watt, The University of Sydney, Australia | Implementing Utility-Value Interventions in the Real World Chris Hulleman, University of Virginia, United States; Yoi Tibbetts, University of Virginia, United States; Maryke Lee, Valencia College, United States; David Silverman, University of Virginia, United States; Kevin Foley, University of Virginia, United States; Megan Moran, University of Virginia, United States; Michelle Francis, University of Virginia, United States; Hadassah Muthoka, University of Virginia, United States; Deborah Howard, Valencia College, United States; Stephanie Wormington, University of Virginia, United States The Efficacy and Effectiveness of a Utility-Value Intervention in Math Classrooms Hanna Gaspard, University of Tübingen, Germany; Heide Kneißler, University of Tübingen, Germany; Cora Parrisius, University of Tübingen, Germany; Eike Wille, University of Tübingen, Germany; Benjamin Nagengast, Eberhard Karls Universität Tübingen, Germany; Ulrich Trautwein, University of Tübingen, Germany; Chris S. Hulleman, University of Virginia, United States Data Analysis of Utility-Value Interventions: Is it Consistent? Does That Matter? Emily Rosenzweig, University of Wisconsin-Madison, United States; Benjamin Nagengast, Eberhard Karls Universität Tübingen, Germany A Meta-Analytic Synthesis of Utility-Value Interventions in Education Stephanie Wormington, University of Virginia, United States; Yoi Tibbetts, University of Virginia, United States; Mary Rose Philipoom, University of Virginia, United States; Chris Hulleman, University of Virginia, United States | |
FRIDAY, 17 AUGUST 2018
Symposium Session C: 2 | Time: 08:30-10:00 | Location: Nobel 1481-264 |
SYMPOSIUM: GAINING DEEPER INSIGHTS IN THE INTERPLAY BETWEEN AUTONOMY SUPPORT AND STRUCTURE | ||
Chair Leen Haerens, Ghent University, Belgium Organiser Nathalie Aelterman, Ghent University, Belgium Discussant Johnmarshall Reeve, Korea University, Korea, Republic of | Do Goal Clarification and Process Feedback Foster Students’ Motivational Functioning? Christa Krijgsman, Utrecht University, Netherlands; Tim Mainhard, Utrecht University, Netherlands; Jan van Tartwijk, Utrecht University, Netherlands; Lars Borghouts, Fontys Sporthogeschool Eindhoven, Netherlands; Leen Haerens, Ghent University, Belgium How to Avoid the Motivational Deficits of An Overload of Instructions: An Experimental Study Sophie Goemaere, Ghent University, Belgium; Maarten Vansteenkiste, Ghent University, Belgium; Wim Beyers, Ghent University, Belgium; Gert-Jan De Muynck, Ghent University, Belgium Effects of Teachers’ Style of Rule Setting on Students’ Psychological Needs and Behavioral Responses Nathalie Aelterman, Ghent University, Belgium; Bart Soenens, Ghent University, Belgium; Maarten Vansteenkiste, Ghent University, Belgium; Joachim Waterschoot, Ghent University, Belgium; Leen Haerens, Ghent University, Belgium Investigating Change-Oriented Feedback Quantity and Quality in a Real- Life Setting Joelle Carpentier, Ecole des Sciences de la Gestion - Universite du Quebec a Montreal, Canada; Geneviève Mageau, Université de Montréal, Canada; Richard Koestner, McGill, Canada | |
Symposium Session C: 3 | Time: 08:30-10:00 | Location: Nobel 1481-237 |
SYMPOSIUM: IMPLICIT TEACHER BIAS FOR MINORITY STUDENTS: LINKS TO INSTRUCTIONAL PRACTICES AND STUDENT OUTCOMES | ||
Chair Christine Rubie-Davies, University of Auckland, New Zealand Discussant Stuart Karabenick, University of Michigan, United States | Research Contributions to Implicit Measures of Teachers' Attitudes, Practices, and Student Outcomes Lisette Hornstra, Utrecht University, Netherlands; Eddie Denessen, Faculty of Social and Behavioural Sciences, Leiden University, Netherlands; Linda van den Bergh, Fontys Opleidingscentrum Speciale Onderwijszorg, Netherlands Pre-Service Teachers’ Practices and Implicit and Explicit Attitudes toward Minority Students Revathy Kumar, University of Toledo, United States; Nurit Kaplan Toren, University of Haifa and Oranim Academic College of Education, Israel Teachers’ and Preservice Teachers’ Implicit Stereotypes and Attitudes toward Ethnic Minorities Sabine Glock, Bergische Universität Wuppertal, Germany; Hannah Kleen, School of Education, Bergische Universität Wuppertal, Germany The Implicit Attitudes of Pre-service Teachers: Are they Biased and Can They Change? Christine Rubie-Davies, University of Auckland, New Zealand; Jason Stephens, The University of Auckland, United States; Elizabeth R Peterson, University of Auckland, New Zealand | |
FRIDAY, 17 AUGUST 2018
Symposium Session C: 4 | Time: 08:30-10:00 | Location: Nobel 1481-341 |
SYMPOSIUM: EMOTIONS IN LEARNING PROCESSES: FURTHER DATA ON ACHIEVEMENT EMOTIONS’ CHARACTERISTICS AND CORRELATES | ||
Chairs Daniela Raccanello, University of Verona, Italy; Francisco Peixoto, Portugal Discussant Eleftheria Gonida, Aristotle University of Thessaloniki, Greece | The Influence of Emotions on Drop-out Tendency and Study Satisfaction Marold Wosnitza, RWTH Aachen University, Germany; Philipp Nolden, RWTH Aachen University, Germany; Stuart Karabenick, University of Michigan, United States; Ralph Delzepich, RWTH Aachen University, Germany Salience of Elementary, Middle, and High School Students’ Achievement Emotions and Antecedents Daniela Raccanello, University of Verona, Italy; Rob Hall, Environmetrics, Australia; Roberto Burro, University of Verona, Italy Emotions and Teacher Education Students’ Self-Efficacy for Teaching Primary Science in Australia Marold Wosnitza, RWTH Aachen University, Germany Achievement Emotions Stability – Effects of Maintaining or Changing the Teacher Francisco Peixoto, ISPA - Instituto Universitário / CIE - ISPA (Research Center in Education), Portugal; Lourdes Mata, ISPA - Instituto Universitário / CIE - ISPA (Research Center in Education), Portugal | |
Symposium Session C: 5 | Time: 08:30-10:00 | Location: Nobel 1483-344 |
SYMPOSIUM: THE NETWORK APPROACH IN MOTIVATION RESEARCH - PSYCHOLOGICAL, SOCIAL AND SIMILARITY-BASED NETWORKS | ||
Chair Thea Peetsma, University of Amsterdam, Netherlands Discussant Fani Lauermann, University of Bonn, Germany | The Role of Friends in Help-seeking Tendencies during Early Adolescence Huiyoung shin, Oklahoma State University, Korea, Republic of Psychometric network models to illuminate cross-national differences in science interest structure Maien Sachisthal, University of Amsterdam, Netherlands; Brenda Jansen, University of Amsterdam, Netherlands; Thea Peetsma, University of Amsterdam, Netherlands; Jonas Dalege, University of Amsterdam, Netherlands; Han L.J. van der Maas, UvA, Netherlands; Maartje Raijmakers, University of Amsterdam, Netherlands Exploring multicultural classrooms dynamics: A network analysis. Ceren Abacioglu, University of Amsterdam, Netherlands; Adela Isvoranu, University of Amsterdam, Netherlands; Maykel Verkuyten, University Utrecht, Netherlands; Jochem Thijs, University Utrecht, Netherlands; Sacha Epskamp, University of Amsterdam, Netherlands Self-efficacy development in local teacher working groups – beyond simple gains Jesper Bruun, Department of Science Education, Denmark; Robert Evans, University of Copenhagen, Netherlands | |
FRIDAY, 17 AUGUST 2018
Symposium Session C: 6 | Time: 08:30-10:00 | Location: Nobel 1483-251 |
SYMPOSIUM: II. THE DEVELOPMENT OF INTEREST IN HIGHER EDUCATION: WHAT PARTS OF THIS PROCESS CAN WE INFLUENCE? | ||
Chair K. Ann Renninger, Swarthmore College, United States Organiser Judith Harackiewicz, University of Wisconsin- Madison, United States Discussant Niels Dohn, Aarhus University, Denmark | Interest Development Within Teaching and Learning Cultures in University STEM Programs Maria Vetleseter Boe, University of Oslo, Norway STEM Interest and Instructional Context K. Ann Renninger, Swarthmore College, United States; Lynne Schofield, Swarthmore College, United States Development of Personal Interest in Science: Contextual and Individual Factors Lisa Linnenbrink-Garcia, Michigan State University, United States; Anthony Perez, Old Dominion University, United States; Kristy Robinson, Michigan State University, United States; Michael Barger, University of Illinois, United States; Anna Sansone, Michigan State University, United States; Lisa Huettel, Michigan State University, United States Promoting Long-term Interest with Utility Value Interventions Judith Harackiewicz, University of Wisconsin-Madison, United States; cameron hecht, University of Wisconsin-Madison, United States; Stacy Priniski, University of Wisconsin - Madison, United States; Elizabeth Canning, Indiana University, United States; Chris Rozek, University of Chicago, United States | |
Paper Session D: 1 | Time: 10:15-11:45 | Location: Nobel 1483-444 |
SINGLE PAPER: EDUCATIONAL ATTAINMENT | ||
Chair Julia Eberle, Ruhr-Universität Bochum, Germany | Attainment Value Protects Performance Against Low Expectancy of Success Dave Putwain, Liverpool John Moores University, United Kingdom; Laura Nicholson, Edge Hill University, United Kingdom; Sandra Becker, Ludwig-Maximilians-Universität (LMU), Germany; Wendy Symes, University of Birmingham, United Kingdom; Reinhard Pekrun, Ludwig- Maximilians-Universität (LMU), Germany Beliefs of effort utility and their skill-specificity among children with learning difficulties Helena Viholainen, University of Jyväskylä, Finland; Tuija Aro, University of Jyväskylä, Finland; Tuire Koponen, University of Jyväskylä, Finland; Paula Salmi, Niilo Mäki Institute, Finland; Pilvi Peura, University of Jyväskylä, Finland; Riikka Sorvo, University of Jyväskylä, Finland; Mikko Aro, University of Jyväskylä, Finland Does the use of motivational self-regulation strategies contribute to university success? Olena Kryshko, Universität Duisburg-Essen, Germany; Jens Fleischer, University of Duisburg- Essen, Germany; Detlev Leutner, University of Duisburg-Essen, Germany Self-concept, mastery motivation and school achievement in school aged children Beata Szenczi, Eotvos Lorand University, Hungary; Krisztian Jozsa, University of Szeged, Hungary; Noémi Kis, University of Szeged, Hungary | |
FRIDAY, 17 AUGUST 2018
Paper Session D: 2 | Time: 10:15-11:45 | Location: Nobel 1481-264 |
SINGLE PAPER: SELF-REGULATION AND MOTIVATION | ||
Chair Åge Diseth, University of Bergen, Norway | The Origin of Teachers’ Intrinsic vs. Extrinsic Instructional Goals Hye-Ryen Jang, Korea University, Korea, Republic of; Johnmarshall Reeve, Korea University, Korea, Republic of Autonomy-supportive and controlling teaching in the classroom: Video- based case studies Jingwen Jiang, University of Turku, Finland The Impact of Report Cards on Student Motivation Latham Cameron, Durham University, School of Education, United Kingdom Do extracurricular and school learning settings differ regarding (self- regulated) motivation? Linda Schuermann, University of Koblenz-Landau, Germany; Claudia Quaiser-Pohl, University of Koblenz-Landau, Germany | |
Paper Session D: 3 | Time: 10:15-11:45 | Location: Nobel 1481-237 |
SINGLE PAPER: EMOTION, AFFECT AND ACHIEVEMENT | ||
Chair Lisa Linnenbrink-Garcia, Michigan State University, United States | The interplay of students' pride with motivation and learning Judith Fraenken, RWTH Aachen University, Germany; Kerstin Helker, RWTH Aachen University, Germany Self-efficacy and insecurity among senior high school psychology teachers in Norway Anja Møgelvang Jacobsen, IPED, University of Bergen, Norway; Åge Diseth, University of Bergen, Norway Motivation & emotion in the Opportunity-Propensity Framework:Are they predictive for math abilities? Elke Baten, University of Ghent, Belgium; Annemie Desoete, Ghent University, Artevelde University College Ghent, Belgium The associations of academic emotions and buoyancy with learning- related behaviors Riikka Hirvonen, University of Jyväskylä, Finland; Dave Putwain, Liverpool John Moores University, United Kingdom; Noona Kiuru, University of Jyväskylä, Finland Value beliefs in math, perfectionism and exhaustion among students in Germany and Finland Heta Tuominen, University of Helsinki, Finland; Hanna Gaspard, University of Tübingen, Germany; Yi Jiang, Faculty of Education, East China Normal University, China; Markku Niemivirta, University of Oslo, Norway | |
FRIDAY, 17 AUGUST 2018
Paper Session D: 4 | Time: 10:15-11:45 | Location: Nobel 1481-231 |
SINGLE PAPER: ENGAGEMENT AND LEARNING APPROACHES | ||
Chair Ashley R Vaughn, University of Cincinnati, United States | What motivates students’ hand-raising? Results from a video-study in two school subjects. Ricardo Böheim, Technische Universität München, Germany; Maximilian Knogler, Technical University of Munich (TUM), Germany; Tina Seidel, Technische Universität München (TUM), Germany The effects of interest, self-control and their interaction on math effort, strain and concentration Anna Tapola, University of Helsinki, Finland; Maximilian Knogler, Technical University of Munich (TUM), Germany; Markku Niemivirta, University of Oslo, Norway Implicit conceptual conflations in context-sensitive accounts of motivation: Implications for design Nina Bonderup Dohn, University of Southern Denmark, Denmark Fostering Culturally Diverse Learners' Engagement and Motivation through Inquiry-based Learning Aloysius C. Anyichie, The University of British Columbia, Vancouver, Canada | |
Paper Session D: 5 | Time: 10:15-11:45 | Location: Nobel 1483-344 |
SINGLE PAPER: INTEREST AND ENGAGEMENT | ||
Chair GONUL SAKIZ, Marmara University, Turkey | Using the MUSIC® Model of Academic Motivation Inventory (MMAMI) to measure student motivation Asta B Schram, University of Iceland, Iceland Effects of a Brief Online Intervention Aimed at Increasing Science-Related Curiosity John Malouff, University of New England, Australia, Australia; Tayla Fitzsummons, University of New England, Australia Intra-individual Dynamics of Situation-Specific Classroom Engagement Kati Vasalampi, University of Jyväskylä, Finland; Joona Muotka, University of Jyväskylä, Finland; Lars-Erik Malmberg, University of Oxford, United Kingdom Athlete and non-athlete students’ perfectionism, school burnout, and schoolwork engagement Jenny Ståhlberg, University of Helsinki, Finland; Antti Pulkka, National Defence University, Finland; Heta Tuominen, University of Helsinki, Finland; Markku Niemivirta, University of Oslo, Norway | |
FRIDAY, 17 AUGUST 2018
Paper Session D: 6 | Time: 10:15-11:45 | Location: Nobel 1483-251 |
SINGLE PAPER: DEVELOPMENTAL PROCESSES | ||
Chair Lisa Benson, Clemson University, United States | The development and validation of a scale measuring interest development Vanessa van den Bogaert, Institute of Educational Sciences Ruhr-University Bochum, Germany; Joachim Wirth, Institute of Educational Sciences Ruhr-University Bochum, Germany; Matthias Wilde, Universität Bielefeld, Germany Students’ general and situational engagement at Grade 7 Sanni Pöysä, University of Jyväskylä, Finland; Marja-Kristiina Lerkkanen, University of Jyväskylä, Finland; Anna-Maija Poikkeus, University of Jyväskylä, Finland | |
Keynote Dr. Maria Tulis- Oswald: 1 | Time: 13:00-14:00 | Location: Aula |
ICM 2018 - KEYNOTE SESSION: ICM 2018 - KEYNOTE SESSION - DR. MARIA TULIS-OSWALD | ||
Learn to fail, don’t fail to learn! The importance of motivation for learning from setbacks Maria Tulis, University of Augsburg, Austria | ||
Paper Session E: 1 | Time: 14:15-15:45 | Location: Nobel 1483-444 |
SINGLE PAPER: ENGAGEMENT AND SELF-EFFICACY | ||
Chair Moti Benita, University of Haifa, Israel | Does Increased Effort Compensate for Performance Debilitating Test Anxiety? Wendy Symes, University of Birmingham, United Kingdom; Dave Putwain, Liverpool John Moores University, United Kingdom Student Sense of Competence, Classroom Engagement, and Academic Achievement: What Mediates What? Elizabeth Olivier, Université catholique de Louvain (UCL), Canada; Isabelle Archambault, Universite de Montreal, Canada; Benoît Galand, Université catholique de Louvain (UCL), Belgium First-year students’ academic achievement: why autonomous motivation and time-management matter. Marjon Fokkens-Bruinsma, University of Groningen, Netherlands; Carlien Vermue, University of Groningen, Netherlands; Jan Folkert Deinum, University of Groningen, Netherlands; Els van Rooij, University of Groningen, Netherlands Emotionally Supportive Learning Environments: Linking Students’ Appraisals and Achievement Emotions Sandra Becker, Ludwig-Maximilians-Universität (LMU), Germany; Reinhard Pekrun, Ludwig- Maximilians-Universität (LMU), Germany; Petra Bod, LMU Munich, Germany | |
FRIDAY, 17 AUGUST 2018
Paper Session E: 2 | Time: 14:15-15:45 | Location: Nobel 1481-341 |
SINGLE PAPER: TEACHING AND LEARNING APPROACHES | ||
Chair Pooneh Roney, University of Bristol, United Kingdom | The impact of emotional decorative pictures on online learning of mathematics and statistics Maria Mikheeva, Chemnitz University of Technology, Germany; Sascha Schneider, Chemnitz University of Technology, Germany; Günter Daniel Rey, Chemnitz University of Technology, Germany Exploring Relationships Between Instructional Climate, Control, Value, and Emotions Patrick Beymer, Michigan State University, United States; Kristy Robinson, Michigan State University, United States; Jennifer Schmidt, Michigan State University, United States Designing for Pleasant Emotions and Decrease in Procrastination in Literature-Based Inquiry Learning Julia Eberle, Ruhr-Universität Bochum, Germany; Tim Schönfeld, Ruhr University Bochum, Institute of Educational Research, Germany; Nikol Rummel, Ruhr University Bochum, Institute of Educational Research, Germany Fostering Parent-Adolescent and Parent-School Relationship through Math Homework Macarena Santana, Pontificia Universidad Católica de Chile, Chile; Miguel Nussbaum, Pontificia Universidad Católica de Chile, Chile; Patricia Imbarack, Pontificia Universidad Católica de Chile, Chile; Sebastian Piza, Pontificia Universidad Católica de Chile, Chile | |
Paper Session E: 3 | Time: 14:15-15:45 | Location: Nobel 1481-237 |
SINGLE PAPER: TEACHING APPROACHES | ||
Chair Judith Harackiewicz, University of Wisconsin- Madison, United States | Autonomy-supportive and controlling teaching practices as predictors of academic integrity Julien S. Bureau, Université Laval, Canada; Geneviève A. Mageau, Université de Montréal, Canada; Frederic Guay, Laval University, Canada; Geneviève Morneau-Vaillancourt, Université Laval, Canada Antecedents of a controlling style: the role of an evaluative and performance oriented context Sofie Morbée, Ghent University, Belgium; Nathalie Aelterman, Ghent University, Belgium; Leen Haerens, Ghent University, Belgium; Maarten Vansteenkiste, Ghent University, Belgium Motivating impact of choice and competence enhancing feedback: an experimental study Femke Van Duyse, Ghent University, Belgium; An De Meester, Ghent University, Belgium; Nathalie Aelterman, Ghent University, Belgium; Gert-Jan De Muynck, Ghent University, Belgium; Bart Soenens, Ghent University, Belgium; Leen Haerens, Ghent University, Belgium Clarity on the assessment criteria fosters autonomous motivation Leen Haerens, Ghent University, Belgium; Christa Krijgsman, Utrecht University, Netherlands; Athanasios Mouratidis, Hacettepe University, Greece; Lars Borghouts, Fontys University of Applied Science, Netherlands; Nathalie Aelterman, Ghent University, Belgium | |
FRIDAY, 17 AUGUST 2018
Paper Session E: 4 | Time: 14:15-15:45 | Location: Nobel 1483-251 |
SINGLE PAPER: MOTIVATION AND ENGAGEMENT | ||
Chair Thomas Lösch, University of Bamberg, Germany | Relationships among goal orientations, online learning pattern, and achievement in a flipped course Zhiru Sun, University of Southern Denmark, Denmark; Kui Xie, The Ohio State University, United States The Role of the Facilitator in Adult Learning: A Self-Determination Theory Perspective Ib Ravn, The Danish University of Education, Denmark Predicting Students’ Perception of Instruction by Contextual and Individual Determinants Barbara Otto, Psychology, University of Landau, Germany; Natalie Vannini, Goethe-Universität Frankfurt, Germany; Nir Madjar, School of Education, Bar-Ilan University, Israel Self-determination and personal achievement goals in traditional and nontraditional students Marina Lemos, University of Porto, Portugal; Ana Rothes, Faculty of Psychology and Educational Sciences, University of Porto, Porto, Portugal, Portugal; Maria Teresa Goncalves, Universidade do Porto, Portugal | |
Paper Session E: 5 | Time: 14:15-15:45 | Location: Nobel 1481-264 |
SINGLE PAPER: SELF-DETERMINATION THEORY | ||
Chair Paul O'Keefe, Singapore | Can the gender gap in reading comprehension be traced to differences in school engagement? Kristjan K. Stefansson, Visar research ehf., Iceland; Sigrún Jónatansdóttir, Foldaskóli, Iceland; Steinunn Gestsdóttir, University of Iceland, Iceland; Freyja Birgisdottir, University of Iceland, Iceland Fuel for motivation: influence of context on motivation of postgraduate medical education trainees Wieke van der Goot, University Medical Center Groningen / University of Groningen, Netherlands; Sayra Cristancho, Schulich School of Medicine and Dentistry, University of Western Ontario, London, Ontario, Canada., Canada; Marco Antonio de Carvalho Filho, Department of Emergency Medicine, School of Medical Sciences, University of Campinas, Brazil., Brazil; Debbie Jaarsma, University Medical Center Groningen/University of Groningen, Netherlands; Esther Helmich, University Medical Center Groningen/University of Groningen, Netherlands Profiles of teachers’ need support: how do they cohere and predict learning outcomes? Kim Stroet, Leiden University, Netherlands; Lisette Hornstra, Utrecht University, Netherlands; Desirée Weijers, Kohnstamm Institute, University of Amsterdam, Netherlands The Power of Choice: Does Adding Choice Improve the Effectiveness of a Utility Value Intervention? Emily Rosenzweig, University of Wisconsin-Madison, United States; Judith Harackiewicz, University of Wisconsin-Madison, United States; Stacy Priniski, University of Wisconsin - Madison, United States; Cameron Hecht, University of Wisconsin-Madison, United States | |
FRIDAY, 17 AUGUST 2018
Paper Session E: 6 | Time: 14:15-15:45 | Location: Nobel 1481-231 |
SINGLE PAPER: MOTIVATION AND SELF-EFFICACY | ||
Chair Toni Rogat, Purdue University, United States | Fear of Failure and Self-efficacy are in the eyes of the Beholder Lisenne Giel, Erasmus University Rotterdam, Netherlands; Gera Noordzij, Erasmus University College, Netherlands Examining students’ self-efficacy across a sequence of lessons on a new topic in mathematics Karin Street, University of Oxford, United Kingdom; Lars-Erik Malmberg, University of Oxford, United Kingdom; Gabriel Stylianides, University of Oxford, Cyprus A Participatory Approach to Measure Students’ Achievement Goals Marko Lüftenegger, University of Vienna, Austria; Lisa Bardach, University of Vienna, Austria; Barbara Schober, University of Vienna, Austria; Christiane Spiel, University of Vienna, Austria Students’ school motivation profiles in primary education: A latent class analysis. Hanke Korpershoek, University of Groningen, Netherlands; Maaike van Rooijen, Verwey-Jonker Instituut, Netherlands; Quint Oga-Baldwin, Waseda University, Japan | |
Paper Session E: 7 | Time: 14:15-15:45 | Location: Nobel 1483-354 |
SINGLE PAPER: SELF-EFFICACY AND MOTIVATION | ||
Chair Jolene van der Kaap-Deeder, Ghent University, Belgium | Master’s students’ motives and perceived barriers to pursue a PhD Els van Rooij, University of Groningen, Netherlands; Marjon Fokkens-Bruinsma, University of Groningen, Netherlands; Ellen Jansen, University of Groningen, Netherlands First-year medical students’ motivation for research and factors influencing their motivation Belinda Ommering, Leiden University Medical Center, Netherlands; Floris van Blankenstein, Leiden University Medical Center, Netherlands; Friedo Dekker, Leiden University Medical Center, Netherlands Relationships between Student Motivation and Persistence in Engineering Lisa Benson, Clemson University, United States Further specification of the Transfer of Learning System through motivational theory Joost Jansen in de Wal, University of Amsterdam, Netherlands; Frank Cornelissen, University of Amsterdam, Netherlands | |