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Final Conference Agenda

Overview and details of the sessions of this conference. Please select a date or room to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

Session Overview
Date: Tuesday, 28/Aug/2012
W1: Welcome Session
Location: 311
Chair: Thomas Martens, DIPF
SYM-01: Investigating Motivational Goal Setting in Different Learning Contexts
Location: 251
Chair: Sanna Järvelä
Discussant: Alexander Minnaert
Organizer: Dirk Bissbort
Organizer: Sanna Järvelä

Supporting students in setting effective goals for self-regulated learning: Does a tool for weekly self-monitoring help?

Lindsay McCardle, Elizabeth A. Webster, Allyson Hadwin

University of Victoria, United States of America

Motivational and Social Goal Setting in Solo and Collaborative Contexts of Learning

Dirk Bissbort, Sanna Järvelä, Hanna Järvenoja, Jonna Malmberg

University of Oulu, FINLAND, Finland

Modeling Joint Influences of Personal Goals and Goal Structures

Markus Dresel, Sonja Bieg, Michaela S. Fasching, Maria Tulis

University of Augsburg, Germany

Multiple motivational goals in the classroom: A validation of the Goal Identification and Facilitation Inventory.

Karin Smit, Monique Boekaerts, Ron Pat-El

Leiden University, The Netherlands, Netherlands, The

SYM-02: The Role of Instrumental Motivation at the Departmental, Course Level and in Job-Seeking Contexts
Location: 254
Chair: Richard Anthony Walker
Discussant: Markku Niemivirta
Organizer: Luke K. Fryer

Multiple goal pursuit in social-professional learning. The case of unemployed jobseekers

Anne Jacot, Isabel Raemdonck, Mariane Frenay

Université catholique de Louvain, Belgium

Students’ goals and their longitudinal effect on learner beliefs and motivations to learn

Luke K. Fryer, Richard Walker, Paul Ginns

Kyushu Sangyo University, Japan

Persistence when the Going Gets Tough: Perceptions of Instrumentality and Academic Persistence.

Jenefer Husman, Andrea Vest, Natalie Eggum, Cecelia Maez, Katherine G. Nelson

Arizona State University, United States of America

SYM-03: New Insights in the Effects and Universality of Basic Psychological Need Satisfaction
Location: 311
Chair: Maarten Vansteenkiste
Discussant: Avi Assor
Organizer: Maarten Vansteenkiste

How Tired Are You? Examining the Link Between Daily Psychological Need Satisfaction and Daily Sleeping Pattern

Maarten Vansteenkiste1, Athanasios Mouratidis2

1: University of Gent, Belgium; 2: University Leuven

Basic Need Satisfaction and its Relationship with Flourishing and Gratitude

Lennia Matos1, Maarten Vansteenkiste2, Bart Soenens2, Willy Lens3, Rafael Gargurevich1

1: Peruvian University of Applied Sciences, Peru; 2: University of Gent; 3: University Leuven

Presenting a new and cross-culturally valid scale on basic psychological need satisfaction in four countries: Exploring the link with finacial and health satisfaction

Beiwen Chen1, Maarten Vansteenkiste1, Wim Beyers1, Ken Sheldon2, Richard Ryan3, Lennia Matos4, Bart Soenens1

1: University of Gent, Belgium; 2: University of Missouri--Columbia; 3: University of Rochester; 4: Peruvian University of Applied Sciences

SYM-04: What Can and Cannot yet Be Said about Motivation for Challenging Tasks?
Location: 454
Chair: K. Ann Renninger
Discussant: K. Ann Renninger
Organizer: K. Ann Renninger

Challenging writing tasks: How do students perceive the challenge and what is its relation to their motivation?

Pietro Boscolo, Lerida Cisotto

University of Padova, Italy

Preservice science teachers’ strategies during challenging tasks

Martina Nieswandt

University of Massachusetts Amherst, United States of America

Is there a curvilinear relation between interest and performance?

Mazen Shamsi, Regina Vollmeyer

University of Frankfurt, Germany

SYM-05: Motivation in the Teaching Profession and Beyond
Location: 457
Chair: Dominik Becker
Discussant: Nele McElvany
Organizer: Dominik Becker
Organizer: Kerstin Drossel

Teachers’ motivational profiles

Irina Andreitz, Barbara Hanfstingl, Florian Müller

University of Klagenfurt, Germany

Motivational prerequisites of teacher cooperation

Kerstin Drossel, Jasmin Schwanenberg, Dominik Becker

TU Dortmund, Germany

Professional intrinsic motivation, self-regulation, and spirituality

Barbara Hanfstingl

University of Klagenfurt, Germany

P-1: Poster Session & Coffee Break
Location: Foyer & Basement
POS-1: Self-Determined Motivation
Location: 0.251

Contribution of academic decision-making context in predicting subsequent motivation to school

Célénie Brasselet, Alain Guerrien

Université Lille nord de France, France

A Theoretical and Empirical Examination of links between Self Determination Theory and Reversal Theory: Psychological Need Satisfaction and Meta-motivational State Reversals

Laura Bethan Thomas, Emily Oliver, Joanne Thatcher

Aberystwyth University, United Kingdom

What Predicts Middle School Students’ Intrinsic Motivation in Mathematics? The Relationship between Perceived Teacher Autonomy Support and Adolescents’ Self-Determined Academic Motivation

Kenneth Whaley

Mercer University, United States of America

Comparing factor structure of research motivation in PhD and M.A student

Hossein Kareshki, Monireh Salehi, Mohammadreza Ahanchian

Ferdowsi University of Mashhad, Iran.

The Effect of Adaptive and Maladaptive Perfectionism on Intrinsic Motivation after Success-or-Failure Feedback

Thuy-vy, Thi Nguyen

University of Rochester, United States of America

POS-2: Motivation for Teaching
Location: 0.251

Passion for teaching: relationships with job satisfaction, self-efficacy, positive affect, and subjective happiness.

Angelica Moè

University of Padua, Italy

Effectiveness of Induction Year Programme - what matters the most?

Merilyn Meristo

Tallinn University, Estonia

A Qualitative Analysis of Academic Disengagement Among Japanese Pre-service Foreign Language Teachers

William Ludwell Quint Oga-Baldwin

Fukuoka University of Education, Japan

The role of teacher’s implicit theory of motivation in the classroom

Michaela Radimska

University of South Bohemia, Czech Republic

The Teachers’ Sense of Efficacy Scale: Confirming the Factor Structure with Beginning Pre-service Teachers

Lisa C. Duffin1, Brian F. French2, Helen Patrick3

1: Western Kentucky University, United States of America; 2: Washington State University; 3: Purdue University

Teaching at university: an emotional practice?

Gerda Hagenauer, Simone Volet

Murdoch University, Australia

The Influence of Teachers’ Emotions on Students’ Self-Concepts and Attributions

Jamie Lynn Taxer1, Anne Frenzel2

1: University of Augsburg, Germany; 2: Universtiy of Augsburg, Germany

POS-3: Academic Motivation in Higher Education
Location: 0.254

The role of public commitment in an academic context.

Nathalie Roland, Mariane Frenay

Université catholique de Louvain, Belgium

How are academic emotions related to learning outcomes in a lecture context?

Elina Ketonen, Kirsti Lonka

University of Helsinki, Finland

Stories of Self and Academic Motivation

Margaret E. Sanders

The Ohio State University, United States of America

Who are the ones that put off what they hate doing? Task aversiveness and situation procrastination in procrastinators and non-procrastinators

Tatiana Malatincová

Masaryk University, Czech Republic

Validation of the MUSIC Model of Academic Motivation Inventory: A Measure of Students’ Motivation in College Courses

Brett D. Jones, Gary E. Skaggs

Virginia Tech, United States of America

Motivation, Learning Approaches and use of Self-Handicapping Strategies: Relations with Academic Achievement in Higher Education Students

Rita Wahl, Francisco Peixoto

ISPA - Instituto Universitário, Portugal

Rationality and Control in Academic Achievement Motivation

Ionut-Dorin Stanciu1, Nicolae Nistor2,3

1: Babes-Bolyai University, Romania; 2: Ludwig-Maximilians Universität München, Germany; 3: Hiroshima University, Japan

Academically drowning: student academic disengagement at one American University.

Geoffrey L Collier

South Carolina State University, United States of America

Factors That Impact Students' Motivation, Instructor Ratings, and Course Ratings in an Online Course

Brett D. Jones

Virginia Tech, United States of America

Influence of academic engagement on the relationship between social goals and academic achievement goals: A study of students’ achievements

Robin Ulriksen

Department of Educational Research, Faculty of Educational Sciences, University of Oslo, Norway

Development of students' motivation and emotions over the course of their studies

Anja Gebhardt, Taiga Brahm

University of St. Gallen, Switzerland

KEY-1: Promoting Interest and Performance in Math and Science Courses: the Importance of Utility Value
Location: 311
Chair: Judith M. Harackiewicz, University of Wisconsin-Madison
L-1: Lunch
Location: Casino
PAP-01: Goal Orientation
Location: 251
Chair: Thea Peetsma

Dimensions of evalutation related goals in high school students

Mariana Almeida Amorim, Marina Serra Lemos

Faculty of Psychology, Porto, Portugal

Finnish students’ achievement goal orientations and academic well-being during an educational transition: A longitudinal person-centered approach

Heta Tuominen-Soini, Katariina Salmela-Aro, Markku Niemivirta

University of Helsinki, Finland

Longitudinal research on the reciprocal relations between students' goal-orientations, investment and achievement in maths

Thea Peetsma, Jaap Schuitema, Ineke Van der Veen

University of Amsterdam, Netherlands, The

The Pivotal Role of Effort Beliefs in Mediating Implicit Theories and Goals & Motivations

Dirk Tempelaar1, Bart Rienties2

1: Maastricht University, Netherlands, The; 2: University of Surrey, UK

PAP-02: Higher Education
Location: 254
Chair: Taiga Brahm

Students' Withdrawal Rate and Course Grades in In-person and Online Courses

Joan H. Rollins, Katelyn E. Paquin

Rhode Island College, United States of America

Are Business School Students' Only Determined by Extrinsic Motivation? First results of a longitudinal study

Taiga Brahm

University of St. Gallen, Switzerland

Student Engagement in the Final Dissertation: An Integrative View

Serge Dupont1, Benoît Galand1, Frédéric Nils2

1: University of Louvain, Belgium; 2: Facultés Universitaires de Saint-Louis

The Impact of Motivation and Cognition on Conceptual Change

Gita Taasoobshirazi, Gale Sinatra

Kennesaw State University, United States of America

PAP-03: Self-Determined Teaching
Location: 311
Chair: Bodil Stokke Olaussen

Teachers' motivational orientations and instructional behaviors: The moderating role of the school context

Doris Förster, Anja Philipp, Mareike Kunter

Goethe University Frankfurt, Germany

Teachers’ intrinsic motivation and basic psychological need satisfaction: the influence of transformational leadership and participative decision making

Andrea Klaeijsen, Marjan Vermeulen, Rob Martens

Open University, Netherlands, The

Teachers' motivation style: A possible transmission to their students?

Bodil Stokke Olaussen

University of Oslo, Norway

Effects of Teachers’ Autonomy Support on Early Adolescents Motivation: A Review of the Literature

Kim Stroet, Marie-Christine Opdenakker, Alexander Minnaert

University of Groningen, Netherlands, The

PAP-04: Elementary School
Location: 454
Chair: Birgit Spinath

Associations among perceived teacher affective support, emotional, and motivational variables in elementary school classrooms: The role of gender and grade level

Gonul Sakiz

Marmara University, Turkey

Students’ ability to self-regulate learning and their perception of tasks in science education

Angelika Meier, Franziska Vogt

University of Teacher Education, Switzerland

Early Causal Ordering Among Competence Beliefs and Achievement: An Investigation of Potential Changes in Direction and Gender Differences

Birgit Spinath1, Verena Freiberger1, Ricarda Steinmayr2

1: Heidelberg University, Germany; 2: Marburg University, Germany

Does perceived competence mediate the impact of formative assessment on students' intrinsic motivation?

Annika Lena Hondrich1,2, Silke Hertel1,2,3, Eckhard Klieme1,2,3

1: German Institute for International Educational Research (DIPF), Germany; 2: Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA); 3: Goethe Universität Frankfurt

PAP-05: Teacher Motivation
Location: 457
Chair: Einar M Skaalvik

Motivational Profiles of Pre-service Teacher Students: A Comparative Study Between Austria and China

Almut Elisabeth Thomas1, Chen Chen2, Florian H. Müller3, Gabriele Khan1

1: University College of Teacher Education, Carinthia, Viktor Frankl Hochschule, Austria; 2: Nanjing Normal University,China; 3: Alpen Adria Universität Klagenfurt

How motivation to become a teacher affects preservice teachers’ academic achievement: Relationships between motivation for becoming a teacher, commitment, teaching self-efficacy and academic achievement

Marjon Fokkens-Bruinsma, Esther Canrinus

University of Groningen, Netherlands, The

Psychological well-being and engagement among teachers: associations with social relations, self-efficacy, and feeling of belonging

Einar M Skaalvik1,2, Sidsel Skaalvik1,2

1: Norwegian University of Science and Technology, Norway; 2: NTNU Social Research AS

Early Career University Teachers’ Motivation and Feeling of Responsibility

Marold Wosnitza1, Kerstin Helker1, Caroline Mansfield2

1: RWTH University Aachen, Germany; 2: Murdoch University Perth, Australia

C-1: Coffee Break
Location: Foyer & Basement
PAP-06: Self-Determined Motivation in University
Location: 251
Chair: Barbara Hanfstingl

Differences in basic psychological needs of university students

Valeria A. Negovan

University of Bucharest, Romania, Romania

Does the quality of dispositional motives matter for an autonomous versus controlled motivation and effective learning strategies?

Aikaterini Michou1, Elias Matsagouras1, Willy Lens2

1: University of Athens, Greece; 2: University of Leuven

Motivational profiles and academic commitment in French university students


1: University of Lille North of France - Lille 3, France; 2: Çanakkale Onsekiz Mart Üniversitesi - Çanakkale, Türkiye

The quality of self-determined learning motivation in two educational settings – a person-centered approach

Florian H. Müller1, Irina Andreitz1, Almut E. Thomas1, Barbara Hanfstingl1, Marko Palekcic2

1: University of Klagenfurt, Austria; 2: University of Zagreb

PAP-07: Interest
Location: 254
Chair: Doris Lewalter

Mandatory course enrollment and its influence on interest

Anna-Lena Dicke, Ulrich Trautwein, Benjamin Nagengast, Wolfgang Wagner

University of Tuebingen, Germany

Development of situational interest in museum contexts – the impact of different instructional designs of school field trips

Doris Lewalter, Katrin Neubauer, Claudia Geyer

TUM, Germany

Students’ perceptions of instructional quality in secondary school mathematics classes and motivational learning outcomes: A person-centered research approach

Rebecca Christine Lazarides, Angela Ittel

Berlin Institute of Technology, Germany

The usefulness of latent profile approaches to analyze the relation between emotional experiences and different stages of interest development

Ariane S. Willems

Institute for School Development Research (IFS), Germany

PAP-08: Goal Orientation in School
Location: 311
Chair: Natalie Fischer

Differences in students’ school motivation: A multilevel latent class modelling approach.

Hanke Korpershoek

University of Groningen, Netherlands, The

Extracurricular Participation and the development of learning goal orientation in adolescence: The impact of school-quality

Natalie Fischer, Desiree Theis

German Institute for International Educational Research DIPF, Germany

School goal structure: associations with students’ perception of teachers, academic self-concept, intrinsic motivation, effort, and help seeking behavior

Einar M Skaalvik, Sidsel Skaalvik

Norwegian University of Science and Technology, Norway

Costs of Neo-Liberal Capitalist Values in Education: Social-Approval Seeking, Performance-Approach Goals and the Condoning of Cheating

Caroline Julia Pulfrey, Butera Fabrizio

University of Lausanne, Switzerland

PAP-09: Motivation in Classrooms
Location: 454
Chair: Angela Mary Mornane

Longitudinal study on the reciprocal relationship between quality of the teacher-student relationship and well-being, motivation and achievement of primary school students

Lisette Hornstra1, Ineke van der Veen2, Thea Peetsma1, Monique Volman1

1: University of Amsterdam, Netherlands, The; 2: Kohnstamm Institute

Relations between constructivist teaching practices and developments in motivation and achievement during primary school

Lisette Hornstra1, Ineke van der Veen2, Thea Peetsma1, Monique Volman1

1: University of Amsterdam, Netherlands, The; 2: Kohnstamm Institute

The dynamic fluctuation of situated motivation and emotion.

Frea Waninge

University of Nottingham, United Kingdom

Influences on Adolescent Student Motivation for Learning

Angela Mary Mornane, Peter Arnold Sullivan

Monash university, Australia

PAP-10: Teachers and Self-Concept
Location: 457
Chair: Fani Lauermann

Teachers’ Power Motive Congruence and their Flow Experience and Classroom Management

Anja Schiepe-Tiska

ZIB-Center for International Student Assessment, TU München, Germany

Teacher Responsibility and Teacher Emotions: Is Responsibility a Double-Edged Sword?

Fani Lauermann, Stuart A. Karabenick

University of Michigan, United States of America

Teacher Self-efficacy: Still an Elusive Construct?

Colleen Kuusinen, Fani Lauermann, Stuart Karabenick

University of Michigan, United States of America

Relations between self-concept and self-worth: Differences or similarities for boys and girls?

A. Katrin Arens

German Institute for International Educational Research, Germany

S1: SIG 8 Meeting
Location: 311
Organizer: Jenefer Husman, Arizona State University
Organizer: Thomas Martens, DIPF
R1: Welcome Reception
Location: Entrance Hall
Chair: Regina Vollmeyer, Goethe-Universität
Date: Wednesday, 29/Aug/2012
SYM-06: Introducing Real Life into School: Lifelike Learning Environments and Student Interest Development
Location: 251
Chair: Doris Lewalter
Discussant: K. Ann Renninger
Organizer: Doris Lewalter
Organizer: Susan Nolen

Engagement in simulation activities: Adolescents juggling figured worlds

Susan Nolen, Gavin Tierney, Kendall Becherer, Susan Cooper, Susanna Eng

University of Washington, United States of America

Development of situational interest in the context of simulation and roleplay

Maximilian Knogler, Doris Lewalter

Technische Universität München, Germany

The effect of a social networking web site on student interests in the context of upper secondary biology

Niels Bonderup Dohn

Aarhus University, Denmark

SYM-07: Theoretical Challenges for Motivational Regulation: Action-Related Considerations Revisited
Location: 254
Chair: Thomas Martens
Discussant: Alexander Minnaert
Organizer: Thomas Martens

Towards a unified theory of task-specific motivation

Cornelis J. de Brabander, Rob L. Martens

Open University of the Netherlands, Netherlands, The

Converging perspectives on self-regulation and learning – Affects and emotions as driving forces of action

Detlef Sembill, Andreas Rausch, Julia Warwas

University of Bamberg, Germany

Towards a Common Theoretical Base for Motivational Regulation: an Integrated Model of Learning and Action

Thomas Martens1, Julius Kuhl2

1: DIPF, Germany; 2: University Osnabrück

SYM-08: Motivations, Beliefs and Practices of Preservice Teachers
Location: 311
Chair: Marold Wosnitza
Discussant: Julianne Turner
Organizer: Caroline Mansfield
Organizer: Simone Volet
Organizer: Helen Watt
Organizer: Paul W. Richardson

Do secondary and primary preservice teachers’ motivations differ, and does it matter?

Helen Watt, Paul Richardson

Monash University, Australia

Preservice teachers’ developing beliefs about classroom motivation

Caroline Mansfield, Simone Volet

Murdoch University, Australia

This I Believe: Novice teachers’ use of motivation filters in co-constructed worlds

Susan Elizabeth Cooper, Gavin Tierney, Susan Nolen

University of Washington, United States of America

SYM-09: The Functional Relevance of Individual Differences in Needs for Well-Being Related Outcomes
Location: 454
Chair: Barbara Flunger
Discussant: Maarten Vansteenkiste
Organizer: Barbara Flunger

The interaction between need satisfaction and implicit needs in predicting mood and interest/enjoyment : a diary study

Jemima Bidee, Roland Pepermans, Tim Vantilborgh

Vrije Universiteit Brussel, Belgium

Need satisfaction and need strength: an explicit and implicit approach

Jolene Van der Kaap- Deeder, Beiwen Chen, Maarten Vansteenkiste

Ghent University, Belgium

Explicit need strength as a moderator for the relation between need satisfaction and achievement emotions?

Barbara Flunger, Johanna Pretsch

University of Koblenz - Landau, Germany

SYM-10: Autonomy Support and Structure
Location: 457
Chair: Richard Anthony Walker
Discussant: Avi Assor
Organizer: Luke K. Fryer

How does a need thwarting teaching style relate to students motivation in physical education

Leen Haerens, Lynn Van den Berghe, Nathalie Aelterman, Maarten Vansteenkiste

Ghent University, United States of America

Enhancing Students’ Functioning: Three Ways Supporting Autonomy within Structure

Hyungshim Jang

Hanyang University, Korea, Republic of (South Korea)

Autonomy support and Structure: Student and teacher alignment 

Luke K. Fryer, Charles J. Anderson

Kyushu Sangyo University, Japan

P-2: Poster Session & Coffee Break
Location: Foyer & Basement
POS-4: Well-Being and Physical Activity
Location: 0.251

Motivational profile and psychological well-being in later life: a cluster analysis.

Emin Altintas1, Evelyne Clément2, Bruno Vivicorsi2, Pierre Jeannelle2, Bruno Vilette1, Alain Guerrien1

1: Université Lille Nord de France UDL3, PSITEC Lab., France; 2: Université de Rouen, PSY-NCA Lab. (ICONES), France

Motivation and Executive function in Later Life

Evelyne Clément1, Emin Altintas2, Alain Guerrien2, Pierre Jeannelle1, Bruno Vilette2, Bruno Vivicorsi1

1: Université de Rouen, France; 2: Université de Lille3, France

Sense of Uniqueness as an Intervening Variable between Parental Support for Basic Psychological Need and Adolescents’ Well-Being

Ercan Kocayörük

Çanakkale Onsekiz Mart Unıversity, Turkey

Social Well-Being as Need Satisfaction in Social Interaction: A Social Well-Being Adjective List

Jens Kleinert

Germann Sport University Cologne, Germany

A model for prediction of psychological well-being among high school students based on perception from parents with mediator roles of academic motivational beliefs

Ghavam moltafet, somayeh sadati firoozabadi

yasouj university, Iran, Islamic Republic of

Predicting Physical Activity of Finnish Adolescents: The Role of Attitudes, Norms and Control Factors

Piia af Ursin, Leena Haanpää

University of Turku, Finland

Obsessive and Harmonious passion for work: The case of French farmers

Camille AMOURA1, Sophie BERJOT1, Emin ALTINTAS2

1: Université de Reims - Champagne Ardenne, France; 2: University of Lille North of France - Lille 3, France

Motivational profile of overweight and obese Dutch adults willing to participate in a lifestyle intervention: quantity versus quality of motivation regarding physical activity and healthy nutrition

Jessie Meis, Stef Kremers, Geert Rutten

Maastricht University, Netherlands, The

POS-5: Motivation
Location: 0.251

Attention and motivation: What they have in common and why this is important for interventions

Marianne Schneider1, Kurt Sokolowski2

1: University of Osnabrück, Germany; 2: University of Siegen, Germany

Establishing a motivating learning environment for families at risk in an intervention study

Marianne Leuzinger-Bohleber, Sophia Becke

Sigmund-Freud-Institut, Germany

Counterintuitive statements are less credible but more interesting

Rolf Reber, Turi Reiten Finserås

University of Bergen, Norway

Passion and commitment: Conceptual Commonalities and empirical evidence

Julia Moeller1, Robert Grassinger2

1: Universität Erfurt, Germany; 2: Universität Augsburg, Germany

POS-6: Learning at School
Location: 0.254

Identifying efficacious students in early education classrooms – qualitative video research approach

Elina Määttä, Sanna Järvelä

University of Oulu, Finland

Decomposing the phenomenon of “interest” in school contexts for insights in its development

Hanna Dorothea Ferdinand, Jutta Mägdefrau

Universität Passau, Germany

Motivational structure of the elementary school students: Does the concept of motivational pattern make sense?

Mojca Juriševič

University of Ljubljana, Faculty of Education, Slovenia

Why don't more students do A-level Mathematics? The role of Mathematics self-efficacy on enrolment in A-level Mathematics

Catherine Porter

Assessment and Qualifications Alliance (AQA), United Kingdom

Autonomy support, achievement goals, and affective engagement among students

Åge Diseth

University of Bergen, Norway

The mediating role of children’s self-evaluation bias on the relationship between their academic functioning and parental emotional support

Thérèse Bouffard, Sébastien Côté, Carole Vezeau

University of Québec at Montréal, Canada

The influence of motivational interferences and academic self-concept during homework

Nadine Zeidler1,2, Natalie Fischer1

1: German Institute for International Educational Research (DIPF), Germany; 2: Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA)

Development of self-regulated learning in transition from elementary school to junior high school

Mayumi Oie

Tokyo Woman's Christian University, Japan

Motivational and Emotional Regulation Strategies as Predictors for Adaptive Responses to Errors

Maria Tulis, Markus Dresel

University of Augsburg, Germany

Interaction Effects within the Framework of the Control-Value Theory of Achievement Emotions

Iris Dinkelmann, Alex Buff

Zurich University of Teacher Education, Switzerland

Bridging the gap, finding roads to the transfer of self-regulated learning from higher vocational education to professional practice.

Douwe Bos1,2, Theo Dellen v.2, Alexander Minnaert2

1: NHL University of applied sciences, Netherlands, The; 2: Groningen University

Development of a passion scale for academic activities

Takuma Nishimura, Shigeo Sakurai

University of Tsukuba, Japan

KEY-2: Planning Improves Goal Striving
Location: 311
Chair: Peter Gollwitzer, New York University
L-2: Lunch
Location: Casino
SYM-11: Further Explorations into the Antecedents and Structure of Controlled and Autonomous Student Motivations
Location: 251
Chair: Kenneth Whaley
Discussant: Hyungshim Jang
Organizer: Avi Assor
Organizer: Haya Kaplan

What Will Promote Pro-Environmental Behaviors Among Bedouin Students? A Self Determination Theory Perspective

Haya Kaplan1, Nir Madjar2

1: Kaye Academic College of Education, Israel; 2: Monash University, Australia

From Dyads to Triads: Mothers' Valuation of Sibling's Academic Achievements and Direct Conditional Regard as Predictors of Introjected Academic Motivation

Marina Shapira, Ohad Ezran, Pazit Gabay, Dotan Shapira, Avi Assor

Ben Gurion University, Israel

The Structure of Academic Self-Determined Motivation

Julien Chanal, Frédéric Guay

University of Geneva, Switzerland

SYM-12: Why Don’t Students Study?
Location: 254
Chair: Richard Anthony Walker
Discussant: Stuart Karabenick
Organizer: Luke K. Fryer
Organizer: Thomas Martens

"I'll do it later": The Role of Students' Autonomous Motivation in the Relations between Self-efficacy and Homework Procrastination

Idit Katz, Keren Eilot, Noa Nevo

Ben-Gurion University, Israel

E-learning: Why students don’t want to study

Luke K. Fryer, Hiroyuki Bovee, Kaori Nakao

Kyushu Sangyo University, Japan

Academic Motivation and Amotivation: the Interplay of Time Investment and Motivational Regulation

Thomas Martens1, Christiane Metzger2, Rolf Schulmeister2

1: DIPF, Germany; 2: University Hamburg

SYM-13: Investigating and Advancing Young Children's Self-Regulated Learning Competence
Location: 311
Chair: Sanna Järvelä
Discussant: Tina Hascher

Young children’s causal attributions of competence in authentic classroom situations

Arttu Johannes Mykkänen1, Sanna Järvelä1, Nancy Perry2

1: University of Oulu, Finland; 2: University of British Columbia

Emotion regulation strategies influence subsequent performance in children: An experimental approach

Catherine Gunzenhauser, Antje von Suchodoletz

University of Freiburg, Germany

SYM-14: Music and Motivation
Location: 454
Chair: Julie F. Troum
Discussant: Robert Woody
Organizer: Julie F. Troum
Organizer: Arielle Bonneville-Roussy
Organizer: Paul Evans

Predicting Deliberate Practice in the Passionate Musician

Julie F. Troum

Individual, United States of America

Persistence in Higher Musical Education: Influences of Autonomy-Support and Passion

Arielle Bonneville-Roussy

University of Cambridge, United Kingdom

Self-Determination Theory in Music: A 10-year longitudinal and retrospective study of motivation to learn a musical instrument.

Paul Evans

University of New South Wales, Australia

SYM-15: Teachers’ Motivation as related to Teacher-Researcher Collaborative Research on Student Motivation
Location: 457
Chair: Julianne Turner
Discussant: Maarten Vansteenkiste
Organizer: Julianne Turner

Maintaining Instructional Practices when the Intervention is Over: The Role of Teacher Beliefs

Helen Patrick, Panayota Mantzicopoulos

Purdue University, United States of America

Supporting Teachers’ Autonomy in a University-School Collaboration

Julianne Turner, Hayal Kackar

University of Notre Dame, United States of America

The Contribution of Design-Based Collaborative Research on Students’ Identity Formation to Teachers’ Motivation to Learn Theory and Apply it in Practice

Mirit Sinai1, Avi Kaplan2, Hanoch Flum1

1: Ben Gurion University of the Negev, Israel; 2: Temple University

Teachers’ diffiulties in using scaffolding to create opportunities for student engagement and strategy learning

Anu Kajamies, Marja Vauras, Riitta Kinnunen

University of Turku, Finland

C-2: Coffee Break
Location: Foyer & Basement
PAP-11: Affect and Emotion Regulation
Location: 251
Chair: Berit Irene Lassesen

Motivational factors as predictors of student approach to learning

Berit Irene Lassesen

Aarhus University, Denmark

How does emotion regulation impact on self-regulated learning?

Anne-Kathrin Scheibe, Bernhard Schmitz

Technical University Darmstadt, Germany

Insights on the dual role of affect in motivation. A study on Self Determination Theory.

Leen Vandercammen1, Joeri Hofmans1, Peter Theuns1, Peter Kuppens2

1: Vrijue Universiteit Brussel, Belgium; 2: Katholieke Universiteit Leuven, Belgium

Changes in competence beliefs and value beliefs predict changes in enjoyment of learning

Alex Buff, Iris Dinkelmann

Zurich University of Teacher Education, Switzerland

PAP-12: Feedback
Location: 254
Chair: Birgit Harks

Effects of a reattribution training on learning in young children - combining educational and neuroscientific research

Barbara Moschner, Andrea Anschuetz, Jale Oezyurt, Christiane M. Thiel

Universität Oldenburg, Germany

The effects of trained 2x2 achievement goals on task continuation after goal achievement feedback

Gera Noordzij1, Edwin A.J. Van Hooft2, Heleen Van Mierlo1, Marise Ph. Born1

1: Erasmus University Rotterdam, Netherlands, The; 2: University of Amsterdam, The Netherlands

Indirect and moderated effects of feedback on motivation and achievement

Birgit Harks1, Katrin Rakoczy1, John Allan Hattie2, Eckhard Klieme1

1: German Institute for International Educational Research, Germany; 2: The University of Melbourne, Australia

Rewards are not always bad for fun: Challenging the undermining effect using task-congruent rewards

Susanne M. Steiner, Friederike X. R. Gerstenberg, Hugo M. Kehr

Technische Universität München, Germany

PAP-13: Scales and Development of Goal Orientation
Location: 311
Chair: Marina Lemos

Development of motivation in secondary education: Effects of learning environments

Marie-Christine Opdenakker, Alexander Minnaert, Kim Stroet

University of Groningen, Netherlands, The

Pupils` Academic and Non-academic Trait and State Goals – Validation of a New Inventory

Kathrin Bürger1, Marold Wosnitza2, Peter Ludwig1, Manfred Schmitt1

1: University of Koblenz-Landau, Germany; 2: RTWH Aachen University, Germany

Analysis of the evolution and adaptability of students’ multiple goal profiles at the transition from compulsory to secondary education

Teresa Goncalves1, Marina Lemos2, Markku Niemivirta3

1: Polytechnique Institute of Viana do Castelo, Portugal; 2: University of Porto, Portugal; 3: University of Helsinki, Finland

A latent profile analyses of students’ multiple goals, and their relation with motivation, engagement, and achievement

Marina Lemos1, Teresa Goncalves2, Markku Niemivirta3

1: Universidade do Porto, Portugal; 2: Polytechnique Institute, Viana do Castelo, Portugal; 3: University of Helsinki, Finland

PAP-14: Collaborative Learning
Location: 454
Chair: Karen Kimmel

Emotion regulation in online assessment-motivated collaborative learning

Ana Remesal

Universidad de Barcelona, Spain

Motivational regulation in small group work: looking for balance

Ana Remesal1, Thomas Martens2

1: Universidad de Barcelona, Spain; 2: DIPF, Germany

Emotions and group work: Insights from an appraisal-oriented perspective

Karen Kimmel, Marold Wosnitza

RWTH Aachen, Germany

Motivating academic communities of practice to knowledge sharing: Participants’ sense of community

Nicolae Nistor1,2, Ionut Dorin Stanciu3

1: Ludwig-Maximilians-Universität München, Germany; 2: Hiroshima University, Japan; 3: Babes-Bolyai University, Cluj-Napoca, Romania

PAP-15: Physical Education and Music
Location: 457
Chair: Lynn Van den Berghe

Need support and need thwarting in physical education: Do general causality orientations of teachers matter?

Lynn Van den Berghe1, Bart Soenens1, Maarten Vansteenkiste1, Nathalie Aelterman1,2, Greet Cardon1, Leen Haerens1

1: Ghent University, Belgium; 2: Flemish Research Foundation

Quality of motivation and objectively assessed physical activity levels in PE: Dimensional and person-centered approach

Nathalie Aelterman, Maarten Vansteenkiste, Lynn Van den Berghe, Leen Haerens

Ghent university, Belgium

Physical activity of elementary school students – Development of German scales

Regina Staudenmaier, Stephan Kröner

Friedrich-Alexander-University Erlangen-Nuremberg, Germany

Choirboys and Other Academic-Track Students—Determinants of Musical Activities at Academic-Track Schools with Different Profiles

Eva Susanne Fritzsche, Stephan Kröner, Wolfgang Pfeiffer

Friedrich-Alexander-Universität Erlangen-Nürnberg, Germany

6:30pm D1: Dinner
Location: Halle der Helden
Date: Thursday, 30/Aug/2012
PAP-16: Self-Determined Motivation in School
Location: 251
Chair: Rolf Reber

Role of instrumental goals in determining the passion for academic activities

Takuma Nishimura, Shigeo Sakurai

University of Tsukuba, Japan

Within-person Configurations and Temporal Relations of Personal and Perceived Parent-promoted Life Goals to School Correlates among Adolescents

Athanasios Mouratidis1,2, Maarten Vansteenkiste2, Bart Soenens2, Willy Lens1

1: University of Leuven, Belgium; 2: Gent University, Belgium

Student Motivation in Student-Centered Learning: The Influence of Topic Interest and Tutor Instructions

Lisette Wijnia1, Sofie M. M. Loyens1, Eva Derous2, Henk G. Schmidt1

1: Erasmus Univerity Rotterdam, Netherlands, The; 2: Ghent University, Belgium

The Aha-experience and its Effect on Motivation

Rolf Reber, Ylva Jansen, Silje Brandvoll Haukenes

University of Bergen, Norway

PAP-17: Intervention and Self-Concept
Location: 254
Chair: Arnout Prince

Implementation of Educational Interventions: theory and practice

Arnout Prince, Marlous Tiekstra, Alexander Minnaert

University of Groningen, Netherlands, The

Enhancing motivation in the first years of secondary education: a longitudinal intervention study

Jaap Schuitema, Thea Peetsma, Ineke Van der Veen

University of Amsterdam, Netherlands, The

Motivational Outcomes for Mentors in a University-Wide Mentor Program

Susan Beltman

Curtin University, Australia

SYM-16: Achievement Goals in the Sphere of Adult Learners
Location: 311
Chair: Gerda Hagenauer
Discussant: Alexander Minnaert
Organizer: Gerda Hagenauer
Organizer: Andreas Gegenfurtner

Longitudinal Analysis of Students’ Achievement Goal Orientations and Their Role in Assessments of the Learning Environment in a Military Educational Context

Antti-Tuomas Pulkka, Markku Niemivirta

University of Helsinki, Finland

A Motivational Overview of Adult Learners

Marcus Johnson

University of Cincinnati, United States of America

Attendance Policy Moderates the Influence of Achievement Goals on Transfer of Training

Nikola Kosmajac, Andreas Gegenfurtner

University of Turku, Finland

PAP-18: Engagement and Learning
Location: 454
Chair: Serge Dupont

School Engagement along Basic School: Components, changes and predictive power.

Isabel Roque1, Marina Serra Lemos1, Teresa Gonçalves2

1: Faculty of Psychology and Education of the University of Porto (Portugal), Portugal; 2: College of Education of the Polithecnic Institute of Viana do Castelo (Portugal)

Age Trends in Classroom Engagement from 4th to 12th Grade

David A. Bergin, Christi Bergin, Ze Wang

University of Missouri, United States of America

A Many Layered Thing: Student Engagement in an Alternative High School Community

Gavin Tierney

University of Washington, United States of America

Development of a Measure of Classroom Engagement (Not to be Confused with School Engagement)

David A. Bergin, Ze Wang, Christi Bergin, Renee Jamroz

University of Missouri, United States of America

PAP-19: Math and Science
Location: 457
Chair: Narciss Susanne

How Well do Motivation and Academic Achievement Predict Course Preferences?

Cathy Tran1, AnneMarie M. Conley1, Stuart Karabenick2

1: University of California, Irvine, United States of America; 2: University of Michigan, United States of America

Predicting long-term growth in adolescents' mathematics achievement: It is not how smart you are, but how motivated you are and how you study that is important.

Kou Murayama1, Reinhard Pekrun1, Stephanie Lichtenfeld1, Rudolf vom Hofe2

1: University of Munich, Germany; 2: University of Bielefeld

Investigating the impact of perceived competence on student behaviour through logfile analyses

Narciss Susanne1, Schnaubert Lenka1, Eichelmann Anaj1, Andres Eric2, Goguadze George2

1: Technische Universitaet Dresden, Germany; 2: DFKI, CelTech, Germany

P-3: Poster Session & Coffee Break
Location: Foyer & Basement
POS-7: Goals and Goal Orientation
Location: 0.251

Pursuing different learning agendas: Why mastery and performance goals have different effects on achievement.

Corwin Senko1, Hidetoshi Hama2

1: State University of New York - New Paltz, United States of America; 2: State University of New York - Buffalo, United States of America

Testing the 3 × 2 achievement goal model: Evidence regarding construct validity and nomological network

Felix C. Dinger, Oliver Dickhäuser

University of Mannheim, Germany




Are there performance goals without social others in mind?

Robert Grassinger, Markus Dresel

University Augsburg, Germany




Classroom goal structure and student affective outcomes: a multilevel analysis

Noémie Baudoin, Benoît Galand

Université Catholique de Louvain (UCL), Belgium

Effects of Personal and Contextual Achievement Goals on Academic Emotions and Achievement

Rosanda Pahljina-Reinic

University of Rijeka, Faculty of Art and Sciences, Croatia

POS-8: Math and Science in Higher Education
Location: 0.251

The relationships between perfectionism, epistemic beliefs, self-efficacy, and achievement goals in mathematics

Daria Rovan

Faculty of Humanities and Social Sciences, University of Zagreb, Croatia

Overcoming student reluctance to engage with challenging mathematics tasks

Peter Arnold Sullivan, Angela Mornane

Monash University, Australia

Influence of Task-Values on Attention Allocation and Conceptual Change Learning

Suzanne H. Broughton1, Marcus L. Johnson2

1: Utah State University, United States of America; 2: University of Cincinnati, United States of America

POS-9: Motivation in Classroom and School
Location: 0.254

Risk and protective factors for school alienation

Michaela Katstaller, Tina Hascher

Paris Lodron University Salzburg, Austria

Project-Based Learning & Practice-Linked Identities: How students take up opportunities to engage in project-based classrooms

Gavin Tierney, Kendall Becherer

University of Washington, United States of America

Emotions, Self-Concept and Perception of Classroom Environment: An Exploratory study with 7th and 8th graders

Maria João Abril, Francisco Peixoto

ISPA - Instituto Universitário, Portugal

Student Perceptions of what Teachers Care About: Aggravating or Assuaging the Temptation to Cheat

Lynley H Anderman, Monica Kowalski, Heather S Dawson

Ohio State University, United States of America

Perceived classroom fear appeals: antecedents and motivational outcomes

Dave William Putwain1, Richard Remedios2

1: Edge Hill University, United Kingdom; 2: Durham University, United Kingdom

Test-taking motivation and math achievement

Christiane Penk, Alexander Roppelt

Humboldt-Universität zu Berlin, Germany

Reasons for and against reading as leisure time activity in primary school students

Elisabeth Schüller, Stephan Kröner

Friedrich-Alexander Universität Erlangen-Nürnberg, Germany

How Minimum Grade Goals and Self-Control Capacity Interact in Predicting Test Grades

Alex Bertrams

University of Mannheim, Germany

Motivation and Emotion of Misjudged Second Language Learners

Detlef Urhahne, Sabine Blaurock

Martin-Luther-University Halle-Wittenberg, Germany

The impact of praise on Japanese students' motivation in the SLA classroom

Marie-Emilie Masson

Kyushu Sangyo University, Japan

Effects of portfolio based instruction on students’ competencies, motivation, and emotions

Susi Limprecht, Michaela Gläser-Zikuda

University of Jena, Germany

KEY-3: Toward Conceptual Clarity, Empirical Distinctiveness, and Substantive Significance of Motivational Constructs
Location: 311
Chair: Mimi Bong, Korea University
L-3: Lunch
Location: Casino
PAP-20: Goals and Goal Orientation
Location: 251
Chair: Kara Ann Makara

Culture, context, and gender as antecedents of personal goals in social learning contexts

Dirk Tempelaar1, Bart Rienties2

1: Maastricht University, Netherlands, The; 2: University of Surrey, UK

High School Students’ Peer Social Networks, Achievement Goals, and Academic Achievement: Their Relationships and Predictive Influence

Kara Makara, Stuart Karabenick

University of Michigan, United States of America

Achievement Goals and Academic Achievement: A Meta-Analysis

Linda Wirthwein1, Jörn Sparfeldt2, Martin Pinquart1, Ricarda Steinmayr1

1: Philipps Universität Marburg, Germany; 2: Universität Trier, Germany

Part-time employment and full time education in England: the case for a dynamic model of motivational interference

David Wellings

Institute of Education, United Kingdom

SYM-17: Cancelled
Location: 254
SYM-18: The Learning Environment, Engagement, and Interest: a Panel Discussion
Location: 311
Chair: K. Ann Renninger
Discussant: Pietro Boscolo
Organizer: K. Ann Renninger

Classroom Participation and Engagement

Julianne Turner, Hayal Kackar

University of Notre Dame, United States of America

Grades, Intrinsic Motivation, and Self-Concept of Ability

Verena Freiberger1, Birgit Spinath1, Ricarda Steinmayr2

1: Heidelberg University, Germany; 2: Marburg University, Germany

Teacher Motivation, Instructional Practices and Student Motivation

Ulrich Schiefele, Ellen Schaffner

University of Potsdam, Germany

Potential Triggers for Interest and Learner Characteristics

K. Ann Renninger, Jessica Bachrach

Swarthmore College, United States of America

SYM-19: Students’ Motivation, Transfer, and Strategy Use in CSCL Tasks
Location: 454
Chair: Sanna Järvelä
Discussant: Jenefer Husman
Organizer: Andreas Gegenfurtner
Organizer: Sanna Järvelä

Traces of Students’ Task Approach and Strategy Use in Different CSCL Task Types

Jonna Malmberg, Hanna Järvenoja, Sanna Järvelä

University of Oulu, Finland

Motivational and Behavioural Consequences of Feeding Back the Motivation of a Group Partner

Cornelia Schoor, Susanne Narciss, Hermann Körndle

University of Dresden, Germany

Effects of Computer Support, Collaboration, and Time Lag on Self-Efficacy and Transfer

Andreas Gegenfurtner, Marja Vauras, Koen Veermans

University of Turku, Finland

PAP-21: Methods (Interview, Meta-Analysis, Validation)
Location: 457
Chair: Clarence Ng

Why do disadvantaged students from low SES Australian schools engage in and disengage from reading? An interview study

Clarence Ng

Griffith University, Australia

Learning Disabilities and Causal Attributions: A Meta-Analysis

Wondimu Ahmed1, Alexander Minnaert1, Robert Klassen2

1: University of Groningen, Netherlands, The; 2: University of Alberta, Canada

Factor Structure of the Balanced Measure of Psychological Needs Scale in a Portuguese Sample (P-BMPN)

Pedro Miguel Cordeiro, Paula Paixão, Willy Lens, José Silva

Faculdade de Psicologia e de Ciências da Educação da UC, Portugal

F1: SIG 8 Lifetime Award / Farewell Session
Location: 311
Organizer: Jenefer Husman, Arizona State University
Organizer: Thomas Martens, DIPF

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