Abstracts - Earli

esults are discussed with reference to the teacher’s role to monitor more closely the facilitatingpotentials of interest development.Effects of teaching practices and teacher-efficacy on the development in students’ motivation tolearnErik Thoonen, University of Amsterdam, NetherlandsThea Peetsma, University of Amsterdam, NetherlandsPeter Sleegers, University of Amsterdam, NetherlandsThis study focuses on the effects of teaching practices on the development in motivation for schoolof students in primary schools in the Netherlands, and whether teacher-efficacy mediates thisrelationship. Due to ascertained declines in school motivation, new attention has been paid to newconceptions of learning and learning environments. It is expected that these new conceptions oflearning, based on constructivist learning theories, can enhance students’ motivation to learn. Also,studies have shown that teacher-efficacy may affect students’ learning and achievement. Over 100teachers and 1200 students in Grade 4 to 6 participated in this study. In a period of three years,teachers completed a self-report questionnaire concerning teaching practices and teacher-efficacythree times. Also, a student questionnaire was administered three times. This questionnaireincluded scales on well-being, academic self-efficacy, intrinsic motivation, goal orientations andschool investment. Preliminary analyses suggest that teaching practices have small but significanteffects on students’ motivation to learn, particularly connection to students’ world anddifferentiating between students. Furthermore, it seems to be that teacher-efficacy mediates thisrelationship. Further analyses will be performed to gain more understanding of these relationshipsin a longitudinal perspective.Self-regulatory skills as mediator/moderator in the effect of motivation on performanceHanneke van Nuland, Leiden University, NetherlandsRob Martens, Leiden University, NetherlandsMonique Boekaerts, Leiden University, NetherlandsToon Taris, Radboud University Nijmegen, NetherlandsMore and more evidence is found that educational innovations fail because students’ motivation isnot as it should be (Boekaerts & Martens, 2006). This study is part of a series of experiments in aDutch secondary vocational training context, in which it will be attempted to influence students’motivational orientation and as such their actual study behaviour with motivational why- and howinformation.The aim of this first study was to enhance understanding of motivational processesand the effect on performance. In an online session, 224 Dutch secondary school students werepresented with a problem solving task and questionnaires on situational goal orientation, intrinsicmotivation, and self-regulatory skills (i.e., effort regulation; time management; metacognition).With hierarchical regression analysis it is investigated whether the effect of goal orientation andintrinsic motivation on performance (i.e., testscore and strategy use) is mediated or moderated byself-regulatory skills. Results showed support for a negative association between performanceapproach and strategy use, moderated by metacognition. Students with a performance approachorientation show less quality of strategy use, especially when their metacognition is belowaverage. This unexpected finding can be explained with regard to the nature of this task. Studentswith a performance approach orientation aim at obtaining a quick performance result, whereasperforming well on the music task with regard to quality of strategy use implies to vary only onevariable at a time, which enhances understanding of the system, but reduces speed. Furthermore,the lower the score on performance approach orientation, the better the quality of strategy use,– 552 –