Abstracts - Earli

already shown that teacher beliefs influence students’ achievement gains in elementary schools(e.g., Staub & Stern, 2002). However, it remains unclear whether and how these effects aremediated by the quality of teaching. This presentation examines the assumption that mathematicsteachers’ beliefs influence the quality of teaching, which in turn impacts students’ learning.Longitudinal data were obtained from a sample of 155 classes and their mathematics teachers inthe context of the German national extension to the PISA study (first measurement point in2003/9th grade, second measurement point in 2004/10th grade). The results indicate that, first, two(negatively correlated) facets of teacher beliefs can be distinguished: a transmission-view and aconstructivist-view. Second, two-level regression analyses showed that teacher beliefs weresubstantially associated with basic instructional features (cognitive activation and learningsupport). Moreover, a constructivist-view was associated with larger achievement gains, and theseachievement effects were mediated by students’ perception of cognitive activation in theclassroom. To conclude, teachers’ beliefs proved to be highly important in educational settings,and fostering constructivist orientations can be seen as a crucial element of teacher education.M 1031 August 2007 14:35 - 15:55Room: 0.79 JánossyPaper SessionMotivationChair:Anikó Zsolnai, University of Szeged, HungaryAchievement goals, metacognition, study strategies, emotions and achievementAnneke Vrugt, University of Amsterdam, NetherlandsFrans J. Oort, University of Amsterdam, NetherlandsSelf-regulation is an important aspect of student’s learning in academic performance. The currentstudy investigated which processes are characteristic of effective self-regulated learners. Researchhas suggested that effort expenditure and high achievement are characteristics of effective selfregulatorylearning. We discerned effective and less effective self-regulatory learners based oneffort expenditure and exam scores. In this study we not only included achievement goals, studystrategies and achievement, but also metacognition and achievement-related emotions. Weexpected that effective self-regulated learners strongly pursue mastery goals, which would evokemetacognitive activities. The engagement in metacognitive activities would engender the optimaladoption of strategies to the requirements of the task. It was further expected that performanceapproachgoals would have a direct positive effect on student’s use of strategies. However,performance-avoidance goals were expected to have a negative effect on their strategy use.Because it is generally assumed that the engagement in metacognitive activities is beneficial tolearning and understanding, we expected that the engagement in metacognitive activities wouldevoke positive learning-related emotions (e.g. enjoyment), which would have a positive effect onthe use of study strategies. Moreover, it was expected that the use of metacognitive studystrategies, that provide information about the progress in learning, would evoke positive examrelatedemotions (e.g. hope or pride). These emotions were expected to have a positive effect onexam scores. In order to investigate the relationships between the research variables, we appliedstructural equation modelling (Bollen, 1989), fitting the described model to the data of two groups:– 703 –