Abstracts - Earli

presents how each of these three habits of hope operates and structures the teacher’s pedagogicalperspective and actions. The results illuminate hope’s practicality: its capacity to promote thegrowth of teachers’ abilities and to keep them actively oriented towards possibilities in theireveryday teaching practice.Interpersonal processes affecting mentoring practicesYehudit Od Cohen, Ohalo College for teacher education, IsraelIn recent years there has been an increase in the use of mentoring as a paramount means forfacilitating the learning and development of teachers. However, limited literature exists regardingthe contribution of the interpersonal dimension to the quality of mentors’ practice from a researchperspective. This study examines the contribution of the interpersonal dimension to effectivementoring practices. The data used in the analysis are from practicing mentors, inspectors, andmentored teachers, located in Northern Israel, and collected during the academic year of 2002-2003. The results indicate that improving the interpersonal capacities of mentors may facilitatesuccess in mentoring teachers, and reinforces the view that the interpersonal dimension inmentoring is an influential element in effective mentoring, whose weight is equal to that of thementor’s subject matter knowledge.N 1431 August 2007 16:00 - 17:20Room: 0.100APaper SessionInstructional designChair:Charoula Angeli, University of Cyprus, CyprusDoes Motivation affect Cognitive Load?Steffi Domagk, University of Erfurt, GermanySteffi Zander, Georg-August-University of Göttingen, GermanyHelmut Niegemann, University of Erfurt, GermanyRoland Brunken, Saarland University, GermanyCognitive Load Theory (CLT) is frequently applied to explain distinct effects in instructionaldesign research (Chandler & Sweller, 1991). Recent research on CLT has shown that prerequisitesof the learners, like prior knowledge or spatial ability, have to be taken into account (Bruenken etal., 2000; Kalyuga et al., 2003). This holds for cognitive learner prerequisites, whereasmotivational prerequisites have been widely neglected so far. Interested in the relation ofmotivation and cognitive load, we examine two basic research questions: (1) Does motivationaffect mental effort during learning with computer-based learning material? (2) Do high motivatedlearners report higher mental effort than low motivated learners? Paas et al. (2005) assume thatmotivation, mental effort and performance are positively related. In consideration of the difficultyof the instructional design condition, we state more specific hypothesis. We therefore review twoexperiments from different areas of instructional design research. In both studies motivation wasmeasured in the beginning of the learning process and mental effort throughout it. The resultsindicate that motivation does positively affect mental effort. They further support the assumption– 751 –