Abstracts - Earli

etrieval-feedback trials. We tested a larger sample of 200 children aged 10 to 12 years in theirschools and combine the data of the learning tasks with data about individual differences (likeintelligence, alertness, memory capacity, frustration tolerance, self-concept etc). This enables us,to find out more about the role of feedback in learning tasks when other possible influences onachievement are taken into account. Preliminary results show that positive or negative feedbackhas different consequences for different types of persons. The expected knowledge can be used forthe design of further research studies about errors and feedback in relation to developmentalprocesses of different competencies. Additionally the research based development ofindividualized means for teaching and learning for students and teacher education will be anotherimportant task for the future.High-brow cultural activities of students – the effects of parents, peers and the intrinsic value ofthe activityStephan Kroner, Universität Erlangen-Nürnberg, GermanyOliver Dickhäuser, Universität Erlangen-Nürnberg, GermanyWhy do pupils spend leisure time for high-brow cultural activities? Previous studies havedemonstrated that people with higher scores in openness and artistic interests have higher scores incultural activities (Krßner et al., 2006; cf. Costa & McCrae, 1992; Holland, 1979). However,proportion of variance explained by these variables was low. Based on theory of planned behavior,in this study, beyond a replication of the effects of openness and artistic interests, two additionalvariables are explored as predictors of cultural activities: the "intrinsic value of the activity" and"perceived attitudes of parents and peers" (cf. Ajzen & Madden, 1986). N=100 students fromgrade 12 of a german gymnasium were assessed. As predictors, openness, artistic interest, intrinsicvalue of high-brow cultural activities and perceived attitudes of parents and peers were assessed.As criteria, data on two variables were collected: First, it was assessed, whether studentsparticipated at extracurricular activities at school, e.g. in the choir, the orchestra and the big bandof the school; second, data on leisure time cultural activities were collected, i.e. the frequency ofgoing to the opera, the theatre or museums and arts exhibitions. Results replicate the finding thatparticipants with higher scores in openness and artistic interests are more likely to participate inboth extracurricular and leisure time cultural activities. However, it could be shown that theseeffects are mediated by the intrinsic value of the cultural activities. Concerning effects ofperceived attitudes of parents and peers on cultural activities, results were mixed: While forextracurricular cultural activities these effects were mediated by intrinsic value of the activity, forleisure time cultural activities there was a direct effect of perceived attitudes of parents and peers.It is discussed, which aspects of cultural activities determine whether there are direct effects ofperceived attitudes of parents and peers.– 836 –