Detailed Program

Motivation: New Directions in Mind – The 12^th ICM

Thursday, September 02

8:30 Secretariat/Registration

9:00-9:30 Welcome Session

9:30-10:30 Keynote I

Promoting Curiosity and Understanding Risk

Professor Alexandre Quintanilha, IBMC, University of Porto, Portugal

10:30-11:00 Coffee Break

11:00-12:30 Paper Sessions 1 to 5

Paper Session 1 Interest and Motivation

Antecedents and consequences of initial and sustained interest during a learning task

Anna Tapola¹, Marjaana Veermans ² & Markku Niemivirta¹

¹ University of Helsinki, Finland ,² University of Turku, Finland

From random drifting to driving personal interest - What promotes motivation in the Ph.D. process?

J. Stubb, K. Pyhältö & K.Lonka

University of Helsinki, Finland

Situational interest of students participating in the innovative inquiry-based science course: Science Marathon

Niels Bonderup Dohn

University of California, USA

Triggering and maintaining situational interest in mathematics classes: The role of cognitive activation and individual and collective emotional experiences.

Ariane S. Willems & Doris Lewalter

TU München, Germany

Paper Session 2 Learning Environments, Motivation and Self-Regulation

Aspects of dynamics in motivation

Cornelia Schoor & Maria Bannert

Chemnitz University of Technology, Germany

Self-regulated learning and students' perceptions of innovative learning environments in secondary education

Jaap Schuitema, Thea Peetsma & Ineke van der Veen

University of Amsterdam, The Netherlands

University students’ emotional experiences of group work: Implications for motivation

Karen Kimmel & Marold Wosnitza

RWTH Aachen University, Germany

Paper Session 3 Achievement Goals, Motivation and Learning

Relationships between achievement goal profiles, motivational and affective dimensions in different level students in Italian and Mathematics

Daniela Raccanello & Bianca De Bernardi

University of Verona, Italy

Motivational goals in the classroom: A study in German elementary schools

Anna K. Döring

University of Münster, Germany

A hierarchical model of basic need support, achievement goals, self-efficacy, life satisfaction, and academic achievement among elementary school students

Åge Diseth, Anne Grete Danielsen & Oddrun Samdal

University of Bergen, Norway

Diagnosing motivation: Can teachers identify their students’ motivational goals?

Anna-Lena Dicke, Oliver Luedtke, Ulrich Trautwein, Nicole Husemann

University of Tuebingen, Germany

Paper Session 4 Motivation & Emotion

Contemplating dropout: The role of the impostor phenomenon

Thérèse Bouffard, Marie-Hélène Chayer, Arielle Bonneville-Roussy

University of Quebec at Montreal, Canada

Ego depletion in test situations: Self-control strength as moderator of the relation between anxiety and cognitive performance

Alex Bertrams, Christoph Englert, & Oliver Dickhäuser

University of Mannheim, Germany

Children’s hope, attributions and emotions for their friendships with their peers

Georgia Stephanou

University of Western Macedonia, Greece

The role of adaptive patterns of learning and hope in predicting the level of academic achievement of Portuguese middle school students

Maria Paula Paixão, José Tomás da Silva & Catarina Santos

University of Coimbra, Portugal

Paper Session 5 Teachers’ Conceptions of Motivation

What are the reasons and consequences of academic procrastination? An interview-study with student counsellors

Justine Patrzek¹, Carola Grunschel¹ , Stefan Fries¹ & Cüneyt Sandal²,

¹Bielefeld University, Germany, ²Karlsruhe Institute of Technology, Germany

The impact of sampling on reports of reasons and consequences of academic procrastination: A qualitative interview study

Justine Patrzek¹, Carola Grunschel¹ , Stefan Fries¹ & Cüneyt Sandal²

¹Bielefeld University, Germany, ²Karlsruhe Institute of Technology, Germany

Can teachers’ motivational expectancies and incentives explain their implementation of reforms?

Manuel Förster & Olga Zlatkin-Troitschanskaia

Johannes Gutenberg-University, Germany

Between the private family and the professional family: The structuring of professional self-efficacy of teachers

Efrat Kass

Achva College of Education, Israel

Developing conceptions about classroom motivation: Journeys of student teachers

Caroline Mansfield & Simone Volet

Murdoch University, Australia

12:30-13:30 Lunch

13:30-15:00 Symposium A, Panel Discussion

Symposium A Interventions Targeting Motivation I

Organizers Ann Renninger, Jenefer Husman, and Judith M. Harackiewicz

Chair Judith M. Harackiewicz, University of Wisconsin-Madison, USA

Discussants Susan Hidi, University of Toronto, Canada

Willy Lens, University of Leuven, Belgium

Increasing motivation without decreasing instructional time: A brief intervention to improve engineering students’ task value

Jenefer Husman, Krista Puruhito, Tirupalavanam Ganesh, Glenda Stump & Sarah K. Brem

Arizona State University, USA

From practice to theory and back again: The role of relevance in student motivation

Chris S. Hulleman¹, Judith M. Harackiewicz² & Kenn E. Barron¹

¹James Madison University, USA, ²University of Wisconsin-Madison, USA

Educational goal commitment: Antecedents, consequences, and intervention

Boudrenghien Gentiane & Frenay Mariane

Université Catholique de Louvain, Belgium

Changes in situational interest in relation to changes in the experiences of autonomy, competence, and social relatedness among students in vocational education

Alexander Minnaert

University of Groningen, The Netherlands

Panel Discussion Motivation and Practice: Bridging Conceptualizations

Organizers Monique Boekaerts, Leiden University, The Netherlands

K. Ann Renninger, Swarthmore College, USA

Chairs Monique Boekaerts

K.Ann Renninger

Panelist 1 Judith Meece, University of North Carolina at Chapel Hill, USA

Panelist 2 Reinhard Pekrun, University of Munich, Germany

Panelist 3 K. Ann Renninger, Swarthmore College, USA

Panelist 4 Johnmarshall Reeve, University of Korea

15:00-16:30 Coffee & Posters 1, 2

Poster Session 1 Influences of Family and Social Support on Students’ Motivation

Effects of feedback from parents and teachers on Chinese students’ self-efficacy

Lam Yuen Yi & Chan Chung Yan, Joanne

The Hong Kong Polytechnic University, China

Impact of parenting atyles on adolescents’ academic perceived competence and self-esteem

Arielle Bonneville-Roussy, Thérèse Bouffard & Marie-Hélène Chayer

University of Quebec at Montreal, Canada

Parental support and learning motivation of students in mathematics generally and in an exam preparation situation

Iris Dinkelmann & Alex Buff
Zurich University of Teacher Education, Switzerland

Exploring the experience of first generation university students:

Is there evidence for a culture shock?

Carole Vezeau¹, Thérèse Bouffard² & Priscilla Richard²

¹College of Joliette, ²University of Quebec at Montreal, Canada

Poster Session 2 Motivation, Wellbeing and Adaptation

Adult roles anticipation: A differential study among Portuguese adolescents and emergent adults

Susana Coimbra & Anne Marie Fontaine

University of Porto, Portugal

Therapeutic environment: Reflections of dyads of clients and therapists

Luisa Soares¹, Marina S. Lemos², Filipa Oliveira¹, Carla Vale Lucas¹ & Liliana Roque¹

¹University of Madeira, Portugal, ²University of Porto, Portugal

How to cope with academic failure in middle adolescence? Relationships between self-esteem, self-concepts, motivational orientations and academic achievement

Sandra Nascimento & Francisco Peixoto

ISPA, Portugal

Possible selves during middle adolescence: Relationships
with school achievement and with various demographic factors

Angeliki Leondari¹ & Eleftheria N. Gonida²

¹University of Thessaloniki, Greece, ²Aristotle University of Thessaloniki, Greece

Motivational dimensions of career exploration

Joana Carneiro Pinto & Maria do Céu Taveira

University of Minho, Portugal

Does the motivation to achieve spirituality at work help buffer the influence of job stress on work-life issues, and health amongst Australian academics?

Amanda Bell

Swinburne University, Australia

Physical education teachers’ self-determination towards their classes

Luís Pedro Inácio Coelho¹, Rui Manuel Neto e Matos¹ & Sixto Cubo Delgado²

¹Instituto Politécnico de Leiria, Portugal, ²University of Extremadura, Spain

16:30-18:30 Symposia B, C

Symposium B Research on Teacher Motivation: Current Status and Future Directions

Organizer and Chair Stuart A. Karabenick, University of Michigan, USA

Discussant Simone Volet, Murdoch University, Australia

The loss frontier: Unconscious motivation to teach and how to work with it

Philip Riley

Monash University, Australia

Do teaching motivations change following early career teaching experiences? Stability and change for different ‘types’ of beginning teachers

Helen M. G. Watt & Paul W. Richardson

Monash University, Australia

What do teachers want to achieve and does it matter? Extension of a new achievement goal approach to teacher motivation

Ruth Butler Limor Shibaz

Hebrew University of Jerusalem, Israel

Teacher responsibility and teacher efficacy: Two faces of the same coin or two different coins?

Fani Lauermann¹, Stuart A. Karabenick¹ & Marold Wosnitza²

¹University of Michigan, USA, ²University of Aachen, Germany

Symposium C Interventions Targeting Motivation II

Organizers Ann Renninger, Jenefer Husman, and Judith M. Harackiewicz

Chair Judith M. Harackiewicz

Discussants Suzanne Hidi, University of Toronto, Canada

Willy Lens, University of Leuven, Belgium

Supporting learners with little prior experience to engage science

K. Ann Renninger, Kathryn R. Riley, Melissa Emmerson, Alicia Niwagaba & Jessica E. Bachrach

Swarthmore College, Swarthmore, PA

On challenging writing tasks

Pietro Boscolo

University of Padova, Italy

Promoting parents’ utility value conversations with their high school students: An experimental test

Judith Harackiewicz, Chris Hulleman, Chris Rozek & Janet Hyde

University of Wisconsin, USA

19:00-19:30 University Reception

Friday, September 03

8:30 Secretariat/Registration

9:00-10:30 Symposia D, E

Symposium D Regulation of Learning in Context: The Influence of Peers and Technology Tools 

Chairs Toni Kempler Rogat, Rutgers, The State University of New Jersey, USA

Sanna Järvelä, University of Oulu, Finland

Discussant Simone Volet, Murdoch University, Australia

Regulatory processes employed by collaborative groups

Toni Kempler Rogat

Rutgers, the State University of New Jersey, USA

Exploring socially-shared regulation in the context of collaboration – a change from self to shared regulation

Sanna Järvelä¹, Allyson Hadwin² & Hanna Järvenoja¹

¹University of Oulu, Finland, ²University of Victoria, Canada

Towards an understanding of motivational coregulation in learning groups

Thomas Martens¹ & Ana Remesal²

¹German Institute for International Educational Research, ²University of Barcelona, Spain

Learning to learn math and English: Developing a computer-assisted self-regulated learning program for low-income, culturally diverse, urban adolescents

Akane Zusho¹, Peggy A. Barnett¹, Kelcey Edwards¹, Karen Clayton¹ Jared Anthony¹, Kristin Tortorici¹ & Michael Edwards, Parsons²

¹Fordham University, Graduate School of Education, USA, ²The New School of Design, USA

Symposium E The Next Decade of Interest Research: Measures and Processes

Chair Mary Ainley, University of Melbourne, Australia

Discussant Suzanne Hidi, University of Toronto, Canada

A new method for identifying dimensions of interest: MINE

Robert B W Ely, Mary Ainley & Jon Pearce

University of Melbourne, Australia

Using latent trait analysis to evaluate the four-phase model of interest development

Michelle M. Riconscente

University of Southern California, USA

Identifying the phase of student interest in mathematics for a study of classroom practices for at-risk students

K. Ann Renninger & Whitney S. Nekoba

Swarthmore College, USA

Peer relationships, anxiety and interest in mathematics: Applying a social network approach

Sarah Buckley¹, Mary Ainley² & Pip Pattison²

¹Australian Council for Educational Research , ²University of Melbourne, Australia

10:30-11h30 Coffee & Posters 3, 4

Poster Session 3 Students’ Achievement, Social and Relational Goals

Associations between teachers’ communication behaviors, affinity-seeking, and perceived mastery goal structures

Lynley H. Anderman, Deleon L. Gray & Eric M. Anderman

The Ohio State University, USA

The relationships between participation in extracurricular activities, self-representations and motivational orientations

Luísa Sereno & Francisco Peixoto

ISPA, Portugal

A multidimensional model of middle school adjustment

Helena I. Meneses¹, Marina S. Lemos¹ & Luís P. Rodrigues²

¹University of Porto, Portugal, ²Polytechnic Institute of Viana do Castelo, Portugal

Students’ multiple goals profiles and their differential relations with academic performance

Teresa Gonçalves¹ & Marina S. Lemos²

¹Polytechnic Institute of Viana do Castelo, Portugal, ²University of Porto, Portugal

Achievement goal orientations as predictors of discrete test emotions

Irena Burić & Izabela Sorić

University of Zadar, Croatia

Students’ goal preferences in the classroom: Which goals are salient and how does this affect motivation?

Karin Smit, Monique Boekaerts & Frank Busing

Leiden University, The Netherlands

Students’ explanations for working or not working in school
Jennifer Archer
University of Newcastle, Australia

Job satisfaction and tendency to find excitement among the civilian pilots

Zvjezdan Penezić¹, Marijana Košutić² & Jelena Ombla, Izabela Sorić¹

¹University of Zadar, Croatia

²Elementary School Viktora Kovačića. Hum na Sutli, Croatia

Poster Session 4 Motivation Research Methods

Towards children’s efficacious agency in formal and informal contexts

Sanna Järvelä¹, Kristiina Kumpulainen², Hanna Järvenoja¹, Elina Määttä¹, Eeva-Liisa Kronqvist¹, Pirkko Hyvönen¹, Lasse Lipponen² & Jaakko Hilppö²

¹University of Oulu, Finland, ²University of Helsinki, Finland

Growth trajectories of task-value and self-efficacy across an academic semester

Marcus Lee Johnson¹, Krista Muis² & Ordene V. Edwards¹

¹University of Nevada Las Vegas, USA, ²McGill University, USA

Construct validity of the Greek version of the revised Action Control Scale (ACS-90)

Georgia Papantoniou¹, Despina Moraitou², Magda Dinou¹ & Effie Katsadima¹

¹University of Ioannina, Greece, ²Aristotle University of Thessaloniki, Greece

Using triangulation in constructing measurements for motivation and selfregulated learning

Evelyn Bergsmann, Gregor Jöstl, Monika Finsterwald, Barbara Schober & Christiane Spiel

University of Vienna, Austria

Redefining corporal punishment in narrative of teaching: taiwanese teachers’ stories in reform context

Wen-Ting Chung, Arizona, Sarah K. Brem & Jenefer Husman

Arizona State University, USA

Motivation and learning strategies evaluation in higher education students: Adaptation of the MSLQ to the Portuguese population

Rita Melo, Rui Mendes, Isabel Sá, Isabel Gonçalves & Ana Lucas

Technical University of Lisbon, Portugal

Analysis of the factorial structure of the Personal Achievement Goal Orientations – Revised Scales of the PALS and of the Children’s Hope Scale in a Portuguese middle school sample

José Tomás da Silva, Maria Paula Paixão & Catarina Santos

University of Coimbra, Portugal

Time Perspective: Portuguese studies with the Zimbardo Time Perspective Inventory – ZTPI

Victor E. C. Ortuño & Maria Paula Paixão

University of Coimbra, Portugal

Self-Determination Theory and physical exercise: Adaptation of two questionnaires for the Portuguese population

M. Celeste Almeida¹ & José Luís Pais Ribeiro²

¹Escola Superior de Enfermagem do Porto, Portugal, ²University of Porto, Portugal

11:30-12:30 Keynote II

Implicit Motives: Catalysts for Learning

Professor Oliver C. Schultheiss, Friedrich-Alexander University, Germany

12:30-13:30 Lunch

13:30-15:00 Paper Sessions 6-10

Paper Session 6 Motivation in Specific Learning Environments

Learners’ questions and requests for help at the workplace. A comparaison between two ways to capture these behaviors using mobile technologies

Jean-Luc Gurtner¹, Anya Hitz¹, Elisa Motta²& Alberto Cattaneo²

¹University of Fribourg, Switzerland, ²Swiss Federal Institute for Vocational Education and Training

Achievement imagery in children’s books and the immediate and long-term effect on performance

Stefan Engeser

Technische Universität München, Germany

Pictorial illustrations in multimedia learning: Do they distract or elicit interest and engagement?

Ulrike Magner¹, Rolf Schwonke¹, Alexander Renkl¹, Vincent A.W.M.M. Aleven² &Octav Popescu²

¹University of Freiburg, Germany, ²Carnegie Mellon University, USA

Teachers’ views on motivational scaffolding in inquiry learning

Marjaana Veermans

University of Turku, Finland

Paper Session 7 Competitive Achievement Goals

Achievement goals and memory: Competition enhances immediate, but not long-term memory

Kou Murayama¹ & Andrew J. Elliot²

¹University of Munich, Germany, ²University of Rochester, USA

Avoidance oriented students’ developments in motivation for math, self-regulated learning and achievement: A person centered study in the lowest level of secondary education in the Netherlands

Thea Peetsma & Ineke van der Veen

University of Amsterdam, The Netherlands

Why grades engender performance avoidance goals: The mediating role of autonomous motivation

Caroline Pulfrey¹, Céline Buchs², Fabrizio Butera¹

¹University of Lausanne, Switzerland, ²University of Génève, Switzerland

The prevalence of competitive and validation concerns underlying the performance goals of students in 2nd and 3rd cycles

Telma Leite, Marta Calado & Marina S. Lemos

University of Porto, Portugal

Paper Session 8 Motivation, Gognition, and Affect

The regulation of academic emotions

Piyawan Punmongkol¹, Richard Walker² & Paul Ginns ²

¹Chulalongkorn University, Thailand, ²University of Sydney, Australia

The role of emotions in mathematics achievement: A growth curve analysis

Wondimu Ahmed, Alexander Minnaert, Greetje van der Werf & Hans Kuyper

University of Groningen, The Netherlands

Elementary school students’ emotions and metacognitive experience in solving difficult and easy mathematical problems

Georgia Ikonomidou, Georgia Stephanou & Georgios Gkavras

University of Western Macedonia, Greece

Self-efficacy, emotions, and conceptual change

Gale M. Sinatra, Jacqueline R. Cordova, Suzanne H. Broughton & Gita Taasoobshirazi

University of Nevada, USA

Paper Session 9 Teacher Motivation

What is the ‘right’ motivation to become a teacher? Differences in adaptive and maladaptive motives to become a teacher

Marjon Bruinsma & Esther Canrinus

University of Groningen, the Netherlands

Predicting prospective teachers’ intrinsic motivation by their perceived learning environment

Barbara Otto & Gerhard Bachmann,

University of Frankfurt, Germany

Positive affect, self-efficacy and job satisfaction in teaching

Angelica Moè & Francesca Pazzaglia

University of Padova, Italy

Teachers' motivation and self-efficacy at the beginning of their career

Susan Beltman¹, Caroline Mansfield², Marold Wosnitza³, Andrew McConney², Lina Pellicione¹, & Anne Price²

¹Curtin University of Technology, Australia ²Murdoch University,Australia, ³RWTH, Germany

Paper Session 10 Mathematics’ Motivation

The developmental cycle of mathematical skills and task-avoidant behavior in elementary school

Riikka Hirvonen, Asko Tolvanen, Kaisa Aunola & Jari-Erik Nurmi

University of Jyväskylä, Finland

Tasks-with-typical-errors – beneficial or detrimental for learner’s achievement and motivation?

Susanne Narciss¹, Stefan Berger¹, Anja Eichelmann¹ & Erica Melis²

¹Technische Universitaet Dresden, Germany, ²German Research Center for Artificial Intelligence (DKFI)

Examining outcomes in mathematics for Australia’s indigenous students, using PISA data

Sue Thomson

Australian Council for Educational Research

Modeling student motivation and students’ ability estimates from a large-scale assessment of mathematics

Carlos Zerpa¹, Krystal Hachey², Christina van Barneveld¹ & Marielle Simon²

¹Lakehead University, Canada, ²University of Ottawa, Canada

15:00-16:30 Paper Sessions 11-16

Paper Session 11 Dynamic Interplay of Motivation and Achievement Along Schooling

Researching change in motivation – a 30-year review

Judith MacCallum

Murdoch University, Australia

Expectancy-value and the use of learning strategies: Clarifying their longitudinal relations over a high school term

Jean-Louis Berger¹& Stuart A. Karabenick²

¹Swiss Federal Institute for Vocational Education, ²University of Michigan, USA

The Dynamic interplay between students’ achievement goals, self-efficacy, and academic performance: A longitudinal study

Christian Brandmo¹& Gunnar Bjørnebekk²

¹University of Oslo, Norway, ²The Norwegian Centre for Child Behavioral Development

A longitudinal test of the reciprocal internal/external frame of reference model of academic achievement and academic self-concept

Jens Möller & Jan Retelsdorf

University of Kiel, Germany

Paper Session 12 Parental Beliefs and Children Motivation

Parents’ choice of secondary school in a tracked system: adapting and testing Eccles’ expectancy–value model

Kathrin Jonkmann, Kai Maaz, & Jürgen Baumert

Max Planck Institute for Human Development, Germany

Children’s motivational orientation in elementary school: Longitudinal effects of parenting self-efficacy and homework supervision

Eleftheria N. Gonida¹, Anastasia Efklides¹, Yiota Metallidou¹,

Ioulia Ntousi¹, Fotini Dina¹ , Marja Vauras² & Niina Junttila²

¹Aristotle University of Thessaloniki, Greece, ²University of Turku, Finland

Students’, teachers’ and parents’ achievement goals in Italian and mathematics

Bianca De Bernardi, Daniela Raccanello & Margherita Pasini

University of Verona, Italy

Mothers’ worries about children’s motivation in learning predict mothers’ quality in help with homework

Gintautas Silinskas, Marja-Kristiina Lerkkanen & Jari-Erik Nurmi

University of Jyväskylä, Finland

Paper Session 13 The Role of Motivation and Autonomy in School Learning and Adaptation

Self-concordance, school engagement and burnout in educational transition in adolescence

Kati Vasalampi, Jari-Erik Nurmi & Katariina Salmela-Aro

University of Jyväskylä, Finland

Changes in pupils’ competencies for lifelong learning: The impact of autonomy in the classroom

Marko Lueftenegger¹, Barbara Schober¹, Monika Finsterwald¹, Petra Wagner² & Christiane Spiel¹

¹University of Vienna, Austria, ²University of Applied Sciences Linz, Austria

The role of motivation in successful post-school outcomes for low-achieving youth

Kylie Hillman & Sue Thomson

Australian Council for Educational Research

Identity construction pathways of emerging adults through the Self-Determination approach

Graciete Franco-Borges & Margarida Amaral

University of Coimbra, Portugal

Paper Session 14 The Interactive Relationships Between Self-Concept, Academic Motivation, and Academic Performance

Students’ motivation for schoolwork and help seeking behavior: Relations with age, academic self-concept, and students’ relations with the teachers.

Einar M. Skaalvik & Sidsel Skaalvik

Norwegian University of Science and Technology

Verbal self-concept and academic performance: Gender differences in its causal relation

Cristina Antunes¹ & Anne Marie Fontaine²

¹University of Trás-os-Montes-e-Alto-Douro, Portugal, ²University of Porto, Portugal

The developmental dynamics between task motivation, self-concept of ability, and academic performance

Jaana Viljaranta, Asko Tolvanen, Kaisa Aunola & Jari-Erik Nurmi

University of Jyväskylä, Finland

A latent growth curve approach on the development of elementary school student’s mathematical self-concept: Effects of gender and achievement level by school enrollment

Claudia Pereira Kastens

University of Kassel, Germany

Paper Session 15 The Role of Social and Relational Motives on Learning and Achievement

The role of students’ self-perception in learning: Associations between motivation, approaches to learning, academic performance and student social identification

Ana-Maria Bliuc & Robert A. Ellis

University of Sydney, Australia

Types of students motivated for leisure versus school: A person centered longitudinal study in the lowest level of secondary education in the Netherlands

Ineke van der Veen & Thea Peetsma

University of Amsterdam, The Netherlands

Conceptualizing social presence as a motivational component in e-learning: A case study in blended teacher education

Ana Remesal, Rosa Colomina & Marc Clarà

University of Barcelona, Spain

Uncertainty management and goal implementation in the transition to adulthood

José Egídio Oliveira & Anne Marie Fontaine

University of Porto, Portugal

Paper Session 16 Motivation and Self-Regulated Learning

Motivation, learning strategies and regulation in Latin-American context

Dora Herrera¹, Willy Lens² & Andrés Castillo³

¹Pontificia Universidad Católica, Peru, ²University of Leuven, Belgium, ³Universidad de Costa Rica

Elementary school students’ regulation and cognitive strategy use in challenging learning situations

Jonna Malmberg, Hanna Järvenoja & Sanna Järvelä

University of Oulu, Finland

Investigating the role of motivational regulation in self-regulated learning of Chinese college students

Jiangkui Zhao

China University of Geological Sciences

Self-regulation of motivation: Evaluation of a strategy knowledge test on motivation regulation

Hubertina Thillmann & Joachim Wirth

Ruhr-University Bochum, Germany

16:30-17:00 Coffee Break

17:00-18h30 Symposium F

Symposium F Contributions of Monique Boekaerts, Willy Lens and Peter Nenniger to the field of motivation and emotion: State of the art and reflections on the past, the present and the future

Organizers Alexander Minnaert & Jenefer Husman (SIG Motivation and Emotion coordinators)

Chair Alexander Minnaert

Discussants Reinhard Pekrun, Jenefer Husman, Marold Wosnitza

19:30-20:30 ICM Sunset River Cruise

20:30 ICM Dinner

Saturday, September 04

8:30 Secretariat/Registration

9:00-10:30 Paper Sessions 17-21

Paper Session 17 Motivation in Clinical, Health, and Sport Contexts

Sport and academic motivation: A comparison of male and female student athletes in high and low profile sports

Barbara A. Greene, Connie Dillon & Raymond B. Miller

University of Oklahoma, USA

Motivation for therapy as a promoter for change in the psychotherapeutic process

Marina S. Lemos¹, Luísa Soares², Filipa Oliveira², CarlaVale Lucas² & Liliana Roque²

¹University of Porto, Portugal, ²University of Madeira, Portugal

From social and affective cues to training application: Testing for the factorial structure of transfer motivation in a health management setting

Andreas Gegenfurtner¹, Marja Vauras¹, Hans Gruber², Erno Lehtinen¹, & Dagmar Festner³

¹University of Turku, Finland, ²University of Regensburg, Germany, ³ f-bb Research Institute for Vocational Education and Training, Nuremberg, Germany

Applying the Cognitive-Affective Processing System (CAPS) model to understand psychological skills associated with sport success: A study with Portuguese young elite athletes

Luís Meireles¹, José Fernando A. Cruz² & Marina S. Lemos¹

¹University of Porto, Portugal, ²University of Minho, Portugal

Paper Session 18 Contextual and Individual Factors Influencing Self-Regulation

Stimulation critical thinking skills and propensity components

Sanz de Acedo Lizarraga, M. L. ¹, Sanz de Acedo Baquedano, M. T. ¹ & Cardelle-Elawar, M. ²

¹University of Navarra, Spain, ²Arizona State University, USA

Shared regulation in an activity oriented learning setting

Angelika Meier

University of Teacher Education, Switzerland

Self-regulation: Goals are important but what about all those reasons not to study?

Luke Fryer, Richard Walker, Paul Ginns & Ray Debus

University of Sydney, Australia

Goal orientation and the cognitive-motivational process model: Testing an integrated approach with a common problem-solving task.

Gerhard Bachmann, Barbara Otto & Regina Vollmeyer

JW Goethe-University, Germany

Paper Session 19 Influences of Motivation on Achievement

Self-efficacy, temporal distance,motivation-related factors, and performance

Gunnar Bjørnebekk¹ & Torgrim Gjesme ²

¹The Norwegian Centre for Child Behavioral Development, ²University of Oslo, Norway

Democracy and student motivation across Nations

Karin Täht¹, Olev Must¹ & Rainer Kattel ²

¹University of Tartu, Estonia, ²Tallinn University of Technology, Estonia

Personal conceptions of competence and academic achievement: Testing the predictive power of motivational beliefs using structural equation modeling

Luísa Faria & Sílvia Pina Neves

University of Porto, Portugal

The predictive power of motivation on achievement beyond intelligence and prior knowledge

Olaf Köller, Leibniz-Institute for Science and Mathematics Education, Germany

Paper Session 20 Self-Concept: Its Construction, Structure and Relation to School Motivation

Self-aspect importance: A moderator of the self-complexity buffering effect

Christelle Devos & Léopold Paquay

Université Catholique de Louvain, Belgium

Moderating effects of achievement measures on the relationship between academic self-concept and academic achievement

Beáta Szenczi & Krisztián Józsa

University of Szeged, Hungary

Identity exploration and identity commitment motivation: On the narrative construction of self-theories

Paulo Jesus & Marta Pereira

Universidade Lusófona do Porto, Portugal

Motivational orientation profiles and their relationships with self-concept, self-esteem and academic achievement

Francisco Peixoto, Maria de Lourdes Mata & Vera Monteiro

ISPA, Portugal

Paper Session 21 Family and Parenting Influences on Students’ Motivation

Our child is good at maths! Parents’ competence beliefs for their children: A wrongfully neglected dimension regarding children’s school success?

Alex Buff¹, Kurt Reusser², Iris Dinkelmann¹ & Erich Steiner²
¹Zurich University of Teacher Education, Switzerland, ² University of Zurich, Switzerland

Social networks support and academic motivation

Mary Louise Claux

Pontificia Universidad Católica, Peru

The parent-child construction of motivational dispositions towards academic tasks

Deborah Pino Pasternak & David Whitebread

University of Cambridge, United Kingdom

10:30-11:30 Coffee & Posters 5, 6

Poster Session 5 Motivational Beliefs, Self-Regulation, and Achievement

Students’ individual and collective efficacy: Joining together two sets of beliefs for understanding academic achievement

Sílvia Pina Neves, Joana Stocker & Luísa Faria

University of Porto, Portugal

Self-concept, self-regulation and school success in 11^th graders

Ângela Sá Azevedo, Paulo Dias & Sandra Xardo

Catholic University of Portugal

The academic failure in context of self-regulated learning: the relationship between motivational beliefs, coping strategies and causal attributions

Izabela Sorić, Zvjezdan Penezić & Irena Nekić

University of Zadar, Croatia

Gender differences in competence beliefs and value for mathematics and science and the effect on achievement in TIMSS

Nicole Wernert & Sarah Buckley

Australian Council for Educational Research

Poster Session 6 Motivation in Specific Learning Environments

Enhancing academic self-efficacy through early mathematic education

Isabel Abreu-Lima & Cátia Sofia Castro

University of Porto, Portugal

Motivating mature participation: A sociocultural analysis of scaffolding the social practices of a collaborative community of practice

Veronica Morcom, Murdoch University,Australia

Motivation and achievement of St. Lucian youth: The roles of future orientation, expectancy valuing, and perceptions of societal structures

Ian A. Lubin¹& Barbara A. Greene²

¹Georgia Southern University, USA, ²University of Oklahoma, USA

Early literacy motivation

Lourdes Mata, Francisco Peixoto & Vera Monteiro

ISPA, Portugal

Higher education students’ situational emotional experiences during collaborative on-line group work

Hanna Järvenoja¹, Sanna Järvelä¹, Jonna Malmberg &Allyson Hadwin²

¹University of Oulu, Finland, ²University of Victoria, Canada

Reading motivation of students with and without learning disabilities

Rita Kelemen, Krisztián Józsa & Beáta Szenczi

University of Szeged, Hungary

Teacher practices that promote young children’s motivation for learning science and close the gender gap

Helen Patrick, Panayota Mantzicopoulos & Ala Samarapungavan

Purdue University, USA

Reading motivation, attitudes toward reading and text comprehension among preadolescents: A follow up study

Barbara Rončević Zubković & Svjetlana Kolić-Vehovec

University of Rijeka, Croatia

Flow experience during school singing lessons: A comparative study of Kodály and

Waldorf schools

Márta Janurik & Beáta Szenczi

University of Szeged, Hungary

Dispositional and situational antecedents of interest experience of university students during a year-long group project

Jean-Baptiste Dayez, Mariane Frenay & Léopold Paquay

Université Catholique de Louvain, Belgium

11:30-12:30 Keynote III

The Hierarchical Model of Achievement Motivation: Conceptualization and Applied Issues

Professor Andrew Elliot, University of Rochester, USA

12:30-13:30 Lunch

13:30-15:00 Symposia G, H

Symposium G Physiological, Affective and Behavioral Correlates of Implicit Motives

Chairs Andreas G. Rösch, University of Erlangen-Nürnberg, Germany

Maika Rawolle, Technische Universität München, Germany

The motivating power of visions: Psychophysiological evidence

Maika Rawolle¹, Alexandra Mader¹, Hugo M. Kehr¹ & Oliver C. Schultheiss²

¹Technical University of Munich, Germany, ²Friedrich-Alexander-University, Germany

Progress in the pursuit of motive-congruent personal goals, emotional well-being, and lateralization of executive attention

Mariya Patalakh, Andreas G. Rösch & Oliver C. Schultheiss

Friedrich-Alexander-University, Germany

Facial muscle activity and the achievement motive

Annette Kordik & Oliver Schultheiss

Friedrich-Alexander University, Germany

The influence of implicit motives on the expression and perception of facial expressions of emotion

Andreas G. Rösch & Oliver C. Schultheiss

Friedrich-Alexander-University, Germany

Symposium H Students’ Emotions and Academic Engagement

Chairs Lisa Linnenbrink-Garcia, Duke University, USA

Reinhard Pekrun, University of Munich, Germany

Discussant Monique Boekaerts, Leiden University, The Netherlands

The relation of affect to behavioral, cognitive, and social engagement: A focus on student engagement during small group instruction

Lisa Linnenbrink-Garcia, Duke University, USA

Toni Kempler Rogat, Rutgers, The State University of New Jersey, USA

Kristin L. K. Koskey, University of Akron, USA

Measuring emotions in students’ engagement and learning:

The achievement emotions questionnaire (AEQ)

Reinhard Pekrun¹, Thomas Goetz², Anne C. Frenzel¹& Raymond P. Perry³

¹University of Munich, Germany, ²University of Konstanz, Germany, ³University of Manitoba, Canada

Enjoyment and students’ continuing interest in iearning about science

Mary Ainley, University of Melbourne, Australia

John Ainley, Australian Council for Educational Research

Students’ coping with boredom at school: An experience sampling perspective

Ulrike E. Nett¹, Thomas Götz¹, Nathan C. Hall² & Birgit Wimmer¹

¹University of Konstanz, Germany, and Thurgau University

²University of Maryland, College Park, USA

Emotional intelligence and coping affect academic success

Moshe Zeidner, University of Haifa, Israel

Gerard Fogarty, University of Southern Queensland, Australia

Carolyn MacCann, University of Sydney, Australia

Richard D. Roberts, Educational Testing Service, USA

15:00-15:30 SIG Meeting

15:30-16:30 Closing Session & Farewell