
Thea PeetsmaUniversity of Amsterdam | UVA · Department of Child Development and Education
Thea Peetsma
Professor
About
106
Publications
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Introduction
Thea Peetsma currently works at the Department of Child Development and Education, University of Amsterdam. Thea does research in Secondary Education, Educational Policy and Comparative Education. Their most recent publication is 'Motivated by future and challenges: A cross-cultural study on adolescents' investment in learning and career planning'.
Publications
Publications (106)
Despite organizational investments in employee training, transfer of training remains low. One important component influencing transfer of training is transfer motivation, which is predicted by personal and contextual antecedents. Previous research has shown that goal-setting can increase transfer of training. However, it is unclear what antecedent...
Despite investments of companies in employee trainings, transfer of training remains low. One component influencing transfer is transfer motivation. Recent insights have shown that different components of transfer motivation possibly independently influence transfer of training. It is therefore possible that transfer motivation profiles can be dist...
Transfer motivation is an important factor influencing transfer of training. However, earlier research often did not investigate transfer motivation as a multi-dimensional construct. The unified model of task-specific motivation (UMTM) takes into account that (transfer) motivation is multidimensional by including both affective and cognitive motiva...
Intensive longitudinal data is increasingly used to study state-like processes such as changes in daily stress. Measures aimed at collecting such data require the same level of scrutiny regarding scale reliability as traditional questionnaires. The most prevalent methods used to assess reliability of intensive longitudinal measures are based on the...
We investigated the relationship between students' perceived stress and investment in learning and tested the role of future time perspective (FTP) as a moderator. We expected that FTP would serve as a protective factor in the association between students' perceived stress and investment in learning. Perceived stress was gauged by assessing student...
This study examined the development in motivation for school in students in senior secondary vocational education and factors related to this development. There have been many concerns about a decline in motivation after school transitions. Little about this subject is known in relation to the transition to senior secondary vocational education. Kn...
Background:
According to self-determination theory, teachers can support their students' engagement in learning by providing autonomy support and structure. Within classes, however, there appears to be great diversity in the extent to which students experience autonomy and structure.
Aims:
This study aimed to investigate the degree to which teac...
This three-wave cross-cultural study tested a cross-cultural model that related adolescents' Regulatory Focus (RF) and Future Time Perspective on School and Professional Career (FTP) to their educational and career behaviors, and explored whether these relationships are equivalent across countries. Specifically, it addressed the challenging questio...
In this article, a science interest network model (SINM) is introduced and a first empirical test of the model is presented. The SINM models interest as a dynamic relational construct, in which different interest components, that is, affective, behavioral, and cognitive components and related motivational components mutually reinforce one another w...
Future time perspective (FTP) may predict individual attitudes and behaviors. However, FTP research includes different FTP conceptualizations and outcomes which hinder generalizing its findings. To solve the inconsistencies in FTP research and generalize the magnitude of FTP as a driver of motivation and behavior, we conducted the first systematica...
Literature search syntax.
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Multiple regression models in education, work, and health.
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FTP and outcome type relationships in the education, work, and health domains.
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Subgroup analyses in education, work, and health domain.
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Meta-regression analyses in education, work, and health.
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Considering the association between time perspective and motivated learning, the authors draw on time perspective theory in the development of an intervention to increase adolescent students’ motivation for school: TIME (Time perspective Intervention of Motivation Enhancement). Four studies centered on this intervention were conducted and are descr...
Future time perspective (FTP) - individuals' orientation towards future goals and consideration of future consequences - is a successful motivator in education and work. This study is the first that integrates Regulatory focus (RF) theory with FTP theory to explore relationships between adolescents' RF, their perceptions of parents' RF, and their F...
Background:
The multiple goal perspective posits that certain combinations of achievement goals are more favourable than others in terms of educational outcomes.
Aims:
This study aimed to examine longitudinally whether students' achievement goal profiles and transitions between profiles are associated with developments in self-reported and teach...
This study focused on effects of high-ability programs on students’ achievement emotions, i.e. emotions that students experience that are associated with achievement activities. Participants were students in grade 4–6 of primary education: 218 students attended full-time high-ability programs, 245 attended part-time high-ability programs (i.e. exte...
Full-text link: http://authors.elsevier.com/a/1Tjpl_NhlJbAVC .
The purpose of this studywas to examine the domain-specificity ofmotivation in upper primary school. A sample of 722 students reported on their achievement goals, self-efficacy, and effort in language and mathematics twice a year during grade five and six. Results of confirmatory factor...
Most research investigating the relation between perceived teacher support and self-regulated learning (SRL) is cross-sectional, and little is known about the direction of the effects. This longitudinal study investigated the direction of the effects between students' perceptions of autonomy support and social support from teacher on two behavioura...
Teachers are key actors who shape the learning environment and whose main tasks include motivating students to learn. Teachers can differ in the way in which they try to motivate students to learn and their motivational strategies can vary from autonomy-supportive to controlling. The present study explored how teachers’ personal beliefs and context...
This study’s aim was to examine the prevalence, development and domain specificity of fifth- and sixth-grade elementary school students’ achievement goal profiles. Achievement goals were measured for language and mathematics among 722 pupils at three points in time. These data were analysed through latent profile analysis and latent transition anal...
After the transition to secondary school around age 12, a well-known decline in young adolescents’ motivation for learning causes particular concerns in the lowest level of secondary education, where the percentage of early school leavers is highest. This article focuses on a study of the effects of an intervention, designed to enhance motivation o...
The present study investigated the effects of socioeconomic and ethnic classroom composition on developments in students' motivation, sense of classroom belonging, and achievement. A sample of 722 primary school students completed questionnaires from 3rd to 6th grade. Latent growth curve analyses revealed that the reading com-prehension scores of s...
Although previous research has shown the potential of innovative learning for enhancing motivation and learning outcomes, further understanding is needed on which aspects of IL are most effective and whether these are equally motivating for different types of students. The present study investigated how developments in students' motivation and achi...
Een praktijkreviewstudie naar het motiveren van leerlingen met verschillende prestatieniveaus en sociale en etnische achtergrond
Purpose – Elementary schools have been confronted with large-scale educational reforms as strategies to improve the educational quality.While building school-wide capacity for improvement is considered critical for changing teachers’ classroom practices, there is still little empirical evidence for link between enhanced school capacity for improvem...
The authors investigated the effects of an intervention developed to enhance student motivation in the first years of secondary education. The intervention, based on future time perspective (FTP) theory, has been found to be effective in prevocational secondary education (T. T. D. Peetsma & I. Van der Veen, 2008, 2009). The authors extend the previ...
Performance-avoidance orientation has been found to undermine students’ academic motivation and achievement. Recognising groups of students with different levels and developments of performance-avoidance orientation makes it possible to try to intervene early in their school careers. In this study, 1168 12–13 year-old students attending the first a...
To gain insight in developmental trajectories of motivation during upper primary school, the present study focused on how different aspects of students' motivation, i.e., task-orientation, self-efficacy, and school investment develop from grade three to six of primary school and how these developments differ for boys and girls, and students with di...
Education policies for greater accountability of schools assume that schools are capable of building their capacity for continuous improvement. While policy-makers, scholars, and practitioners acknowledge the importance of building school-wide capacity for continuous improvement, empirical evidence to this effect remains thin. In this study, we exa...
After they start secondary school (at age 12 in the Netherlands), students' time perspectives on school and professional career and self‐regulated learning decrease, while their perspectives on leisure increase. We aimed to investigate relations in the developments in time perspectives and delay of gratification in the first years of secondary educ...
Research on motivation has mainly concentrated on the role of goal orientation and self‐evaluation in conducting learning activities. In this paper, we examine the relative importance of teachers’ teaching and their efficacy beliefs to explain variation in student motivation. Questionnaires were used to measure the well‐being, academic self‐efficac...
Purpose: Although it is expected that building schoolwide capacity for teacher learning will improve teaching practices, there is little systematic evidence to support this claim. This study aimed to examine the relative impact of transformational leadership practices, school organizational conditions, teacher motivational factors, and teacher lear...
Relations between the development of future time perspectives in three life domains (i.e., school and professional career, social relations, and leisure time) and changes in students’ investment in learning and academic achievement were examined in this study. Participants were 584 students in the first and 584 in the second year of the lower vocat...
Long-term future time perspective on leisure has been found to relate negatively to school effort. This was studied further by recognizing types of students based on developments in long-term leisure perspectives and comparing their development in motivation and academic achievement. Around 1200 12–13year old students attending the lowest level of...
This study investigated the relationship between the development of students’ self-regulated learning and students’ perceptions of the learning environment in terms of autonomy support, the emphasis on relevance and collaborative learning. In addition, we compared innovative learning environments that aim to enhance self-regulated learning with tra...
Background: In the debate on inclusive education, students without special educational needs (SEN) are an important topic. However, there is a lot unknown about differences between these typical students in inclusive and non-inclusive classes. For example, the neutral results that are often found in earlier research could be caused by positive effe...
Current research gives some indications about how inclusive education affects students with special educational needs (SEN), but there are too many different results to draw unequivocal conclusions. It is therefore important to focus on specific factors that could influence outcomes of inclusive education. In this study, we investigated whether the...
In many countries, education policies are shifting towards inclusive education. Human rights have always been an important argument for this development, but the effects on students should be an important factor when designing policies. In this review, therefore, literature on the effects of inclusion on both students with and without special educa...
This study focuses on development in self-regulated learning behaviour of students in the first year of the lowest level of secondary school in the Netherlands. Students from low socio-economic backgrounds, including ethnic minorities, are overrepresented at this level and their motivation has often been reported to be quite low. Furthermore, the p...
Negative emotionality is considered to be the core of the difficult temperament concept (J. E. Bates, 1989; R. L. Shiner, 1998). In this correlational study, the authors examined whether the relations between children's negative emotionality and problematic behavior (internalizing and externalizing) were partially mediated by parenting style (autho...
Objective. This short-term longitudinal study focuses on relations between preschool-aged childrens' perceived “difficult” temperament (defined as high negative emotionality) and observed maternal sensitive responsiveness in the context of maternal parenting stress. Design. Participants were fifty-nine 3-year-olds and their mothers. Mothers complet...
This was a conference symposium and not an article in a journal.
This meta-analytic review (k = 62 studies; N = 7,613 mother-child dyads) shows that effect sizes for the association between child negative emotionality and parenting were generally small and were moderated by sample and measurement characteristics. The association between more child negative emotionality and less supportive parenting was relativel...
The system for admission to special education in the Netherlands was recently amended. The new system aims, among other things, to increase the involvement of parents. The new regulations enable the parents of children with special needs to choose how they wish their children to be educated, i.e. inclusive education at a mainstream school or segreg...
This paper discusses two methodological issues regarding the analysis of longitudinal data using structural equation modeling that emerged during the reconsideration of the analysis of a recent study on the relationship between academic motivation and language achievement in elementary education [Stoel R.D., Peetsma, T.T.D. and Roeleveld, J. (2003)...
The proportion of low-achieving children in a class can affect the progress of individual pupils in that class. Having a large proportion of low achievers in a class could slow down growth in cognitive achievement but, might also boost such growth, due to the effects of specialist teaching geared to low achievers' needs. In a longitudinal study of...
De term het nieuwe leren bestaat nog niet zo lang. Vóór 2000 werd er nog nauwelijks over gesproken. Toch is er over het nieuwe leren al een hele discussie ontstaan. De gevoerde discussie verraadt dat er onduidelijkheid bestaat over onder andere de motieven, de verschijningsvormen en de leeropbrengsten van het nieuwe leren. Het zwaartepunt van de di...
The present study focused on the relations between the self-efficacy, social self-concept, time perspectives, school investment and academic achievement of students in four different European countries and in different adolescence periods. A total of 1623 students completed questionnaires. The relations between the concepts proved not to be specifi...
Latent growth curve (LGC) analysis of longitudinal data for pupils' school investment, self-confidence and language ability is presented. A multivariate model is tested that relates the three developmental processes to each other and to intelligence. All processes show significant differences between children in their developmental curves. The incr...
Examines a study which attempted to answer the question whether pupils with problems are better off in special education where there are more resources and they can get more attention than in mainstream schools. The authors used a database containing longitudinal data on 40,000 pupils in Dutch primary schools. It was expected that the pupils in spe...
Large-scale longitudinal data on differences in pupils' cognitive and psychosocial development in various types of special and mainstream schools are reported in this article. The study focuses on comparing the development of matched pairs of primary-aged pupils in mainstream and special education over periods of 2 and 4 yrs. After 2 yrs, pupils ma...
This article deals with the relation between students' future time perspectives and their investment in schooling. Future time perspective is regarded as a predictor and school investment as the behaviour to be explained. In this study involving over 600 students from all grades of secondary education it was found that different future time perspec...
Future-time perspective for adolescents and young adults is directed towards several objects and may extend into the far or the near future. Differences in this perspective can affect motivational qualities influencing investment in one's future. A future-time perspective questionnaire was developed along these lines using facet design. It contains...