Lisette Hornstra
Biographic Data
| ID | 2745627 |
|---|---|
| NAME | Lisette Hornstra |
| GIVEN NAMES | Lisette |
| FAMILY NAME | Hornstra |
| SIGNATURE | HORNSTRA L |
| AFFILIATIONS | Utrecht University |
| ORCID | 0000-0001-5873-7409 |
| VERIFIED | Yes |
| TOTAL WORKS | 29 |
| TOTAL CITATIONS | 104 |
| WORKS AS AUTHOR | 29 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Too High? Teacher Expectations and their (Curvi)linear Associations with Students’ School Engagement, Academic Achievement, and School Performance Pressure
Higher teacher expectations are generally linked to higher school engagement and achievement. This study tested whether overestimation could also have negative effects. We examined (curvi)linear associations between teacher expectations (relative to actual achievement) at the start of the school year and students’ engagement, achievement, and school performance pressure at year-end. Participants were 716 upper primary school students (Mage = 9.72…
Teacher Expectations and their Need Support and Thwarting
In this study, we examined whether differences in teacher expectations for students from different backgrounds related to differentiation in teachers’ support for and thwarting of students’ psychological needs for autonomy, competence, and relatedness. Data were collected from 62 Dutch primary school teachers and 1,056 students (Grades 4-6) via questionnaires on teacher and student perceived need support and thwarting and teacher expectations, al…
Causal attributions and engagement in class
Throughout the world, students typically receive grades as an evaluation of their schoolwork. Students' subjective interpretations of the causes behind these grades – their causal attributions – can influence their educational experiences, including their engagement in class. While previous research has thus far mostly studied attributions as relatively stable dispositions, the current study addresses their situational nature by employing intensi…
Disentangling socioeconomic status effects
In tracked educational systems, students are sorted into hierarchical secondary education tracks, based on track recommendations at the end of primary education. While socioeconomic status (SES) has been consistently linked to higher track recommendations, less is known about its role in track transitioning during secondary education. Furthermore, the influence of school-level SES (average SES composition of a school) on these outcomes has been u…
More conflict and less closeness
Peer Interactions During Computer‐Supported Collaborative Learning
Teacher expectations
According to self-determination theory, all students benefit from need-supportive teaching (i.e., provision of autonomy support, structure, and involvement). Yet, teachers seem to differentiate between students in their level of need support. This study examined to what extent teacher expectations could explain differences in teacher-reported levels of different indicators of need support (i.e., provided choice, help and guidance, and quality of …
To move or not to move? The effect of active versus passive pre‐training on cognitive load and in‐game performance in an AR game
A distinct feature of educational games using augmented reality (AR) is that the game is played through physically interacting with the environment, whereas physical interaction is typically rather limited in other digital games. Understanding and performing the interactive game mechanics can be cognitively demanding. Adding pre‐training could help students manage cognitive load during in‐game performance. However, traditional approaches of pre‐t…
What students need from their teacher
In this study, it was examined whether teachers’ cognitive adaptive support (i.e., support that is tailored to students’ understanding), as perceived by students, was associated with students’ intrinsic motivation and academic achievement, and whether satisfaction of students’ needs for autonomy, competence, and relatedness explain these associations. Multilevel analyses in a sample of n = 692 secondary education students from 35 classes revealed…
Latent Profile Analysis of Working Memory
Creative thinking is an important aspect of education. However, students differ widely in their ability to think creatively. Working memory might explain these differences. Therefore, this study focuses on how different aspects of WM can explain differences in divergent thinking, both separately and conjointly. To do so, latent profile analysis was used. Working memory profiles of 561 primary school students (Mage = 10.10 years) were investigated…
In‐game performance
Digital games are widely used in education to motivate students for science. Additionally, augmented reality (AR) is increasingly used in education. However, recent research indicates that these technologies might not be equally beneficial for students with different background characteristics. Moreover, students with different backgrounds may differ in their self‐efficacy and interest when playing games and this could lead to differences in perf…
The diversity teaching beliefs scale
This study describes the examination of a new multidimensional measure on teacher beliefs about diversity teaching: the Diversity Teaching Beliefs Scale (DTBS). The DTBS assesses three distinct dimensions of teachers' diversity beliefs: Acknowledging cultural differences (ACD), emphasizing cultural communalities (ECC), and socialization of the national culture (SNC). The findings of three studies on the psychometric properties of the DTBS provide…
Teachers taking perceptions of student attributes into consideration when formulating track recommendations
In some tracked educational systems, track recommendations are formulated by primary school teachers to determine the secondary school level that students will be allocated to. While teachers mostly base their track recommendations on students’ prior achievement, the extent to which teachers also consider perceived student attributes, such as students’ perceived work habits or parental involvement, and the extent to which these perceived student …
Conscientiousness as a Predictor of the Gender Gap in Academic Achievement
In recent decades, female students have been more successful in higher education than their male counterparts in the United States and other industrialized countries. A promising explanation for this gender gap are differences in personality, particularly higher levels of conscientiousness among women. Using Structural Equation Modeling on data from 4719 Dutch university students, this study examined to what extent conscientiousness can account f…
Differences in need-supportive teaching toward students from different socioeconomic backgrounds and the role of teachers’ attitudes
According to Self-Determination Theory, teachers can enhance their students’ motivation, engagement, and learning through need-supportive teaching, which involves providing autonomy support, structure, and involvement. However, within classes, there appears to be great variation in the degree to which teachers support students’ psychological needs. The current studies aimed to investigate to what extent this differentiation in need support was as…
The classroom social environment in mixed secondary school classes
The ethnic classroom composition and classmates’ ethnic attitudes can affect how students experience their classroom social environment (CSE). Following the imbalance of power thesis and prior research on ethnic attitudes, this cross-sectional study examined if ethnic classroom composition (i.e., proportion of in-group and Herfindahl Index) and classmates’ explicitly and implicitly measured ethnic attitudes predicted secondary school students’ ( …
Implicit measures of teachers' attitudes and stereotypes, and their effects on teacher practice and student outcomes
In this paper, research on implicitly measured teacher associations with social groups of students (attitudes and stereotypes) is reviewed. The aim of this review is to describe the theoretical and methodological underpinnings of the use of implicit measures in educational research, to summarize the research completed so far in which implicit measures have been used, how implicitly measured attitudes and stereotypes are related to different teach…
Het bevorderen van een gevoel van verbondenheid met Nederland bij leerlingen met migratieachtergrond
Amsterdam University Press is a leading publisher of academic books, journals and textbooks in the Humanities and Social Sciences. Our aim is to make current research available to scholars, students, innovators, and the general public. AUP stands for scholarly excellence, global presence, and engagement with the international academic community
Parents’ perceptions of secondary school students’ motivation and well‐being before and during the Covid‐19 lockdown
During the COVID‐19 lockdown of spring 2020, Dutch children were being homeschooled. We examined how parents’ (n = 470) perceptions of secondary school students’ ( M age = 14.23 years) need satisfaction, academic motivation and well‐being differed before the lockdown (assessed retrospectively) and during the lockdown. Furthermore, we examined the differential impact of the lockdown for different groups of children based on parental educational le…
How Do I Get on With my Teacher? Affective Student‐Teacher Relationships and the Religious Match Between Students and Teachers in Islamic Primary Schools
BACKGROUND: Despite the growing body of research concerning affective relationships between teachers and ethnic minority students, very little is known about student-teacher relationship (STR) quality for religious minority students. Many Islamic schools have a mixed workforce consisting of both Muslim and non-Muslim teachers. This means that the quality of religiously congruent and religiously incongruent STRs can be directly compared. AIMS: We …
High-ability students in pull-out programs and regular classes
Classroom Predictors of National Belonging
Schools can be important for the development of national belonging in students with immigrant backgrounds. Following Contact Theory and prior research on diversity norms, this cross-sectional survey study examined if intergroup contact and perceived diversity norms of teachers and classmates predicted national belonging in ethnic minority (i.e., Turkish [ n = 95], Moroccan [ n = 73], and Surinamese [ n = 15]) versus majority students ( n = 213) l…
Test- or judgement-based school track recommendations
BackgroundThere are concerns that school track recommendations that are mostly based on teachers' judgements of students' performance ('judgement-based recommendations') are more biased by students' SES than school track recommendations that are mostly based on standardized test results ('test-based recommendations'). A recent policy reform of the Dutch educational system has provided us the unique opportunity to compare the effects of students' …
Profiles of teachers’ need-support
According to Self-Determination Theory, need-supportive teaching fosters students’ motivation. The present study examined the interplay between the three dimensions of need support: autonomy support, structure, and involvement. Using both student and teacher-reports (N = 287 Grade 7 students), configurations of need support were examined with Latent Profile Analyses. Balanced profiles were identified based on student reports (low, moderate, or hi…
Differentiated need support by teachers
BackgroundAccording 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.AimsThis study aimed to investigate the degree to which teachers' perceptions of student-specific autonomy support and structure differ between students in their class …
The Implicit Prejudiced Attitudes of Teachers
Ethnic minority students are at risk for school failure and show a heightened susceptibility to negative teacher expectancy effects. In the present study, whether the prejudiced attitudes of teachers relate to their expectations and the academic achievement of their students is examined. The prejudiced attitudes of 41 elementary school teachers were assessed via self-report and an Implicit Association Test. Teacher expectations and achievement sc…
Profiles of teachers’ need-support
According to Self-Determination Theory, need-supportive teaching fosters students’ motivation. The present study examined the interplay between the three dimensions of need support: autonomy support, structure, and involvement. Using both student and teacher-reports (N = 287 Grade 7 students), configurations of need support were examined with Latent Profile Analyses. Balanced profiles were identified based on student reports (low, moderate, or hi…
Self-Esteem and National Identification in Times of Islamophobia
Despite strong debates about the role of Islamic education in Western societies, very little is known about the ways these schools can affect how Muslim children feel about these societies and themselves. This research examined how the self-esteem and national identification of Islamic schools students in a non-Muslim country (N = 707; M age = 10.02; SD = 1.25; 56.9% girls) depend on their perceptions of religious discrimination and the student-t…
Test- or judgement-based school track recommendations
BackgroundThere are concerns that school track recommendations that are mostly based on teachers' judgements of students' performance ('judgement-based recommendations') are more biased by students' SES than school track recommendations that are mostly based on standardized test results ('test-based recommendations'). A recent policy reform of the Dutch educational system has provided us the unique opportunity to compare the effects of students' …
The diversity teaching beliefs scale
This study describes the examination of a new multidimensional measure on teacher beliefs about diversity teaching: the Diversity Teaching Beliefs Scale (DTBS). The DTBS assesses three distinct dimensions of teachers' diversity beliefs: Acknowledging cultural differences (ACD), emphasizing cultural communalities (ECC), and socialization of the national culture (SNC). The findings of three studies on the psychometric properties of the DTBS provide…
Differences in need-supportive teaching toward students from different socioeconomic backgrounds and the role of teachers’ attitudes
According to Self-Determination Theory, teachers can enhance their students’ motivation, engagement, and learning through need-supportive teaching, which involves providing autonomy support, structure, and involvement. However, within classes, there appears to be great variation in the degree to which teachers support students’ psychological needs. The current studies aimed to investigate to what extent this differentiation in need support was as…
The classroom social environment in mixed secondary school classes
The ethnic classroom composition and classmates’ ethnic attitudes can affect how students experience their classroom social environment (CSE). Following the imbalance of power thesis and prior research on ethnic attitudes, this cross-sectional study examined if ethnic classroom composition (i.e., proportion of in-group and Herfindahl Index) and classmates’ explicitly and implicitly measured ethnic attitudes predicted secondary school students’ ( …
Classroom Predictors of National Belonging
Schools can be important for the development of national belonging in students with immigrant backgrounds. Following Contact Theory and prior research on diversity norms, this cross-sectional survey study examined if intergroup contact and perceived diversity norms of teachers and classmates predicted national belonging in ethnic minority (i.e., Turkish [ n = 95], Moroccan [ n = 73], and Surinamese [ n = 15]) versus majority students ( n = 213) l…
Differentiated need support by teachers
BackgroundAccording 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.AimsThis study aimed to investigate the degree to which teachers' perceptions of student-specific autonomy support and structure differ between students in their class …
How Do I Get on With my Teacher? Affective Student‐Teacher Relationships and the Religious Match Between Students and Teachers in Islamic Primary Schools
BACKGROUND: Despite the growing body of research concerning affective relationships between teachers and ethnic minority students, very little is known about student-teacher relationship (STR) quality for religious minority students. Many Islamic schools have a mixed workforce consisting of both Muslim and non-Muslim teachers. This means that the quality of religiously congruent and religiously incongruent STRs can be directly compared. AIMS: We …
Achievement goal profiles and developments in effort and achievement in upper elementary school
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 teacher-rated effort and academic achievement in upper elementary school. SAMPLE: Participants were 722 fift…
The Implicit Prejudiced Attitudes of Teachers
Ethnic minority students are at risk for school failure and show a heightened susceptibility to negative teacher expectancy effects. In the present study, whether the prejudiced attitudes of teachers relate to their expectations and the academic achievement of their students is examined. The prejudiced attitudes of 41 elementary school teachers were assessed via self-report and an Implicit Association Test. Teacher expectations and achievement sc…
Achievement goal profiles and developments in effort and achievement in upper elementary school
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 teacher-rated effort and academic achievement in upper elementary school. SAMPLE: Participants were 722 fift…
Student emotions in class
Self-Esteem and National Identification in Times of Islamophobia
Despite strong debates about the role of Islamic education in Western societies, very little is known about the ways these schools can affect how Muslim children feel about these societies and themselves. This research examined how the self-esteem and national identification of Islamic schools students in a non-Muslim country (N = 707; M age = 10.02; SD = 1.25; 56.9% girls) depend on their perceptions of religious discrimination and the student-t…
Profiles of teachers’ need-support
According to Self-Determination Theory, need-supportive teaching fosters students’ motivation. The present study examined the interplay between the three dimensions of need support: autonomy support, structure, and involvement. Using both student and teacher-reports (N = 287 Grade 7 students), configurations of need support were examined with Latent Profile Analyses. Balanced profiles were identified based on student reports (low, moderate, or hi…
Differentiated need support by teachers
BackgroundAccording 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.AimsThis study aimed to investigate the degree to which teachers' perceptions of student-specific autonomy support and structure differ between students in their class …
High-ability students in pull-out programs and regular classes
Classroom Predictors of National Belonging
Schools can be important for the development of national belonging in students with immigrant backgrounds. Following Contact Theory and prior research on diversity norms, this cross-sectional survey study examined if intergroup contact and perceived diversity norms of teachers and classmates predicted national belonging in ethnic minority (i.e., Turkish [ n = 95], Moroccan [ n = 73], and Surinamese [ n = 15]) versus majority students ( n = 213) l…
Test- or judgement-based school track recommendations
BackgroundThere are concerns that school track recommendations that are mostly based on teachers' judgements of students' performance ('judgement-based recommendations') are more biased by students' SES than school track recommendations that are mostly based on standardized test results ('test-based recommendations'). A recent policy reform of the Dutch educational system has provided us the unique opportunity to compare the effects of students' …
Implicit measures of teachers' attitudes and stereotypes, and their effects on teacher practice and student outcomes
In this paper, research on implicitly measured teacher associations with social groups of students (attitudes and stereotypes) is reviewed. The aim of this review is to describe the theoretical and methodological underpinnings of the use of implicit measures in educational research, to summarize the research completed so far in which implicit measures have been used, how implicitly measured attitudes and stereotypes are related to different teach…
Het bevorderen van een gevoel van verbondenheid met Nederland bij leerlingen met migratieachtergrond
Amsterdam University Press is a leading publisher of academic books, journals and textbooks in the Humanities and Social Sciences. Our aim is to make current research available to scholars, students, innovators, and the general public. AUP stands for scholarly excellence, global presence, and engagement with the international academic community
Parents’ perceptions of secondary school students’ motivation and well‐being before and during the Covid‐19 lockdown
During the COVID‐19 lockdown of spring 2020, Dutch children were being homeschooled. We examined how parents’ (n = 470) perceptions of secondary school students’ ( M age = 14.23 years) need satisfaction, academic motivation and well‐being differed before the lockdown (assessed retrospectively) and during the lockdown. Furthermore, we examined the differential impact of the lockdown for different groups of children based on parental educational le…
How Do I Get on With my Teacher? Affective Student‐Teacher Relationships and the Religious Match Between Students and Teachers in Islamic Primary Schools
BACKGROUND: Despite the growing body of research concerning affective relationships between teachers and ethnic minority students, very little is known about student-teacher relationship (STR) quality for religious minority students. Many Islamic schools have a mixed workforce consisting of both Muslim and non-Muslim teachers. This means that the quality of religiously congruent and religiously incongruent STRs can be directly compared. AIMS: We …
Conscientiousness as a Predictor of the Gender Gap in Academic Achievement
In recent decades, female students have been more successful in higher education than their male counterparts in the United States and other industrialized countries. A promising explanation for this gender gap are differences in personality, particularly higher levels of conscientiousness among women. Using Structural Equation Modeling on data from 4719 Dutch university students, this study examined to what extent conscientiousness can account f…
Differences in need-supportive teaching toward students from different socioeconomic backgrounds and the role of teachers’ attitudes
According to Self-Determination Theory, teachers can enhance their students’ motivation, engagement, and learning through need-supportive teaching, which involves providing autonomy support, structure, and involvement. However, within classes, there appears to be great variation in the degree to which teachers support students’ psychological needs. The current studies aimed to investigate to what extent this differentiation in need support was as…
The classroom social environment in mixed secondary school classes
The ethnic classroom composition and classmates’ ethnic attitudes can affect how students experience their classroom social environment (CSE). Following the imbalance of power thesis and prior research on ethnic attitudes, this cross-sectional study examined if ethnic classroom composition (i.e., proportion of in-group and Herfindahl Index) and classmates’ explicitly and implicitly measured ethnic attitudes predicted secondary school students’ ( …
Latent Profile Analysis of Working Memory
Creative thinking is an important aspect of education. However, students differ widely in their ability to think creatively. Working memory might explain these differences. Therefore, this study focuses on how different aspects of WM can explain differences in divergent thinking, both separately and conjointly. To do so, latent profile analysis was used. Working memory profiles of 561 primary school students (Mage = 10.10 years) were investigated…
In‐game performance
Digital games are widely used in education to motivate students for science. Additionally, augmented reality (AR) is increasingly used in education. However, recent research indicates that these technologies might not be equally beneficial for students with different background characteristics. Moreover, students with different backgrounds may differ in their self‐efficacy and interest when playing games and this could lead to differences in perf…
The diversity teaching beliefs scale
This study describes the examination of a new multidimensional measure on teacher beliefs about diversity teaching: the Diversity Teaching Beliefs Scale (DTBS). The DTBS assesses three distinct dimensions of teachers' diversity beliefs: Acknowledging cultural differences (ACD), emphasizing cultural communalities (ECC), and socialization of the national culture (SNC). The findings of three studies on the psychometric properties of the DTBS provide…
Teachers taking perceptions of student attributes into consideration when formulating track recommendations
In some tracked educational systems, track recommendations are formulated by primary school teachers to determine the secondary school level that students will be allocated to. While teachers mostly base their track recommendations on students’ prior achievement, the extent to which teachers also consider perceived student attributes, such as students’ perceived work habits or parental involvement, and the extent to which these perceived student …
Peer Interactions During Computer‐Supported Collaborative Learning
Teacher expectations
According to self-determination theory, all students benefit from need-supportive teaching (i.e., provision of autonomy support, structure, and involvement). Yet, teachers seem to differentiate between students in their level of need support. This study examined to what extent teacher expectations could explain differences in teacher-reported levels of different indicators of need support (i.e., provided choice, help and guidance, and quality of …
To move or not to move? The effect of active versus passive pre‐training on cognitive load and in‐game performance in an AR game
A distinct feature of educational games using augmented reality (AR) is that the game is played through physically interacting with the environment, whereas physical interaction is typically rather limited in other digital games. Understanding and performing the interactive game mechanics can be cognitively demanding. Adding pre‐training could help students manage cognitive load during in‐game performance. However, traditional approaches of pre‐t…
What students need from their teacher
In this study, it was examined whether teachers’ cognitive adaptive support (i.e., support that is tailored to students’ understanding), as perceived by students, was associated with students’ intrinsic motivation and academic achievement, and whether satisfaction of students’ needs for autonomy, competence, and relatedness explain these associations. Multilevel analyses in a sample of n = 692 secondary education students from 35 classes revealed…
Too High? Teacher Expectations and their (Curvi)linear Associations with Students’ School Engagement, Academic Achievement, and School Performance Pressure
Higher teacher expectations are generally linked to higher school engagement and achievement. This study tested whether overestimation could also have negative effects. We examined (curvi)linear associations between teacher expectations (relative to actual achievement) at the start of the school year and students’ engagement, achievement, and school performance pressure at year-end. Participants were 716 upper primary school students (Mage = 9.72…
Psychology (23 works) · Social Psychology (16 works) · Mathematics education (15 works) · Early Childhood Education and Development (12 works) · Developmental psychology (10 works) · Multilevel model (9 works) · Education, Achievement, and Giftedness (8 works) · Academic achievement (7 works) · Ethnic group (7 works) · Medicine (6 works)