Thea Peetsma
Biographic Data
| ID | 2746480 |
|---|---|
| NAME | Thea Peetsma |
| GIVEN NAMES | Thea |
| FAMILY NAME | Peetsma |
| SIGNATURE | PEETSMA T |
| AFFILIATIONS | University of Amsterdam |
| ORCID | 0000-0003-3052-7236 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 54 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
Investigating Transfer Motivation Profiles, Their Antecedents and Transfer of Training
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 distinguished. However, it is unclear whether such motivational profiles exist. In this study, we invest…
Learning under stress
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 students' mathematics anxiety related to class, learning, and tests, and investment in learning was gauged …
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 …
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…
A longitudinal study on time perspectives
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 education. In addition, the dependence of these relations on students' perceptions of the extent to whic…
How to Improve Teaching Practices
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 learning on teaching practices. Research Design: Data were collected from a survey of 502 teachers from …
Effects of inclusion on students with and without special educational needs reviewed
Relations Among Child Negative Emotionality, Parenting Stress, and Maternal Sensitive Responsiveness in Early Childhood
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 completed questionnaires for child temperament and parenting stress. Maternal sensitive responsiveness was observed du…
Child negative emotionality and parenting from infancy to preschool
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 relatively strong in lower socioeconomic status families, reversed in higher socioeconomic status families, a…
How to Improve Teaching Practices
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 learning on teaching practices. Research Design: Data were collected from a survey of 502 teachers from …
Relations Among Child Negative Emotionality, Parenting Stress, and Maternal Sensitive Responsiveness in Early Childhood
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 completed questionnaires for child temperament and parenting stress. Maternal sensitive responsiveness was observed du…
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 …
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…
Child negative emotionality and parenting from infancy to preschool
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 relatively strong in lower socioeconomic status families, reversed in higher socioeconomic status families, a…
Relations Among Child Negative Emotionality, Parenting Stress, and Maternal Sensitive Responsiveness in Early Childhood
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 completed questionnaires for child temperament and parenting stress. Maternal sensitive responsiveness was observed du…
Effects of inclusion on students with and without special educational needs reviewed
How to Improve Teaching Practices
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 learning on teaching practices. Research Design: Data were collected from a survey of 502 teachers from …
A longitudinal study on time perspectives
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 education. In addition, the dependence of these relations on students' perceptions of the extent to whic…
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…
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 …
Learning under stress
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 students' mathematics anxiety related to class, learning, and tests, and investment in learning was gauged …
Investigating Transfer Motivation Profiles, Their Antecedents and Transfer of Training
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 distinguished. However, it is unclear whether such motivational profiles exist. In this study, we invest…
Psychology (8 works) · Social Psychology (6 works) · Developmental psychology (5 works) · Mathematics education (4 works) · Education, Achievement, and Giftedness (3 works) · Association (psychology) (2 works) · Child and Adolescent Psychosocial and Emotional Development (2 works) · Cognitive psychology (2 works) · Collaborative Teaching and Inclusion (2 works) · Emotionality (2 works)