Hans Kuyper - Academia.edu (original) (raw)

Papers by Hans Kuyper

Contemporary Educational Psychology, 2014

Dimensional comparison theory Social comparison theory Frame of reference effects CFA/SEM A B S T... more Dimensional comparison theory Social comparison theory Frame of reference effects CFA/SEM A B S T R A C T

Learning and Instruction, 2014

We offer new theoretical, substantive, statistical, design, and methodological insights into the ... more We offer new theoretical, substantive, statistical, design, and methodological insights into the seemingly paradoxical negative effects of school-and class-average achievement (ACH) on academic self-concept (ASC)dthe big-fish-little-pond-effect (BFLPE; 15,356 Dutch 9th grade students from 651 classes in 95 schools). In support of the theoretical, social-comparison basis of the BFLPE, controlling for direct measures of social comparison (subjective ranking of how students compare with other students in their own class) substantially reduces the BFLPE. Based on new (latent three-level) statistical models and theoretical predictions integrating BFLPEs and 'local dominance' effects, significantly negative BFLPEs at the school level are largely eliminated, absorbed into even larger BFLPEs at the class level. Students accurately perceive large ACH differences between different classes within their school and across different schools. However, consistent with local dominance, ASCs are largely determined by comparisons with students in their own class, not objective or subjective comparisons with other classes or schools. At the individual student level, ASC is more highly related to class marks (from report cards) than standardized test scores, but the negative BFLPE is largely a function of class-average test scores. Consistent with theoretical predictions, BFLPEs generalize across objective and subjective measures of individual ACH, and BFLPEs are similar for the brightest and weakest students.

Journal of Research in …, Jan 1, 2010

The present study explores the relationship between personality characteristics and students’ sub... more The present study explores the relationship between personality characteristics and students’ subject choice in secondary education and addresses the question: ‘Are there differences in personality characteristics among students choosing different school subjects?’ The research included 3,992 9th grade students. We used the Five-Factor Personality Inventory (FFPI) of Hendriks, Hofstee, and De Raad (1999a) to measure students’ personality. With respect to all five personality factors our results show significant differences among students who chose different sets of subjects. We observed that students who took advanced mathematics, chemistry, and physics were less extraverted and more conscientious than students who chose a less science-oriented set of subjects. The results confirm that students’ interests and, consequently, their subject choices are related to their personality.

British Journal of Social …, 2005

British Journal of Social Psychology, 2008

Journal of Personality, 2010

Consistent with social comparison theory (SCT), found that students tended to choose comparison t... more Consistent with social comparison theory (SCT), found that students tended to choose comparison targets who slightly outperformed them (i.e., upward comparison choices), and this had a beneficial effect on subsequent performance-a behavioral assimilation effect (BAE). We show (Studies 1 and 2) that this apparent BAE is due, in part, to uncontrolled measurement error in pretest achievement. However, using simulated data (Study 3), these phantom BAEs were eliminated with latent-variable models with multiple indicators. In Studies 4 and 5, latent-variable models were applied to the Blanton et al. and Huguet et al. data, resulting in substantially smaller but still significantly positive BAEs. More generally in personality research based on correlational data, failure to control measurement error in pretest/background variables will positively The authors thank

Journal of Personality and Social Psychology, 1999

Journal of Research in Personality, 2010

The present study explores the relationship between personality characteristics and students' sub... more The present study explores the relationship between personality characteristics and students' subject choice in secondary education and addresses the question: 'Are there differences in personality characteristics among students choosing different school subjects?' The research included 3992 9th grade students. We used the Five-Factor Personality Inventory (FFPI) of Hendriks, Hofstee, and de Raad (1999a) to measure students' personality. With respect to all five personality factors our results show significant differences among students who chose different sets of subjects. We observed that students who took advanced mathematics, chemistry, and physics were less extraverted and more conscientious than students who chose a less science-oriented set of subjects. The results confirm that students' interests and, consequently, their subject choices are related to their personality.

Educational Psychology, 2015

ABSTRACT The dominant achievement goals (DAGs) of 7008 students in the third grade of Dutch secon... more ABSTRACT The dominant achievement goals (DAGs) of 7008 students in the third grade of Dutch secondary education (US grade 9) were investigated, based on Elliot & McGregors’ 2 × 2 framework (2001), in relation to track-level and motivational variables. We found the mastery-approach goal and the performance-approach goal, generally considered adaptive, to be more prominent among students in lower tracks. In contrast, avoidance goals were more common in higher tracks. Most notably, in the highest track, the mastery-avoidance goal was the most prominent. Additionally, we found that students with a dominant performanceapproach goal scored highest on almost all motivational variables examined; students without a DAG scored mostly second highest. The implications of these findings are discussed.

Journal of Educational Psychology, 2013

The purpose of the current study was twofold: (a) to investigate the developmental trends of 4 ac... more The purpose of the current study was twofold: (a) to investigate the developmental trends of 4 academic emotions (anxiety, boredom, enjoyment, and pride) and (b) to examine whether changes in emotions are linked to the changes in students' self-regulatory strategies (shallow, deep, and meta-cognitive) and achievement in mathematics. Four hundred and ninety-five Grade 7 students completed measures assessing their emotions and self-regulatory strategies in mathematics 3 times across 3 terms in a school year. Students' achievement for each term was collected from school records. Growth curve analyses showed that students' enjoyment and pride in mathematics declined, whereas boredom increased over time. Anxiety remained relatively stable across the study period. The growth curve analyses also showed that changes in positive emotions were systematically associated with changes in self-regulated learning and achievement. Overall, the results suggest that in addition to the "will" and the "skill," students need the "thrill" to succeed in school.

British Journal of Educational Psychology, 2010

Background. Recent literature on emotions in education has shown that competence-and value-relate... more Background. Recent literature on emotions in education has shown that competence-and value-related beliefs are important sources of students' emotions; nevertheless, the role of these antecedents in students' daily functioning in the classroom is not yet well-known. More importantly, to date we know little about intra-individual variability in students' daily emotions.

The British journal of educational psychology, Jan 14, 2015

In several tracked educational systems, realizing optimal placements in classes in the first year... more In several tracked educational systems, realizing optimal placements in classes in the first year of secondary education depends on the accuracy of teacher expectations. The aim of this study was to investigate between-teacher differences in their expectations regarding the academic aptitude of their students. The sample consisted of 500 teachers (classes) who provided their expectations of 7,550 students in the final grade of Dutch primary education. We analysed the extent to which teachers differed in their expectations and in what contexts their expectations were biased, using multilevel random slope models. Multilevel analysis showed teacher expectation bias to be related to gender and socio-ethnic background of students. The differences among teachers in expectations for Turkish, Moroccan, and other foreign students with low-educated parents were larger than the average teacher expectation bias for these groups in the sample. When student characteristics were controlled for, we...

Learning and Individual Differences, 2010

School Effectiveness and School Improvement, 2008

Review of Educational Research, 2008

Learning and Individual Differences, 2010

This study examined the mutual influence of relatively stable personal competence and value belie... more This study examined the mutual influence of relatively stable personal competence and value beliefs and lesson specific appraisals of competence and value on daily emotional experiences of students in the classroom context. Personal competence and value beliefs were measured by means of questionnaire whereas appraisals and daily emotions were assessed by means of diary forms completed over a two-week period. Multilevel analyses of data from 120 grade seven students revealed that both personal competencevalue beliefs and appraisals played an important role in determining daily emotional experiences in the classroom. More importantly, the results showed that the effects of stable personal variables on daily emotional experiences were mediated by lesson specific appraisals. In general, the results support cognitive mediational models of emotion that capitalize on the importance of both personal and situational characteristics in emotion elicitation.

Learning and Individual Differences, 2012

The present study examined the reciprocal relationships between self-concept and anxiety in mathe... more The present study examined the reciprocal relationships between self-concept and anxiety in mathematics. A sample of 495 grade 7 students (51% girls) completed self-report measures assessing self-concept and anxiety three times in a school year. Structural equation modeling was used to test a cross-lagged panel model of reciprocal effects between math self-concept and math anxiety. The analysis showed a reciprocal relationship between self-concept and anxiety in math (i.e., higher self-concept leads to lower anxiety, which in turn, leads to higher self-concept). However, the magnitude of the path from anxiety to self-concept is almost half of that from self-concept to anxiety. Overall, the results provide empirical support for the theoretical notion that math self-concept and math anxiety are reciprocally related.

Journal of Youth and Adolescence, 2010

Although a bulk of literature shows that perceived social support (PSS) influences academic achie... more Although a bulk of literature shows that perceived social support (PSS) influences academic achievement, the mechanisms through which this effect operates received little empirical attention. The present study examined the multiple mediational effects of motivational beliefs (competence beliefs and subjective value) and emotions (anxiety and enjoyment) that may account for the empirical link between PSS (from parents, peers and teachers) and mathematics achievement. The participants of the study were 238 grade 7 students (average age = 13.2 years, girls = 54%, predominantly native Dutch middle class socioeconomic status). A bootstrap analysis (a relatively new technique for testing multiple mediation) revealed that the motivational beliefs and the emotions, jointly, partially mediated the effect of PSS on achievement. The proportion of the effects mediated, however, varied across the support sources from 55% to 75%. The findings lend support to the theoretical assumptions in the literature that supportive social relationships influence achievement through motivational and affective pathways.

Journal of School Psychology, 2011

Contemporary Educational Psychology, 2014

Dimensional comparison theory Social comparison theory Frame of reference effects CFA/SEM A B S T... more Dimensional comparison theory Social comparison theory Frame of reference effects CFA/SEM A B S T R A C T

Learning and Instruction, 2014

We offer new theoretical, substantive, statistical, design, and methodological insights into the ... more We offer new theoretical, substantive, statistical, design, and methodological insights into the seemingly paradoxical negative effects of school-and class-average achievement (ACH) on academic self-concept (ASC)dthe big-fish-little-pond-effect (BFLPE; 15,356 Dutch 9th grade students from 651 classes in 95 schools). In support of the theoretical, social-comparison basis of the BFLPE, controlling for direct measures of social comparison (subjective ranking of how students compare with other students in their own class) substantially reduces the BFLPE. Based on new (latent three-level) statistical models and theoretical predictions integrating BFLPEs and 'local dominance' effects, significantly negative BFLPEs at the school level are largely eliminated, absorbed into even larger BFLPEs at the class level. Students accurately perceive large ACH differences between different classes within their school and across different schools. However, consistent with local dominance, ASCs are largely determined by comparisons with students in their own class, not objective or subjective comparisons with other classes or schools. At the individual student level, ASC is more highly related to class marks (from report cards) than standardized test scores, but the negative BFLPE is largely a function of class-average test scores. Consistent with theoretical predictions, BFLPEs generalize across objective and subjective measures of individual ACH, and BFLPEs are similar for the brightest and weakest students.

Journal of Research in …, Jan 1, 2010

The present study explores the relationship between personality characteristics and students’ sub... more The present study explores the relationship between personality characteristics and students’ subject choice in secondary education and addresses the question: ‘Are there differences in personality characteristics among students choosing different school subjects?’ The research included 3,992 9th grade students. We used the Five-Factor Personality Inventory (FFPI) of Hendriks, Hofstee, and De Raad (1999a) to measure students’ personality. With respect to all five personality factors our results show significant differences among students who chose different sets of subjects. We observed that students who took advanced mathematics, chemistry, and physics were less extraverted and more conscientious than students who chose a less science-oriented set of subjects. The results confirm that students’ interests and, consequently, their subject choices are related to their personality.

British Journal of Social …, 2005

British Journal of Social Psychology, 2008

Journal of Personality, 2010

Consistent with social comparison theory (SCT), found that students tended to choose comparison t... more Consistent with social comparison theory (SCT), found that students tended to choose comparison targets who slightly outperformed them (i.e., upward comparison choices), and this had a beneficial effect on subsequent performance-a behavioral assimilation effect (BAE). We show (Studies 1 and 2) that this apparent BAE is due, in part, to uncontrolled measurement error in pretest achievement. However, using simulated data (Study 3), these phantom BAEs were eliminated with latent-variable models with multiple indicators. In Studies 4 and 5, latent-variable models were applied to the Blanton et al. and Huguet et al. data, resulting in substantially smaller but still significantly positive BAEs. More generally in personality research based on correlational data, failure to control measurement error in pretest/background variables will positively The authors thank

Journal of Personality and Social Psychology, 1999

Journal of Research in Personality, 2010

The present study explores the relationship between personality characteristics and students' sub... more The present study explores the relationship between personality characteristics and students' subject choice in secondary education and addresses the question: 'Are there differences in personality characteristics among students choosing different school subjects?' The research included 3992 9th grade students. We used the Five-Factor Personality Inventory (FFPI) of Hendriks, Hofstee, and de Raad (1999a) to measure students' personality. With respect to all five personality factors our results show significant differences among students who chose different sets of subjects. We observed that students who took advanced mathematics, chemistry, and physics were less extraverted and more conscientious than students who chose a less science-oriented set of subjects. The results confirm that students' interests and, consequently, their subject choices are related to their personality.

Educational Psychology, 2015

ABSTRACT The dominant achievement goals (DAGs) of 7008 students in the third grade of Dutch secon... more ABSTRACT The dominant achievement goals (DAGs) of 7008 students in the third grade of Dutch secondary education (US grade 9) were investigated, based on Elliot & McGregors’ 2 × 2 framework (2001), in relation to track-level and motivational variables. We found the mastery-approach goal and the performance-approach goal, generally considered adaptive, to be more prominent among students in lower tracks. In contrast, avoidance goals were more common in higher tracks. Most notably, in the highest track, the mastery-avoidance goal was the most prominent. Additionally, we found that students with a dominant performanceapproach goal scored highest on almost all motivational variables examined; students without a DAG scored mostly second highest. The implications of these findings are discussed.

Journal of Educational Psychology, 2013

The purpose of the current study was twofold: (a) to investigate the developmental trends of 4 ac... more The purpose of the current study was twofold: (a) to investigate the developmental trends of 4 academic emotions (anxiety, boredom, enjoyment, and pride) and (b) to examine whether changes in emotions are linked to the changes in students' self-regulatory strategies (shallow, deep, and meta-cognitive) and achievement in mathematics. Four hundred and ninety-five Grade 7 students completed measures assessing their emotions and self-regulatory strategies in mathematics 3 times across 3 terms in a school year. Students' achievement for each term was collected from school records. Growth curve analyses showed that students' enjoyment and pride in mathematics declined, whereas boredom increased over time. Anxiety remained relatively stable across the study period. The growth curve analyses also showed that changes in positive emotions were systematically associated with changes in self-regulated learning and achievement. Overall, the results suggest that in addition to the "will" and the "skill," students need the "thrill" to succeed in school.

British Journal of Educational Psychology, 2010

Background. Recent literature on emotions in education has shown that competence-and value-relate... more Background. Recent literature on emotions in education has shown that competence-and value-related beliefs are important sources of students' emotions; nevertheless, the role of these antecedents in students' daily functioning in the classroom is not yet well-known. More importantly, to date we know little about intra-individual variability in students' daily emotions.

The British journal of educational psychology, Jan 14, 2015

In several tracked educational systems, realizing optimal placements in classes in the first year... more In several tracked educational systems, realizing optimal placements in classes in the first year of secondary education depends on the accuracy of teacher expectations. The aim of this study was to investigate between-teacher differences in their expectations regarding the academic aptitude of their students. The sample consisted of 500 teachers (classes) who provided their expectations of 7,550 students in the final grade of Dutch primary education. We analysed the extent to which teachers differed in their expectations and in what contexts their expectations were biased, using multilevel random slope models. Multilevel analysis showed teacher expectation bias to be related to gender and socio-ethnic background of students. The differences among teachers in expectations for Turkish, Moroccan, and other foreign students with low-educated parents were larger than the average teacher expectation bias for these groups in the sample. When student characteristics were controlled for, we...

Learning and Individual Differences, 2010

School Effectiveness and School Improvement, 2008

Review of Educational Research, 2008

Learning and Individual Differences, 2010

This study examined the mutual influence of relatively stable personal competence and value belie... more This study examined the mutual influence of relatively stable personal competence and value beliefs and lesson specific appraisals of competence and value on daily emotional experiences of students in the classroom context. Personal competence and value beliefs were measured by means of questionnaire whereas appraisals and daily emotions were assessed by means of diary forms completed over a two-week period. Multilevel analyses of data from 120 grade seven students revealed that both personal competencevalue beliefs and appraisals played an important role in determining daily emotional experiences in the classroom. More importantly, the results showed that the effects of stable personal variables on daily emotional experiences were mediated by lesson specific appraisals. In general, the results support cognitive mediational models of emotion that capitalize on the importance of both personal and situational characteristics in emotion elicitation.

Learning and Individual Differences, 2012

The present study examined the reciprocal relationships between self-concept and anxiety in mathe... more The present study examined the reciprocal relationships between self-concept and anxiety in mathematics. A sample of 495 grade 7 students (51% girls) completed self-report measures assessing self-concept and anxiety three times in a school year. Structural equation modeling was used to test a cross-lagged panel model of reciprocal effects between math self-concept and math anxiety. The analysis showed a reciprocal relationship between self-concept and anxiety in math (i.e., higher self-concept leads to lower anxiety, which in turn, leads to higher self-concept). However, the magnitude of the path from anxiety to self-concept is almost half of that from self-concept to anxiety. Overall, the results provide empirical support for the theoretical notion that math self-concept and math anxiety are reciprocally related.

Journal of Youth and Adolescence, 2010

Although a bulk of literature shows that perceived social support (PSS) influences academic achie... more Although a bulk of literature shows that perceived social support (PSS) influences academic achievement, the mechanisms through which this effect operates received little empirical attention. The present study examined the multiple mediational effects of motivational beliefs (competence beliefs and subjective value) and emotions (anxiety and enjoyment) that may account for the empirical link between PSS (from parents, peers and teachers) and mathematics achievement. The participants of the study were 238 grade 7 students (average age = 13.2 years, girls = 54%, predominantly native Dutch middle class socioeconomic status). A bootstrap analysis (a relatively new technique for testing multiple mediation) revealed that the motivational beliefs and the emotions, jointly, partially mediated the effect of PSS on achievement. The proportion of the effects mediated, however, varied across the support sources from 55% to 75%. The findings lend support to the theoretical assumptions in the literature that supportive social relationships influence achievement through motivational and affective pathways.

Journal of School Psychology, 2011

Van studiehuis naar studentenhuis, de studeer-, werk-en persoonlijke situatie van havo-en vwo-ein... more Van studiehuis naar studentenhuis, de studeer-, werk-en persoonlijke situatie van havo-en vwo-eindexamen leerlingen Mombarg, Lyset; Korpershoek, Hanke; Kuyper, H.; van der Werf, Margaretha