Publications
2023
Scholarly publications
Appels, S., van Viersen, S., van Erp, S., Hornstra, L., & de Bree, E. (2023). Evaluating Empirical Evidence for Protective Factors: A Scoping Review on Resilience in Literacy. (Learning and Instruction). EdArXiv Preprints. https://doi.org/10.35542/osf.io/28e47
van Vemde, L., Thijs, J., & Hornstra, L. (2023). The classroom social environment in mixed secondary school classes: The role of ethnic classroom composition and classmates’ explicitly and implicitly measured ethnic attitudes. Social Psychology of Education, 26(2), 333-366. https://doi.org/10.1007/s11218-022-09747-x
Arztmann, M., Domínguez Alfaro, J. L., Hornstra, L., Jeuring, J., & Kester, L. (2023). In-game performance: The role of students' socio-economic status, self-efficacy and situational interest in an augmented reality game. British Journal of Educational Technology. Advance online publication. https://doi.org/10.1111/bjet.13395
Hornstra, L., Mathijssen, S., Denissen, J., & Bakx, A. (2023). Academic motivation of intellectually gifted students and their classmates in regular primary school classes: A multidimensional, longitudinal, person- and variable-centered approach. Learning and Individual Differences, 107, Article 102345. https://doi.org/10.1016/j.lindif.2023.102345
Bloem, J., Flunger, B., Stroet, K., & Hornstra, L. (2023). Differences in need-supportive teaching toward students from different socioeconomic backgrounds and the role of teachers’ attitudes. Social Psychology of Education. Advance online publication. https://doi.org/10.1007/s11218-023-09831-w
Hornstra, L., Stroet, K., Rubie-Davies, C., & Flint, A. (2023). Teacher Expectations and Self-Determination Theory: Considering Convergence and Divergence of Theories. Educational Psychology Review, 35(3), Article 76. https://doi.org/10.1007/s10648-023-09788-4
Gerritsen, S., Poorthuis, A. M. G., Bakx, A., & Hornstra, L. (2023). (Not) Swimming with the Big Fish: Primary School Students’ Competence Satisfaction and Frustration in High-Ability Pull-Out Classes. Contemporary Educational Psychology, 73, Article 102171. https://doi.org/10.1016/j.cedpsych.2023.102171
Zuidema, P., Hornstra, L., Schuitema, J., & Poorthuis, A. M. G. (2023). Attributional Profiles: Considering Multiple Causal Attributions for Success and Failure at the Beginning of Secondary School. Contemporary Educational Psychology, 73, Article 102164. https://doi.org/10.1016/j.cedpsych.2023.102164
de Vink, I., Hornstra, L., & Kroesbergen, E. (2023). Latent Profile Analysis of Working Memory: Relations with Creativity and Academic Achievement. Creativity Research Journal. Advance online publication. https://doi.org/10.1080/10400419.2023.2183323
Verbree, A. R., Hornstra, L., Maas, L., & Wijngaards-de Meij, L. (2023). Conscientiousness as a Predictor of the Gender Gap in Academic Achievement. Research in Higher Education, 64(3), 451–472. https://doi.org/10.1007/s11162-022-09716-5
Arztmann, M., Hornstra, L., Jeuring, J., & Kester, L. (2023). Effects of games in STEM education: a meta-analysis on the moderating role of student background characteristics. Studies in Science Education, 59(1), 109-145. https://doi.org/10.1080/03057267.2022.2057732
Schuurman, T., Henrichs, L., Schuurman, N., Polderdijk, S., & Hornstra, L. (2023). Learning Loss in Vulnerable Student Populations after the first COVID-19 School Closure in the Netherlands. Scandinavian Journal of Educational Research, 67(2), 309-326. https://doi.org/10.1080/00313831.2021.2006307
van Leeuwen, A., Hornstra, T. E., & Flunger, B. (2023). Need Supportive Collaborative Learning: Are Teachers Necessary or Do Students Support each other’s Basic Psychological Needs. Educational Studies, 49(1), 131-146 . https://doi.org/10.1080/03055698.2020.1835613
Professional publications
Hornstra, L. (2023). Effecten van de plusklas op motivatie. In De Gids 2.0. Over begaafdheid in het basisonderwijs leuker.nu.
2022
Scholarly publications
van Leest, A., Hornstra, L., van Tartwijk, J., & van de Pol, J. (2022). Zouden basisschoolleerkrachten hun perceptie van leerlingkenmerken moeten meewegen bij het opstellen van basisschooladviezen?. Abstract from Onderwijs Research Dagen 2022 Hasselt, Hasselt, Belgium.
Van Vemde, L., Hornstra, L., & Thijs, J. (2022). Het bevorderen van een gevoel van verbondenheid met Nederland bij leerlingen met migratieachtergrond: De rol van interetnisch contact en diversiteitsnormen van de leerkracht en klasgenoten. Mens & Maatschappij, 97(4), 456 - 459. https://doi.org/10.5117/mem2022.4.007.vemd
Henrichs, L., Polderdijk, S., & Hornstra, L. (2022). Zorgen van leerkrachten over leerlingen tijdens de COVID-19 schoolsluiting: Aard, ontwikkeling en aanpak. Pedagogische Studiën, 99(3), 258-277. https://pedagogischestudien.nl/search?identifier=f6049d65-a884-4d06-907e-01676529f88b
Hornstra, L., van Weerdenburg, M., van den Brand, M., Hoogeveen, L., & Bakx, A. (2022). High-Ability Students’ Need Satisfaction and Motivation in Pull-Out and Regular Classes: A Quantitative and Qualitative Comparison Between Settings. Roeper Review, 44(3), 157-172. https://doi.org/10.1080/02783193.2022.2071367
Flunger, B., Hollmann, L., Hornstra, L., & Murayama, K. (2022). It’s more about a lesson than a domain: Lesson-specific autonomy support, motivation, and engagement in math and a second language. Learning and Instruction, 77, 1-13. Article 101500. https://doi.org/10.1016/j.learninstruc.2021.101500
Hornstra, L., van den Bergh, L., Denissen, J., Diepstraten, I., & Bakx, A. (2022). Parents' perceptions of secondary school students' motivation and well-being before and during the COVID-19 lockdown: The moderating role of student characteristics. Journal of Research in Special Educational Needs, 22(3), 209-220. https://doi.org/10.1111/1471-3802.12551
Charki, F. Z., Hornstra, L., & Thijs, J. (2022). How Do I Get on With my Teacher? Affective Student-Teacher Relationships and the Religious Match Between Students and Teachers in Islamic Primary Schools. British Journal of Educational Psychology, 92(2), 465-483. Article e12457. https://doi.org/10.1111/bjep.12457
Denessen, E., Hornstra, T. E., van den Bergh, L., & Bijlstra, G. (2022). Implicit Measures of Teachers' Attitudes and Stereotypes, and their Effects on Teacher Practice and Student Outcomes: A Review . Learning and Instruction, 78, 1-15. Article 101437. https://doi.org/10.1016/j.learninstruc.2020.101437
Professional publications
Bomhof, M., Suijkerbuijk, A., Schoevers, E., Hornstra, L., & Poelman, M. (2022). Monitor subsidieregeling leerlingen met kenmerken van (hoog)begaafdheid in het primair en voortgezet onderwijs: Derde meting 2021/2022. Oberon. https://www.rijksoverheid.nl/documenten/rapporten/2022/12/23/bijlage-2-rapport-monitor-leerlingen-kenmerken-hoog-begaafdheid-in-po-en-vo-derde-meting-2021-2022
https://dspace.library.uu.nl/bitstream/handle/1874/426857/bijlage_2_rapport_monitor_leerlingen_kenmerken_hoog_begaafdheid_in_po_en_vo_derde_meting_2021_2022.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/426857/bijlage_2_rapport_monitor_leerlingen_kenmerken_hoog_begaafdheid_in_po_en_vo_derde_meting_2021_2022.pdf?sequence=1
Dood, C., Gubbels, J., Hornstra, L., Diepstraten, I., & Bakx, A. (2022). Literatuurstudie naar effectieve professionaliseringsactiviteiten voor leraren. Expertisecentrum Nederlands/ Radboud Universiteit RATiO.
Hornstra, L., Bakx, A., Denissen, J., & Mathijssen, S. (2022). Motiveren van (hoog)begaafde leerlingen en hun klasgenoten op reguliere basisscholen. Onderwijstijd, 2(1), 28-33.
2021
Scholarly publications
Verbree, A.-R., Maas, L., Hornstra, L., & Wijngaards, L. (2021). Personality predicts academic achievement in higher education: Differences by academic field of study? Learning and Individual Differences, 92, Article 102081. https://doi.org/10.1016/j.lindif.2021.102081
van Vemde, L., Hornstra, L., & Thijs, J. (2021). Classroom Predictors of National Belonging: The Role of Interethnic Contact and Teachers’ and Classmates’ Diversity Norms. Journal of Youth and Adolescence, 50(8), 1709-1725. https://doi.org/10.1007/s10964-021-01430-2
Van Rossen, J., Hornstra, T. E., & Poorthuis, A. M. G. (2021). High-ability students in pull-out programs and regular classes: A longitudinal study on perceived social relationships in two settings. Journal of School Psychology, 85, 1-16. https://doi.org/10.1016/j.jsp.2020.12.007
Hornstra, T. E., K., S., & Weijers, D. (2021). Profiles of teachers’ need-support: How do autonomy support, structure, and involvement cohere and predict motivation and learning outcomes. Teaching and Teacher Education, 99, 1-12. Article 103257. https://doi.org/10.1016/j.tate.2020.103257
Polman, J., Hornstra, T. E., & Volman, M. (2021). The meaning of meaningful learning in mathematics in upper primary education. Learning Environments Research, 24(3), 469-486. https://doi.org/10.1007/s10984-020-09337-8
van Leest, A. M. C., Hornstra, T. E., van Tartwijk, J. W. F., & van de Pol, J. E. (2021). Test‐ or judgement‐based school track recommendations: Equal opportunities for students with different socio‐economic backgrounds? British Journal of Educational Psychology, 91(1), 193-216. https://doi.org/10.1111/bjep.12356
2020
Scholarly publications
Hornstra, T. E., Bakx, A., Mathijssen, S., & Denissen, J. (2020). Motivating gifted and non-gifted students in regular primary schools: A self-determination perspective. Learning and Individual Differences, 80, Article 101871. https://doi.org/10.1016/j.lindif.2020.101871
Domen, J., Hornstra, T. E., Weijers, D., van der Veen, I., & Peetsma, T. (2020). Differentiated Need Support by Teachers: Student-specific Provision of Autonomy and Structure and Relations with Student Motivation. British Journal of Educational Psychology, 90(2), 403-423. https://doi.org/10.1111/bjep.12302
Professional publications
van Leest, A. M. C. (Author), Hornstra, T. E. (Author), van Tartwijk, J. W. F. (Author), & van de Pol, J. E. (Author). (2020). Eindtoets en gelijke kansen. Een vergelijking voor en na. Web publication/site, Didactief. https://didactiefonline.nl/artikel/eindtoets-en-gelijke-kansen-een-vergelijking-voor-en-na
Henrichs, L. F., Hornstra, T. E., Polderdijk, S., & Schuurman, T. M. (2020). Lessen uit de lockdown. Didactief. https://didactiefonline.nl/artikel/lessen-uit-de-lockdown
Suijkerbuijk, A., Schoevers, E., Bomhof, M., Walraven, M., Hornstra, T. E., & Poelman, M. (2020). Monitor subsidieregeling (hoog)begaafden in het primair en voortgezet onderwijs: Meting 2019/2020. Oberon. https://www.rijksoverheid.nl/documenten/kamerstukken/2020/12/17/rapport-monitor-hoog-begaafdheid-meting-2019-2020
Bakx, A., Samsen-Bronsveld, E., Hornstra, T. E., diepstraten, I., Speetjens, P. A. M., van den Bergh, L., Denissen, J., & Van der Ven, S. (2020). Het welbevinden en motivatie van kinderen in het basisonderwijs tijdens onderwijs op school en afstandsonderwijs: De visie van ouders. POINT013. http://www.point013.nl/wp-content/uploads/2020/09/PO-Rapportage-Afstandsonderwijs.pdf
Bakx, A., Samsen-Bronsveld, E., Hornstra, T. E., diepstraten, I., Speetjens, P. A. M., van den Bergh, L., Denissen, J., & Van der Ven, S. (2020). Het welbevinden en motivatie van middelbare scholieren tijdens onderwijs op school en afstandsonderwijs: De visie van ouders. POINT013. http://www.point013.nl/wp-content/uploads/2020/09/VO-Rapportage-Afstandsonderwijs.pdf
2019
Scholarly publications
Bakx, A., van Houtert, T., van den Brand, B., & Hornstra, T. E. (2019). A comparison of high-ability pupils’ views vs. regular ability pupils’ views of characteristics of good primary school teachers. Educational Studies, 45(1), 35-56. https://doi.org/10.1080/03055698.2017.1390443
Professional publications
Hornstra, T. E. (2019). Werkplaats POINT 013: Samen onderzoek doen naar het motiveren van (hoog)begaafde leerlingen. NRO Congres, Utrecht, Netherlands.
Bakx, A., Laurens, N., van Geloven, N., Heikamp, N., van Dongen, E., Berkers, G., Hornstra, T. E., Mathijssen, S., Rand, L., van Houtert, T., & van den Brand, M. (2019). EnIQma: Professionaliseringsspel (hoog)begaafdheid. Van Gorcum.
2018
Scholarly publications
Hornstra, T. E., Stroet, K., van Eijden, E., Goudsblom, J., & Roskamp, C. (2018). Teacher expectation effects on need-supportive teaching, student motivation, and engagement: A self-determination perspective. Educational Research and Evaluation, 24(3-5), 324-345 . https://doi.org/10.1080/13803611.2018.1550841
Thijs, J. T., Hornstra, T. E., & Charki, F. Z. (2018). Self-esteem and national identification in times of Islamophobia: A study among Islamic school children in the Netherlands. Journal of Youth and Adolescence, 47(12), 2521-2534. https://doi.org/10.1007%2Fs10964-018-0906-6
Hornstra, T. E., Kamsteeg, A., Pot, S., & Verheij, L. (2018). A dual pathway of student motivation: Combining an implicit and explicit measure of student motivation. Frontline Learning Research, 6(1), 1-18. https://doi.org/10.14786/flr.v6i1.305
Mainhard, M. T., Oudman, V. S., Hornstra, T. E., Bosker, R. J., & Goetz, T. (2018). Student emotions in class: The relative importance of teachers and their interpersonal relations with students. Learning and Instruction, 53(February), 109-119. https://doi.org/10.1016/j.learninstruc.2017.07.011
Professional publications
Hornstra, T. E. (2018). Schoolrapportage POINT-onderzoek: Motivatie en behoefte-ondersteunend lesgeven. Universiteit Utrecht.
van Look, C. J., Broekhuizen, M. L., Damhuis, C. M. P., Henrichs, L. F., Hornstra, T. E., de Jong, E. M., de Kleijn, R. A. M., van Leest, A. M. C., van Aarsen, E., Bomhof, M., de Wit, W., Bisschop, P., & van Tartwijk, J. W. F. (2018). Onderwijskansen in Utrecht.
https://dspace.library.uu.nl/bitstream/handle/1874/376903/Rapport_Onderwijskansen_in_Utrecht.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/376903/Rapport_Onderwijskansen_in_Utrecht.pdf?sequence=1
Hornstra, T. E. (2018). Autonomie en structuur bieden in een diverse klas. Zorgbreed, 15, 18-20.
van der Linden, D., van den Brand, M., & Hornstra, T. E. (2018). Motivatie in de rekenles. Zorg Primair, (5), 22-23.
van Dongen, E., & Hornstra, T. E. (2018). Hogere orde denkvragen. Zorg Primair, (5), 16-18.
van Elderen, L., & Hornstra, T. E. (2018). De kloof tussen plusklas en reguliere klas. Zorg Primair, 5, 12-13.
2017
Scholarly publications
Hornstra, T. E., Majoor, M., & Peetsma, T. (2017). Achievement goal profiles and developments in effort and achievement in upper elementary school. British Journal of Educational Psychology, 87(4), 606-629. https://doi.org/10.1111/bjep.12167
Hornstra, T. E., van der Veen, I., & Peetsma, T. (2017). Effects of full-time and part-time high-ability programs on developments in students’ achievement emotions. High Ability Studies, 28(2), 199-224. https://doi.org/10.1080/13598139.2017.1332575
https://dspace.library.uu.nl/bitstream/handle/1874/358971/2017_Hornstra_Van_der_Veen_Peetsma_Effects_of_high_ability_programs_on_achievement_emotions.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/358971/2017_Hornstra_Van_der_Veen_Peetsma_Effects_of_high_ability_programs_on_achievement_emotions.pdf?sequence=1
Professional publications
Buijs, E., Hornstra, T. E., & Peetsma, T. (2017). Beste plek voor excellente leerlingen? Didactief, 47(4), 36-37.
Hornstra, T. E. (2017). Van 'moetivatie' naar motivatie: Negen praktijkprincipes die leerlingen motiveren. Van twaalf tot achttien, 27(3), 31-33.
2016
Scholarly publications
Hornstra, T. E., van der Veen, I., & Peetsma, T. (2016). Domain-specificity of motivation: A longitudinal study in upper primary school. Learning and Individual Differences, 51, 167-178. https://doi.org/10.1016/j.lindif.2016.08.012
Jansen In De Wal, J., Hornstra, L., Prins, F. J., Peetsma, T., & Van Der Veen, I. (2016). The prevalence, development and domain specificity of elementary school students’ achievement goal profiles. Educational Psychology, 36, 1303-1322. https://doi.org/10.1080/01443410.2015.1035698
Professional publications
Hornstra, T. E., Weijers, D., Peetsma, T., & van der Veen, I. (2016). Motiverend lesgeven. Hoe kan je als docent condities scheppen waarbinnen leerlingen zichzelf kunnen motiveren? Handleiding voor docenten. Universiteit Utrecht. http://www.uu.nl/motiverend_lesgeven
Hornstra, T. E. (2016). Niet moeten, maar willen. Didactief, 46(5).
van Houtert, T., Maartje van de Brand, B., Bakx, A., & Hornstra, T. E. (2016). Tips voor het werken met hoogbegaafde kinderen: 'Goed leraarschap' in de ogen van begaafde kinderen. Zorg Primair, 16, 11-12.
2015
Scholarly publications
Hornstra, L., Mansfield, C., van der Veen, I., Peetsma, T., & Volman, M. (2015). Motivational teacher strategies: The role of beliefs and contextual factors. Learning Environments Research, 18(3), 363-392. https://doi.org/10.1007/s10984-015-9189-y
Hornstra, L., Van Der Veen, I., Peetsma, T., & Volman, M. (2015). Innovative learning and developments in motivation and achievement in upper primary school. Educational Psychology, 35(5), 598-633. https://doi.org/10.1080/01443410.2014.922164
Hornstra, L., Van Der Veen, I., Peetsma, T., & Volman, M. (2015). Does classroom composition make a difference: effects on developments in motivation, sense of classroom belonging, and achievement in upper primary school. School Effectiveness and School Improvement, 26(2), 125-152. https://doi.org/10.1080/09243453.2014.887024
Professional publications
Hornstra, T. E. (2015). Hoe kijken wij naar meerbegaafde leerlingen? Zeven perspectieven gepresenteerd. Zorg Primair, 15(7).
Hornstra, L., van der Veen, I., & Peetsma, T. (2015). Intrinsiek motiveren: Van een prestatiegerichte aanpak naar een leergerichte aanpak. Bij de les. Magazine voor schooldecanaat en leerlingbegeleiding, 11(1), 30-31.
2014
Scholarly publications
van der Veen, I., Hornstra, L., Roorda, D., & Peetsma, T. (2014). Differences in motivation and the effects of autonomy support on motivation and achievement of students from non-western ethnic minorities and ethnic majority students: Literature review. Kohnstamm Instituut.
Professional publications
van der Veen, I., Weijers, D., Dikkers, L., Hornstra, L., & Peetsma, T. (2014). Willen zij wel leren? Didaktief, 44(10), 32.
van der Veen, I., Weijers, D., Dikkers, L., Hornstra, L., & Peetsma, T. (2014). Een praktijkreviewstudie naar het motiveren van leerlingen met verschillende prestatieniveaus en sociale en etnische achtergrond. Kohnstamm Instituut.
2013
Scholarly publications
Hornstra, L., van der Veen, I., Peetsma, T., & Volman, M. (2013). Developments in motivation and achievement during primary school: A longitudinal study on group-specific differences. Learning and Individual Differences, 23, 195-204. https://doi.org/10.1016/j.lindif.2012.09.004
Professional publications
Hornstra, L. (2013). Afname motivatie begint al op de basisschool. Tijdschrift voor Remedial Teaching, 21(5), 9.
Hornstra, L. (2013). Minder motivatie begint al op de basisschool. Didaktief, 43(8), 38.
2011
Scholarly publications
Hornstra, L., van den Bergh, L., & Denessen, E. (2011). Impliciete metingen van groepsstereotiepe houdingen van leraren. Pedagogische Studiën, 88(5), 354-366.
2010
Scholarly publications
Denessen, E., Hornstra, L., & van den Bergh, L. (2010). What is on our children's minds? An analysis of children's writings as reflections of group-specific socialisation practices. Educational Studies, 36(1), 73-84. Article 915737690. https://doi.org/10.1080/03055690903148647
van den Bergh, L., Denessen, E., Hornstra, L., Voeten, M., & Holland, R. W. (2010). The Implicit Prejudiced Attitudes of Teachers: Relations to Teacher Expectations and the Ethnic Achievement Gap. American Educational Research Journal, 47(2), 497-527. https://doi.org/10.3102/0002831209353594
Hornstra, L., Denessen, E., Bakker, J., van den Bergh, L., & Voeten, M. (2010). Teacher Attitudes Toward Dyslexia: Effects on Teacher Expectations and the Academic Achievement of Students With Dyslexia. Journal of Learning Disabilities, 43(6), 515-529. https://doi.org/10.1177/0022219409355479