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Dr. Lisette Hornstra

Associate Professor 
Social and Behavioural Sciences
Education and Pedagogy
Education
Education
Martinus J. Langeveldgebouw
Heidelberglaan 1
Kamer E3.38
3584 CS Utrecht

Dr. Lisette Hornstra

Associate Professor
Education
t.e.hornstra@uu.nl
Profile CV Publications Research Teaching Ancillary activities Contact
Profile CV Publications Research Teaching Ancillary activities Contact
Areas of expertise
Research areas

Publications

2025

Scholarly publications

van Leeuwen, A., Hornstra, L., Janssen, J., & Leow, E. N. (2025). Peer Interactions During Computer-Supported Collaborative Learning: A Self-Determination Perspective. Journal of Computer Assisted Learning, 41(3), Article e70044. https://doi.org/10.1111/jcal.70044
https://research-portal.uu.nl/ws/files/263930863/Computer_Assisted_Learning_-_2025_-_Leeuwen_-_Peer_Interactions_During_Computer_Supported_Collaborative_Learning_A.pdf
Essen, A., Smit, N., van de Pol, J., & Hornstra, L. (2025). What students need from their teacher: Need satisfaction as mediator of the association between perceived cognitive adaptive support, and student outcomes. Social Psychology of Education, 28(1), Article 94. https://doi.org/10.1007/s11218-025-10045-5
https://research-portal.uu.nl/ws/files/260912530/s11218-025-10045-5.pdf
Arztmann, M., Domínguez Alfaro, J. L., Hornstra, L., Wong, J., Jeuring, J., & Kester, L. (2025). Game over? Investigating students’ working memory, situational interest, and behavioral patterns as predictors of dropout in an educational game. International Journal of Child-Computer Interaction, 43, Article 100721. https://doi.org/10.1016/j.ijcci.2025.100721
https://research-portal.uu.nl/ws/files/252091371/1-s2.0-S2212868925000017-main.pdf
Arztmann, M., Alfaro, J. L. D., Hornstra, L., Wong, J., Jeuring, J., & Kester, L. (2025). 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. British Journal of Educational Technology. Advance online publication. https://doi.org/10.1111/bjet.13565
Gubbels, J., Hornstra, L., van Weerdenburg, M., Diepstraten, I., & Bakx, A. W. E. A. (2025). Educational Professionals’ Attitudes, Self-Efficacy, and Classroom Practices Toward High-Ability Students: The Role of Collaborative School Culture and Schools’ Collective Efficacy. Roeper Review, 47(1), 32-46. https://doi.org/10.1080/02783193.2024.2420362
Thijs, J., Krijnen, M., van Vemde, L., Hornstra, L., Mainhard, T., & Wansink, B. (2025). The diversity teaching beliefs scale: Addressing cultural diversity, communalities between cultures, and the national culture in the classroom. Teaching and Teacher Education, 153, Article 104846. https://doi.org/10.1016/j.tate.2024.104846
https://research-portal.uu.nl/ws/files/245363632/1-s2.0-S0742051X24003792-main.pdf

Professional publications

Suijkerbuijk, A., Vleeskens, M., Schoevers, E., Walraven, M., Hornstra, L., & Poelman, M. (2025). Monitor subsidieregeling 'Begaafde leerlingen primair en voortgezet onderwijs' 2019 – 2024: Eindrapport. Oberon. https://www.oberon.eu/media/gf0liki1/eindrapport-monitor-hoog-begaafdheid-2019-2024.pdf
https://research-portal.uu.nl/ws/files/255773750/eindrapport-monitor-hoog-begaafdheid-2019-2024.pdf
Krijnen, M., van Vemde, L., Hornstra, L., Wansink, B., Mainhard, T., & Thijs, J. (2025). Opvattingen over interactie met een diverse klas: Reflectie-instrument voor leraren(teams): University Utrecht (BLOK: burgerschap door lesgeven, onderzoek in de klas). BLOK.
https://research-portal.uu.nl/ws/files/250737875/Reflectie-instrument-opvattingen-interactie-met-diverse-klas-project-BLOK-v1.pdf

2024

Scholarly publications

Bloem, J., Hornstra, L., & Stroet, K. (2024). (De)Motivating Teaching for Students from Diverse Backgrounds and the Role of Teachers’ Expectations. Paper presented at International Conference on Motivation & Emotion 2024, Switzerland.
Bloem, J., Hornstra, L., & Stroet, K. (2024). (De)Motiverend Lesgeven voor Leerlingen van Diverse Achtergronden en de Rol van Verwachtingen.
Appels, S., van Viersen, S., van Erp, S., Hornstra, L., & de Bree, E. (2024). A scoping review on word-reading resilience in literacy: Evaluating empirical evidence for protective factors. Learning and Instruction, 93, Article 101969. https://doi.org/10.1016/j.learninstruc.2024.101969
https://research-portal.uu.nl/ws/files/232177965/1-s2.0-S0959475224000963-main.pdf
Gubbels, J., Hornstra, L., van Weerdenburg, M., Diepstraten, I., & Bakx, A. (2024). Educator’ attitudes, self-efficacy, and classroom practices toward high-ability students: The role of school culture and schools’ collective efficacys. Roeper Review. Advance online publication.
van Leest, A., Hornstra, L., van Tartwijk, J., & van de Pol, J. (2024). Teachers taking perceptions of student attributes into consideration when formulating track recommendations? British Educational Research Journal, 50(3), 1127-1171. https://doi.org/10.1002/berj.3957
https://research-portal.uu.nl/ws/files/227676858/British_Educational_Res_J_-_2024_-_Leest_-_Teachers_taking_perceptions_of_student_attributes_into_consideration_when.pdf
van Leest, A., van de Pol, J., van Tartwijk, J., & Hornstra, L. (2024). Inconsistency in student achievement across subject domains: examination of associations with students’ gender, socioeconomic status, and teachers’ track recommendations. Educational Research and Evaluation, 29(5-6), 274-298. https://doi.org/10.1080/13803611.2024.2345197
https://research-portal.uu.nl/ws/files/232549843/Inconsistency_in_student_achievement_across_subject_domains_examination_of_associations_with_students_gender_socioeconomic_status_and_teachers_tr.pdf
Flunger, B., Verdonschot, A., Zitzmann, S., Hornstra, L., & van Gog, T. (2024). A Bayesian approach to students’ perceptions of teachers’ autonomy support. Learning and Instruction, 91, 1-17. Article 101873. https://doi.org/10.1016/j.learninstruc.2023.101873
http://@https://dspace.library.uu.nl/bitstream/handle/1874/438267/1-s2.0-S0959475223001421-main.pdf?sequence=1
Arztmann, M., Domínguez Alfaro, J. L., Hornstra, L., Jeuring, J., & Kester, L. (2024). 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, 55(2), 484-498. https://doi.org/10.1111/bjet.13395
https://research-portal.uu.nl/ws/files/221406511/Brit_J_Educational_Tech_-_2023_-_Arztmann_-_In_game_performance_The_role_of_students_socio_economic_status_self_efficacy.pdf
Bloem, J., Flunger, B., Stroet, K., & Hornstra, L. (2024). Differences in need-supportive teaching toward students from different socioeconomic backgrounds and the role of teachers’ attitudes. Social Psychology of Education, 27(3), 955–1005. https://doi.org/10.1007/s11218-023-09831-w
https://research-portal.uu.nl/ws/files/236268067/s11218-023-09831-w.pdf
de Vink, I., Hornstra, L., & Kroesbergen, E. (2024). Latent Profile Analysis of Working Memory: Relations with Creativity and Academic Achievement. Creativity Research Journal, 36(4), 587-603 . https://doi.org/10.1080/10400419.2023.2183323
https://research-portal.uu.nl/ws/files/243689431/Latent_Profile_Analysis_of_Working_Memory_Relations_with_Creativity_and_Academic_Achievement.pdf

2023

Scholarly publications

Bloem, J., Flunger, B., Hornstra, L., & Stroet, K. (2023). Behoefte ondersteunend lesgeven, hoe leerkrachten differentiëren tussen leerlingen met verschillende sociaaleconomische achtergronden en de rol van vooroordelen.. Paper presented at ORD 2023 Amsterdam, Amsterdam, Netherlands.
Bloem, J., Flunger, B., Hornstra, L., & Stroet, K. (2023). Teachers’ Differential Need Support: Students’ Socioeconomic Status and Teachers’ Prejudice. Paper presented at JURE 2023, Thessaloniki, Greece.
Suijkerbuijk, A., Schoevers, E., Walraven, M., Hornstra, L., & Poelman, M. (2023). Monitor subsidieregeling (hoog)begaafden in het primair en voortgezet onderwijs: Vierde meting 2022/2023. Oberon. https://www.oberon.eu/media/mrhett05/rapport-monitor-subsidieregeling-hoog-begaafdheid-2022-2023.pdf
https://research-portal.uu.nl/ws/files/247228629/rapport-monitor-subsidieregeling-hoog-begaafdheid-2022-2023.pdf
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
http://@https://dspace.library.uu.nl/bitstream/handle/1874/436027/EdArXiv_Preprints_Evaluating_Empirical_Evidence_for_Protective_Factors_A_Scoping_Review_on_Resilience_in_Literacy.pdf?sequence=1
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
http://@https://dspace.library.uu.nl/bitstream/handle/1874/433079/s11218-022-09747-x.pdf?sequence=1
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
http://@https://dspace.library.uu.nl/bitstream/handle/1874/432058/1-s2.0-S1041608023000894-main.pdf?sequence=1
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
http://@https://dspace.library.uu.nl/bitstream/handle/1874/430026/s10648-023-09788-4.pdf?sequence=1
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
http://@https://dspace.library.uu.nl/bitstream/handle/1874/429098/1-s2.0-S0361476X23000255-main.pdf?sequence=1
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
http://@https://dspace.library.uu.nl/bitstream/handle/1874/429480/1-s2.0-S0361476X23000188-main.pdf?sequence=1
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
http://@https://dspace.library.uu.nl/bitstream/handle/1874/431311/s11162-022-09716-5.pdf?sequence=1
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
https://research-portal.uu.nl/ws/files/118759768/03057267.2022.pdf
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
http://@https://dspace.library.uu.nl/bitstream/handle/1874/426987/Learning_Loss_in_Vulnerable_Student_Populations_After_the_First_Covid_19_School_Closure_in_the_Netherlands.pdf?sequence=1
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
http://@https://dspace.library.uu.nl/bitstream/handle/1874/425053/Need_supportive_collaborative_learning_are_teachers_necessary_or_do_students_support_each_other_s_basic_psychological_needs.pdf?sequence=1

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
http://@https://dspace.library.uu.nl/bitstream/handle/1874/425726/MEM2022.4.007.VEMD.pdf?sequence=1
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
http://@https://dspace.library.uu.nl/bitstream/handle/1874/425138/7_PS_99_3_258_277_Henrichs_et_al.pdf?sequence=1
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
http://@https://dspace.library.uu.nl/bitstream/handle/1874/421418/02783193.2022.pdf?sequence=1
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
http://@https://dspace.library.uu.nl/bitstream/handle/1874/416186/1_s2.0_S0959475221000591_main.pdf?sequence=1
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
http://@https://dspace.library.uu.nl/bitstream/handle/1874/424399/Research_in_Spec_Educ_Needs_2021_Hornstra_Parents_perceptions_of_secondary_school_students_motivation_and.pdf?sequence=1
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
http://@https://dspace.library.uu.nl/bitstream/handle/1874/424563/Brit_J_of_Edu_Psychol_2021_Charki_How_Do_I_Get_on_With_my_Teacher_Affective_Student_Teacher_Relationships_and_the.pdf?sequence=1
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
http://@https://dspace.library.uu.nl/bitstream/handle/1874/425055/1_s2.0_S0959475220307325_main.pdf?sequence=1

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
http://@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
http://@https://dspace.library.uu.nl/bitstream/handle/1874/413006/1_s2.0_S1041608021001187_main.pdf?sequence=1
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
http://@https://dspace.library.uu.nl/bitstream/handle/1874/418766/Journal_of_Anatomy_2021_Spoormakers_A_comparative_study_of_breed_differences_in_the_anatomical_configuration_of_the.pdf?sequence=1
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
http://@https://dspace.library.uu.nl/bitstream/handle/1874/410067/1_s2.0_S0022440520300807_main.pdf?sequence=1
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
http://@https://dspace.library.uu.nl/bitstream/handle/1874/409882/1_s2.0_S0742051X20314487_main.pdf?sequence=1
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
http://@https://dspace.library.uu.nl/bitstream/handle/1874/408382/Polman2021_Article_TheMeaningOfMeaningfulLearning.pdf?sequence=1
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
http://@https://dspace.library.uu.nl/bitstream/handle/1874/416124/Brit_J_of_Edu_Psychol_2020_Leest_Test_or_judgement_based_school_track_recommendations_Equal_opportunities_for.pdf?sequence=1

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
http://@https://dspace.library.uu.nl/bitstream/handle/1874/408067/1_s2.0_S1041608020300510_main.pdf?sequence=1
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
http://@https://dspace.library.uu.nl/bitstream/handle/1874/407626/bjep.12302.pdf?sequence=1

Professional publications

van Leest, A. M. C., Hornstra, T. E., van Tartwijk, J. W. F., & van de Pol, J. E. (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

Hornstra, T. E., Mathijssen, S., Bakx, A., & Denissen, J. (2019). Need-supportive teaching and motivation of gifted and non-gifted students in regular primary schools. Paper presented at EARLI (2019), Aachen, Germany.
Hornstra, T. E., Mathijssen, S., Bakx, A., & Denissen, J. (2019). Behoefte-ondersteunend onderwijs en motivatie van hoogbegaafde en niet-hoogbegaafde leerlingen.. Paper presented at Onderwijs Research Dagen, Heerlen, Netherlands.
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
https://research-portal.uu.nl/ws/files/243881184/A_comparison_of_high-ability_pupils_views_vs._regular_ability_pupils_views_of_characteristics_of_good_primary_school_teachers.pdf

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
http://@https://dspace.library.uu.nl/bitstream/handle/1874/377428/Teacher.pdf?sequence=1
Hornstra, T. E., van Leeuwen, A., & Flunger, B. (2018). Basic psychological need support by teachers and peers during collaborative learning. Paper presented at International conference on motivation (ICM), Aarhus, Denmark.
Hornstra, T. E., Denessen, E., & van den Bergh, L. (2018). Research contributions to implicit measures on teachers’ stereotypical attitudes, teacher practice and student outcomes. Paper presented at International conference on motivation (ICM), Aarhus, Denmark.
Domen, J., Hornstra, T. E., Weijers, D., van der Veen, I., & Peetsma, T. (2018). Leerkrachtdifferentiatie in autonomie en structuur: Relaties met motivatie van leerlingen. Paper presented at Onderwijs Research Dagen (Nijmegen), Nijmegen, Netherlands.
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
http://@https://dspace.library.uu.nl/bitstream/handle/1874/374327/2018_Thijs_Hornstra_Charki_Self_Esteem_and_National_Identification_in_Times_of_Islamophobia.pdf?sequence=1
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
http://@https://dspace.library.uu.nl/bitstream/handle/1874/370201/2018_Hornstra_Kamsteeg_Pot_Verheij_A_dual_pathway_of_student_motivation.pdf?sequence=1
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
http://@https://dspace.library.uu.nl/bitstream/handle/1874/363225/1_s2.0_S0959475217304590_main.pdf?sequence=1

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.
http://@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
http://@https://dspace.library.uu.nl/bitstream/handle/1874/358972/hornstra.pdf?sequence=1
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
http://@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.

Other output

Hornstra, T. E., K., S., & Weijers, D. (2017). Profielen van behoefte-ondersteuning - Hoe combineren docenten autonomie, structuur en verbondenheid en hoe hangt dit samen met motivatie en leerprestaties?. Paper presented at Onderwijs Research Dagen 2017, Antwerpen, Belgium.
Hornstra, T. E., van Leeuwen, A., & Flunger, B. (2017). Samenwerkend leren bezien vanuit zelfdeterminatie-theorie. Paper presented at Onderwijs Research Dagen 2017, Antwerpen, Belgium.
Hornstra, T. E., Weijers, D., van der Veen, I., & Peetsma, T. (2017). Supporting students’ need for autonomy and structure: An intervention study in secondary school. Paper presented at 17th Biennial EARLI Conference, Tampere, Finland.
Weijers, D., & Hornstra, T. E. (2017). Motivating primary school students with diverse backgrounds: Effects of a teacher training. Paper presented at 17th Biennial EARLI Conference, Tampere, Finland.

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
http://@https://dspace.library.uu.nl/bitstream/handle/1874/343126/primary.pdf?sequence=1
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
http://@https://dspace.library.uu.nl/bitstream/handle/1874/347454/profiles.pdf?sequence=1

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.
http://@https://dspace.library.uu.nl/bitstream/handle/1874/396453/Hoogebegaafdheid.pdf?sequence=1

Other output

Weijers, D., Hornstra, T. E., van der Veen, I., & Peetsma, T. (2016). Het motiveren van leerlingen met verschillende achtergrondkenmerken en prestatieniveaus: Een docententraining in autonomie-ondersteuning en structuurdifferentiatie.. Paper presented at ORD, Rotterdam.
Hornstra, T. E., Poorthuis, A. M. G., van der Veen, I., & Peetsma, T. (2016). Groepsnormen en de houding ten opzichte van hoge cijfers: Effecten op veranderingen in prestatievermijding, inzet en onderpresteren bij normaal begaafde en meerbegaafde leerlingen. Paper presented at ORD, Rotterdam.
Hornstra, T. E., Majoor, M., & Peetsma, T. (2016). A multiple goal perspective: Antecedents and consequences of achievement goal profiles. Paper presented at International Conference on Motivation (ICM), Thessaloniki, Greece.

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
http://@https://dspace.library.uu.nl/bitstream/handle/1874/325164/Hornstra_et_al_2015_Motivational_teacher_strategies.pdf?sequence=1
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
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