In Event: Poster Session 8

Division C - Learning and Instruction / Section 6b: Cognitive, Social, and Motivational Processes

A Cross-Cultural Study of Autonomy, Help-Seeking, and Study Aids and Their Relationships - Jaehak Jung, Texas State University; Hwa Young Lee, The University of Texas - Austin

Attributional Analysis of Perceived Reward for Collaborative Projects - Sarah E. Peterson, University of Texas at El Paso; James B. Schreiber, Duquesne University

Characteristics of Teachers as Sources of Academic Self-Efficacy Information - Sun-Young Lee, Korea University; Sungjun Won, Korea University; Sung-Il Kim, Korea University; Mimi Bong, Korea University

A Multilevel Modeling Analysis of Taiwanese Teenagers’ Academic Emotions - Po-Han Wu, National Cheng Kung University; Ying-Chuan Lai

Loss of Control and Emotions in German and Chinese Students: Cross-Cultural Investigation of Experimental Paradigms - Birgit Mirjam Wimmer, University of Konstanz; Thomas Goetz, University of Konstanz; Ping Fang, Capital Normal University; Keshun Zhang, University of Konstanz

Engaged in What? The Multiple Worlds of a Novice Teacher’s Engagement - Gavin Tierney, University of Washington

Interest and Intentions to Major in Engineering Among K-12 Hispanic Students - Shirley L. Yu, University of Houston; Danya Marie Corkin, University of Houston; Kathan Shukla, University of Virginia; Julie P. Martin, Clemson University

Longitudinal Effects of Hispanic Students’ Stability Attributions Following Initial Failure - Yan Yang, The University of West Georgia; Cody Brent Cox, The University of Texas - Brownsville

School Climate, Math Beliefs, and Math Behaviors as Sources of Math Achievement: A Theoretical Model - Thomas W. Hamlet, The University of Memphis; Katherine Frances Wright, The University of Memphis; Caroline Hart, The University of Memphis; Christopher W. Cobb, The University of Memphis

Socioeconomic and Ethnic Classroom Composition and Developments in Motivation and Achievement in Primary School - Lisette Hornstra, University of Amsterdam; Ineke van der Veen, University of Amsterdam; Thea Peetsma, University of Amsterdam; Monique L. Volman, Universiteit van Amsterdam, Research Institute Child Development and Education

Teachers’ Autonomy Supportive Practices During Inquiry-Based Science Curriculum - Shelly A. Witham, High Tech H.S./ Rutgers University; Toni Kempler Rogat, Rutgers University - New Brunswick/Piscataway

Teachers’ Estimates of Their Students’ Motivation and Engagement - Woogul Lee, Korea University; Johnmarshall Reeve, Korea University

The Influence of Goal Orientation on the Relationship between Situational Interest and Prior Knowledge - Mark Peter Schroeder, University of Wisconsin - Whitewater

The Effect of Perception of Instrumentality on Self-Efficacy, Learning Strategy, and Grade Depending on Course Type - Wonsik Kim, Arizona State University; Jenefer E. Husman, Arizona State University

Examining the Role of Motivation in the Relationship Between Stereotype Threat and Test Performance - Daniel J. Taylor, University of Houston; Christopher A. Wolters, The Ohio State University; Weihua Fan, University of Houston; Shirley L. Yu, University of Houston