Photographer: Jeroen Oerlemans

prof. dr. T.T.D. (Thea) Peetsma

Afdelingsvoorzitter Pedagogiek, Onderwijskunde en Lerarenopleiding
  • Faculty of Social and Behavioural Sciences
    Powl : Educational sciences
  • Visiting address
    REC-D
    Nieuwe Achtergracht 127  Amsterdam
  • Postal address:
    Postbus  15776
    1001 NG  Amsterdam
  • T.T.D.Peetsma@uva.nl
    T: 0205251340

Thea Peetsma is the chair of the Department of Child Development and Education at the University of Amsterdam. She is also programme director of the PhD-Training of the Graduate School of Child Development and Education.

She studied psychology (specialization: research methods in psychology) at the University of Amsterdam, where she subsequently obtained her doctorate (PhD). The subject of her doctoral dissertation was motivation, specifically the relationship between students’ time perspectives and their investment in school. Motivation and academic achievement is still of major interest in her research. Students with special educational needs is another important focus of her research. More recently, she studied motivation in innovative learning contexts and developed an intervention of students’ learning motivation. In these fields she conducted research in both elementary and secondary education, also intervention studies.

From 1994 to 1998 she led a special research programme on educational and parenting difficulties. Between 1998 and 2009, she was a research coordinator of the Division for Fundamental Research of the SCO-Kohnstamm Institute of the University of Amsterdam.

Since 1987, she is an active member of the European Association for Research on Learning and Instruction (EARLI). Within EARLI, she is active in the Special Interest Group (SIG) ‘Motivation and Emotion’, which she coordinated from 1995-1997, and she is also member of the SIG ‘Special Educational Needs’. In addition, she  was member of the EARLI Executive Committee from 2001 to 2005.

Besides activities in research, management and teaching, she participated in various advisory boards, organized over ten international scientific conferences such as the EARLI Conference in Amsterdam in 2009, received many grants from the Netherlands Organisation for Scientific Research (NWO) and the Ministry of Education (a PI for over 3 million euros). She published more than 200 papers and reports, and functioned in different editorial boards, e.g., as editorial board member of Educational Research Review and as associate editor of Learning and Instruction.

2017

  • Andre, L., Peetsma, T. T. D., & van Vianen, A. E. M. (2017). Adolescents’ and Parents’ Regulatory Focus as Determinants of Future Time Perspective on School and Career. Learning and Individual Differences, 34-42.

2016

  • Hornstra, L., 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. DOI: 10.1016/j.lindif.2016.08.012  [details] 
  • Schuitema, J., Peetsma, T., & van der Veen, I. (2016). Longitudinal relations between perceived autonomy and social support from teachers and students' self-regulated learning and achievement. Learning and Individual Differences, 49, 32-45. DOI: 10.1016/j.lindif.2016.05.006  [details] 
  • 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(7), 1303-1322. DOI: 10.1080/01443410.2015.1035698  [details] 

2015

  • 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. DOI: 10.1007/s10984-015-9189-y  [details] 
  • 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. DOI: 10.1080/09243453.2014.887024  [details] 
  • 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. DOI: 10.1080/01443410.2014.922164  [details] 
  • Peetsma, T., & van der Veen, I. (2015). Influencing young adolescents' motivation in the lowest level of secondary education. Educational Review, 67(1), 97-120. DOI: 10.1080/00131911.2013.830593  [details] 

2014

  • Schuitema, J., Peetsma, T., & van der Veen, I. (2014). Enhancing student motivation: a longitudinal intervention study based on future time perspective theory. The Journal of Educational Research, 107(6), 467-481. DOI: 10.1080/00220671.2013.836467  [details] 
  • Sleegers, P. J. C., Thoonen, E. E. J., Oort, F. J., & Peetsma, T. T. D. (2014). Changing classroom practices: the role of school-wide capacity for sustainable improvement. Journal of Educational Administration, 52(5), 617-652. DOI: 10.1108/JEA-11-2013-0126  [details] 

2013

  • 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. DOI: 10.1016/j.lindif.2012.09.004  [details] 
  • Peetsma, T., & van der Veen, I. (2013). Avoidance-oriented students' development in motivation for maths, self-regulated learning behaviour and achievement: a person-centred study in the lowest level of secondary education. Educational Psychology, 33(7), 828-848. DOI: 10.1080/01443410.2013.802885  [details] 

2012

  • Peetsma, T., Schuitema, J., & van der Veen, I. (2012). A longitudinal study on time perspectives: relations with academic delay of gratification and learning environment. Japanese Psychological Research, 54(3), 241-252. DOI: 10.1111/j.1468-5884.2012.00526.x  [details] 
  • Schuitema, J., Peetsma, T., & van der Veen, I. (2012). Self-regulated learning and students' perceptions of innovative and traditional learning environments: a longitudinal study in secondary education. Educational Studies, 38(4), 397-413. DOI: 10.1080/03055698.2011.643105  [details] 
  • Thoonen, E. E. J., Sleegers, P. J. C., Oort, F. J., & Peetsma, T. T. D. (2012). Building school-wide capacity for improvement: the role of leadership, school organizational conditions, and teacher factors. School Effectiveness and School Improvement, 23(4), 441-460. DOI: 10.1080/09243453.2012.678867  [details] 

2011

  • Peetsma, T., & van der Veen, I. (2011). Relations between the development of future time perspective in three life domains, investment in learning, and academic achievement. Learning and Instruction, 21(3), 481-494. DOI: 10.1016/j.learninstruc.2010.08.001  [details] 
  • Sleegers, P. J. C., Thoonen, E. E. J., Geijsel, F. P., Oort, F. J., & Peetsma, T. T. D. (2011). Changing teaching practices: What matters? In T. Baráth, & M. Szabó (Eds.), Does leadership matter? Implications for leadership development and the school as a learning organisation (pp. 33-56). Budapest-Szeged: HUNSEM, University of Szeged. [details] 
  • Thoonen, E. E. J., Sleegers, P. J. C., Oort, F. J., Peetsma, T. T. D., & Geijsel, F. P. (2011). How to improve teaching practices: the role of teacher motivation, organizational factors and leadership practices. Educational Administration Quarterly, 47(3), 496-536. DOI: 10.1177/0013161X11400185  [details] 
  • Thoonen, E. E. J., Sleegers, P. J. C., Peetsma, T. T. D., & Oort, F. J. (2011). Can teachers motivate students to learn? Educational Studies, 37(3), 345-360. DOI: 10.1080/03055698.2010.507008  [details] 
  • van der Veen, I., & Peetsma, T. (2011). Motivated for leisure in the future: a person-centred longitudinal study in the lowest level of secondary education. Learning and Individual Differences, 21(2), 233-238. DOI: 10.1016/j.lindif.2010.12.004  [details] 

2010

  • Ruijs, N. M., Peetsma, T., & van der Veen, I. (2010). The presence of several students with special educational needs in inclusive education and the functioning of students with special educational needs. Educational Review, 62(1), 1-37. DOI: 10.1080/00131910903469551  [details] 
  • Ruijs, N. M., van der Veen, I., & Peetsma, T. T. D. (2010). Inclusive education and students without special educational needs. Educational Research, 52(4), 351-390. DOI: 10.1080/00131881.2010.524749  [details] 

2009

  • Peetsma, T., & van der Veen, I. (2009). Influencing students’ motivation for school: the case for first-year students in the Netherlands in the lowest level of secondary school. In M. Wosnitza, S. A. Karabenick, A. Efkllides, & P. Nenniger (Eds.), Contemporary motivation research: from global to local perspectives (pp. 299-320). Cambridge, MA [etc.]: Hogrefe & Huber. [details] 
  • Ruijs, N. M., & Peetsma, T. T. D. (2009). The effects of inclusion on students with and without special educational needs reviewed. Educational Research Review, 4(2), 67-79. DOI: 10.1016/j.edurev.2009.02.002  [details] 
  • van der Veen, I., & Peetsma, T. (2009). Motivatie en leren. In R. Klarus, & P. R-J. Simons (Eds.), Bijdragen uit de psychologie (pp. 67-85). (Wat is goed onderwijs?; No. 2). Den Haag: Lemma. [details] 
  • van der Veen, I., & Peetsma, T. (2009). The development in self-regulated learning behavior of first-year students in the lowest level of secondary school in the Netherlands. Learning and Individual Differences, 19(1), 34-46. DOI: 10.1016/j.lindif.2008.03.001  [details] 

2008

  • Paulussen-Hoogeboom, M. C., Stams, G. J. J. M., Hermanns, J. M. A., & Peetsma, T. T. D. (2008). Relations among child negative emotionality, parenting stress, and maternal sensitive responsiveness in early childhood. Parenting: Science and Practice, 8(1), 1-16. DOI: 10.1080/15295190701830656  [details] 
  • Paulussen-Hoogeboom, M. C., Stams, G. J. J. M., Hermanns, J. M. A., Peetsma, T. T. D., & van den Wittenboer, G. L. H. (2008). Parenting style as a mediator between children’s negative emotionality and problematic behavior in early childhood. Journal of Genetic Psychology, 169(3), 209-226. DOI: 10.3200/GNTP.169.3.09-226  [details] 

2014

  • 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 rapport; No. 924). Amsterdam: Kohnstamm Instituut. [details] 
  • van der Veen, I., Hornstra, T. E., Roorda, D., & Peetsma, T. T. D. (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. Amsterdam: Kohnstamm Institute.

2010

  • Breetvelt, I. S., Limburg, H., van Genderen, M., Boonstra, F. N., & Peetsma, T. T. D. (2010). Oorzaken toename geïndiceerde leerlingen cluster 1: onderzochte hypothesen. (Rapport / Kohnstamm Instituut; No. 841). Amsterdam: Kohnstamm Instituut. [details] 

2009

  • Peetsma, T. T. D., van Daalen, M. M., & Elshof, D. P. (2009). Keuzevrijheid in ambulante begeleiding; een inventarisatie van de perspectieven van ouders, scholen en REC’s. (SCO-rapport; No. 829). Amsterdam: SCO-Kohnstamm Instituut. [details] 
  • Roeleveld, J., Ledoux, G., Oud, W., & Peetsma, T. (2009). Volgen van zorgleerlingen binnen het speciaal onderwijs en het speciaal basisonderwijs. (SCO-rapport; No. 827). Amsterdam: SCO-Kohnstamm Instituut. [details] 

2008

  • Peetsma, T. T. D., & van der Veen, H. (2008). Testing the effectiveness of a short term intervention designed to enhance the motivation for school of Dutch students at the start of the lowest level of secondary school. Amsterdam: SCO-Kohnstamm Instituut.
  • Peetsma, T., & van der Veen, I. (2008). Een tweede onderzoek naar de beïnvloeding van motivatie bij vmbo-leerlingen. (SCO-rapport; No. 804). Amsterdam: SCO-Kohnstamm Instituut. [details] 

2015

  • Hornstra, L., van der Veen, I., & Peetsma, T. (2015). Intrinsiek motiveren: van een prestatiegerichte aanpak naar een leergerichte aanpak. Bij de Les, 11(2), 30-31. [details] 

2014

  • Peetsma, T. (2014). Praten helpt! Profiel, 23(8), 26-27. [details] 
  • van der Veen, I., Dikkers, L., Weijers, D., Hornstra, L., & Peetsma, T. (2014). Willen zij wel leren? Didaktief, 44(10), 32-33. [details] 
  • van der Veen, I., Hornstra, L., Roorda, D., & Peetsma, T. (2014). Motivatie herkennen. Didaktief, 44(7), 45. [details] 

2013

  • van der Veen, I., Peetsma, T., Triesscheijn, B., & Karssen, A. M. (2013). Een poging tot verbetering van motivatie en studieloopbaan in het mbo. Amsterdam: Kohnstamm Instituut. [details] 

2011

  • Sligte, H., Goei, S. L., Roerdink, D., Kleijnen, R., Volman, M., Heurter, A., & Peetsma, T. (2011). Leerlingen met speciale leerbehoeften op weg naar een diploma. In G. Ledoux, & M. Volman (Eds.), Op zoek naar talent. Talentontwikkeling op Expeditiescholen (pp. 35-42). (Durven, delen, doen). Utrecht: VO-raad. [details] 
  • Sligte, H., Bulterman-Bos, J., Volman, M., Derriks, M., Heurter, A., & Peetsma, T. (2011). Cultuurgebaseerd onderwijs biedt ruimte aan talent. In G. Ledoux, & M. Volman (Eds.), Op zoek naar talent. Talentontwikkeling op Expeditiescholen (pp. 61-69). (Durven, delen, doen). Utrecht: VO-raad. [details] 
  • Sligte, H., Volman, M., Goei, S. L., Kleijnen, R., Roerdink, D., Heurter, A., & Peetsma, T. (2011). SG St. Ursula: Docenten als gebruikers van onderzoeksgegevens en onderzoeksliteratuur. In D. Lockhorst, I. van den Berg, & M. Boogaard (Eds.), 'En, heb je vandaag nog een goede vraag gesteld?' Wat onderzoek kan doen voor de professionalisering van docenten (pp. 49-55). (Durven, delen, doen). Utrecht: VO-raad. [details] 

2009

  • Ruijs, N. M., Peetsma, T., & van der Veen, I. (2009). Met klasgenootjes van zorgkind gaat het goed. Didaktief, 39(7), 26-27. [details] 

2008

  • Breetvelt, I. S., & Peetsma, T. T. D. (2008). Dossieronderzoek op instellingen voor blinde en slechtziende leerlingen: toetsing van indicatiestelling aan de toelatingscriteria: onderzoeksrapport voor VIVIS-Onderwijs. Amsterdam: SCO-Kohnstamm Instituut. [details] 
  • Peetsma, T., & Hofer, M. (2008). Influences and interventions on students’ motivation and learning behaviour. Amsterdam: SCO-Kohnstamm Instituut. [details] 
  • Hofer, M., & Peetsma, T. T. D. (2008). Adolescents’ multiple goals and academic learning. Amsterdam: SCO-Kohnstamm Instituut.

2016

  • Peetsma, T. T. D., Schuitema, J. A., & van der Veen, H. (2016). Relations between developments in students' academic time perspectives on school and professional career and in academic self-efficacy. Paper presented at International Conference on Motivation 2016, Thessalonki, Greece.
  • Hornstra, T. E., Majoor, M., & Peetsma, T. T. D. (2016). A multiple goal perspective: Antecedents and consequences of achievement goal profiles.. Paper presented at International Conference on Motivation 2016, Thessalonki, Greece.
  • van Boxtel, C. A. M., Schuitema, J. A., Abrantes Garcêz Palha, S., & Peetsma, T. T. D. (2016). High-ability students' reasoning in an enrichment program in history: a case study. Paper presented at EARLI-SIG symposium Inquiry and Argumentation: Education for thinking, Gent, Belgium.
  • Andre, L., van Vianen, A. E. M., & Peetsma, T. T. D. (2016). Future Time Perspective as a motivator: Meta-analyses in the Domains of Education, Work and Health.. Paper presented at International Congres of Time Perspective, .
  • van Vianen, A. E. M., Peetsma, T. T. D., & Andre, L. (2016). Future Time Perspective as a motivator: Meta-analyses in the Domains of Education, Work and Health.. Paper presented at International Conferece on Time Perspective, Kopenhagen, Denmark.
  • Peetsma, T. T. D., Schuitema, J. A., & van der Veen, H. (2016). Relations between developments in students' time perspectives on school and professional career and in academic self-efficacy.. Paper presented at International Congress of Motivation (ICM), Yokohama, Japan.
  • Hornstra, T. E., van der Veen, H., & Peetsma, T. T. D. (2016). Full-time and part-time education for high ability students: Effects on developments in students task motivation, self-efficacy and effort. Paper presented at European Council for High Ability (ECHA), Vienna, Austria.
  • Andre, L., van Vianen, A. E. M., & Peetsma, T. T. D. (2016). Future time perspective as a motivator: meta-analyses in the domains of education, work and health. Paper presented at the 15th International Conference on Motivation (ICM), August 24-27, 2016, Thessaloniki, Greece..

Journal editor

  • Peetsma, T.T.D. (editor) (2011): Educational Research Review (Journal).
  • Peetsma, T.T.D. (editor) (2011): Learning and Instruction (Journal).
  • Peetsma, T.T.D. (editor) (2010): Educational Research Review (Journal).
  • Peetsma, T.T.D. (editor) (2010): Learning and Instruction (Journal).

Others

  • Peetsma, T.T.D. (other) (2008): Associate Editor van het tijdschift ‘Learning and Instruction’, Tijdschift ‘Learning and Instruction’ (other).
  • Peetsma, T.T.D. (other) (2008): Member Editorial Board van het tijdschift ‘Educational Research Review’, Tijdschift ‘Educational Research Review’ (other).
This list of publications is extracted from the UvA-Current Research Information System. Questions? Ask the library  or the Pure staff  of your faculty / institute. Log in to Pure  to edit your publications.
  • EARLI
    Lid van de Editorial Board Educational Research Review
  • EARLI
    Lid van de Editorial Board Learning and Instruction

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