This project investigates the developmental and situational dynamics of math anxiety and math performance among primary-school students, and develops some interventions for reducing math anxiety.

The aim of the project is to investigate how university students experienced their studies during and after the COVID-19 pandemic. We look not only at students’ study experiences, but also at motivation and well-being, stressors related to the exceptional circumstances, as well as means and resources that helped students cope with the situation.

This project focuses on tracing individual differences in children’s numeracy development from Grade 1 to Grade 3, with the aim of understanding better the mechanisms behind the numeracy development by focusing on the developmental interplay between mathematical skills, motivation and well-being.

The MOMO study examines in-situ motivational processes during learning in a sample of university students. It particularly focuses on two types of beliefs that students hold in specific learning situations: Momentary task values (e.g., how useful are the contents taught) and momentary success expectancies (e.g., how well do students think they understand what is taught).

In this project, we study the developmental relationships between motivation, achievement and well-being from various perspectives and across different age groups and educational contexts.

This project examines the developmental and situational dynamics between students’ motivation, perfectionism, and academic well-being across upper secondary education, and considers the role of student welfare in supporting students’ learning and well-being.

This project will (1) longitudinally investigate the math anxiety–math performance link, in grade 3 to grade 5 students, (2) experimentally investigate the relationship between students’ strategies and task demands with measures of math anxiety and working memory, and (3) implement an intervention aiming at reducing math anxiety in anxious students by implementing an evidence-based learning technique, denoted as retrieval practice.

This project examines what role children’s temperamental characteristics play in their daily interaction with teachers, and what role does this interaction, then, play in children’s successful schooling in terms of their motivation and skill development during grade 1, when children are just starting their school career. The overall aim is to gain a deeper understanding of these mechanisms behind individual characteristics and successful schooling, and, via that understanding, to help teachers to better meet the individual needs and characteristics of students.

In a series of studies, we investigate situational dynamics in motivation and task engagement.

In this project, we explore situational dynamics and development of math learning and motivation as well as their antecedents and outcomes.