Teahcer at a Class

Research

Our research themes and projects

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Developmental relationships between motivation, achievement and well-being

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.

iSeeNumbers – (Eye) Tracking individual differences in numeracy development. Interplay between skills, motivation and well-being

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.

Image by Annie Spratt
Math Exercises

Mathematics learning and its antecedents and outcomes

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

Situational dynamics in motivation and task engagement

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

A Girl Looking at a Pendulum Model
In the Classroom

Successful beginning for school career: The role of temperament and student-teacher interaction

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.

Momentary motivation (MOMO)

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).

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PhD Projects

Brief descriptions of the PhD projects conducted in MoLeWe

Image by Scott Graham
Image by Joshua Hoehne

Choking under pressure: Linking math anxiety with math performance

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.