The 17th International Conference on Motivation (ICM2022) and the Joint Day of the EARLI SIGs Motivation and Emotion (SIG8) and Metacognition and Self-Regulated Learning (SIG16) will be held from August 24th until August 26th 2022 in Dresden, Germany. The full conference program has now been published!
Motivation & Emotion meets Metacognition & Self-Regulated Learning
The interesting conference program includes also several presentations from the MoLeWe researchers. We will present our latest research covering topics, such as students’ interest, self-concept, expectancy-value motivation, engagement, burnout, perfectionism, and temperament, as well as motivation, emotions, and performance in mathematics. The studies investigate these topics among children and youth of different ages and from various educational contexts (elementary school, secondary school, and higher education).
The overview of our presentations can be found below.
The overview of our presentations can be found below. Follow our presentations at the conference (face-to-face or online) and contact us for more information. Looking forward to seeing you in Dresden or online!
NB: All times are Central European Summer Time (CEST).
MoLeWe Presentations
24 August | Wednesday 11:00–12:30 | Session Block I - Symposia | E08/F-to-F SYMP 2: Antecedents and consequences of teacher motivation
Discussant: Markku Niemivirta
24 August | Wednesday 11:00–12:30 | Session Block I - Papers | 216/online
PAPER 1: Perfectionism and well-being
Perfectionism, academic well-being, and temperament: Parallel processes and predictive effects
Anna Rawlings, Anna Tapola, Heta Tuominen, & Markku Niemivirta
Students’ perfectionistic profiles: Stability, change, and connections with well-being
Anna Kuusi, Heta Tuominen, Anna Widlund, Johan Korhonen, Petri Ihantola, & Markku Niemivirta
Perfectionistic profiles: Associations with error-related beliefs and responses
Antti-Tuomas Pulkka, Maria Tulis, Anna Tapola, Heta Tuominen, & Markku Niemivirta
24 August | Wednesday 14:40–16:10 | Session Block II - Papers | 213/online
PAPER 2: Student wellbeing, alienation
Do today’s schools fit all? Profiling motivation, cognition & wellbeing among Norwegian ninth graders
Christian Brandmo, Gunnar Bjørnebekk, Riikka Mononen, Rolf Vegar Olsen, & Kristin Slungård
Reciprocal effects of mathematics performance, school engagement, and burnout during adolescence
Anna Widlund, Heta Tuominen, & Johan Korhonen
24 August | Wednesday 16:30–18:00 | Session Block III - Papers | 214/Online
PAPER 1: Role of motivation and/or emotion in STEM education
Third graders’ emotions in mathematics – different raters, different perspectives
Riikka Mononen & Anna Tapola
25 August | Thursday 11:00–12:30 | Session Block V - Symposia | E04/F-to-F
SYMP 1: Individual and social resources relate to exhaustion and stress among school and university students
University students' motivational profiles during the pandemic: Stability and links to well-being
Henriikka Juntunen, Heta Tuominen, Jaana Viljaranta, Riikka Hirvonen, Auli Toom, & Markku Niemivirta
25 August | Thursday 11:00–12:30 | Session Block V - Papers | 105/Online
PAPER 3: Achievement motivation: Students expectancies, values and academic success
Lower secondary school students’ cross-domain expectancy-value-cost profiles in math and Finnish
Kukka-Maaria Polso, Heta Tuominen, Petri Ihantola, & Markku Niemivirta
25 August | Thursday 14:40–16:10 | Session Block VI - Papers | 216/Online
PAPER 3: Instructional design, social interaction, and motivation
Changes in mathematics self-concept, interest, and achievement in co- versus solo-taught classes
Hans Lehikoinen & Markku Niemivirta
25 August | Thursday 16:30–18:00 | Keynotes Mid-Career Awardees | E11/F-to-F with stream
MID-CAREER-KEYNOTES
Balancing doing well with feeling well: Dynamics between student motivation and well-being
Heta Tuominen
26 August | Friday 10:30–12:30 | Invited Interactive Symposia - I | E08/F-to-F
SYMP 2: Development of motivation and metacognition
Developmental interplay between interest and competence perceptions during task engagement and over time
Markku Niemivirta