Developmental and Situational Dynamics of Mathematics Motivation, School Well-Being, and Learning
The goal of this Research Council of Finland funded project (MotiWell) is to explore how students' math motivation, school well-being, and educational outcomes develop and interact from primary through lower secondary education. The project looks at how these factors develop over time, across different situations, and in various contexts.
Many people view math as a key subject that strongly influences overall academic success and even predicts school drop-out. As the demand for skilled professionals in science, technology, engineering, and math (STEM) grows, concerns are rising worldwide about the lack of youth interest in math-heavy fields.
A student’s belief in their ability to succeed (self-concept) and how much they value the task (interest) are key to their academic performance, motivation, and future decisions about education and careers. Yet, student motivation often declines as they progress through school, especially during major transitions. When motivation and learning falter, it can lead to more serious issues such as mental health struggles, learning difficulties, dropping out of school, and even unemployment later in life.
When motivation and learning falter, it can lead to more serious issues such as mental health struggles, learning difficulties, dropping out of school, and even unemployment later in life.
The COVID-19 pandemic and ongoing societal uncertainties have created additional challenges for many students, leading to further declines in both motivation and well-being. A student’s overall outlook on life, experiences in school, and emotional reactions to specific subjects are closely linked. Academic success often requires significant time and effort, which can come with emotional costs—like giving up other valued activities or dealing with stress and exhaustion. Therefore, it’s important to understand the emotional and practical "costs" students associate with schoolwork. Despite this, few studies have explored how a student’s expectations, values, and perceived costs within one subject affect their broader well-being.
The MotiWell project will utilize existing longitudinal data to study how students' motivation, well-being and performance are developmentally related across Grades 4–8. It will also collect additional in-the-moment data on students' motivation and well-being within and across school lessons, to examine how these situational experiences connect to more stable, trait-like patterns of motivation and well-being. Lastly, the project aims to study how changes in school contexts, such as transitions between schools, grades or specific learning environments, affect students' motivation and well-being.
Studying students’ motivational beliefs, well-being and educational outcomes together provides a more holistic view of students’ academic and emotional functioning, and provides important information for planning individualized interventions to address students’ various needs and challenges.
Contact:
Principal investigator: Dr, Docent in Educational Psychology, Anna Widlund
You may also follow the project updates on LinkedIn
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