Learning, Motivation, and Well-Being (LeMoWe)
Our research represents various fields within educational psychology, and focuses on individual differences in and the development of learning, motivation, and well-being.
The LeMoWe research group focuses on individual differences in and the development of learning, motivation, and well-being, with a particular emphasis on mathematics. Illustration: colourbox.no
About the group
LeMoWe is a new so called start up research group at the Faculty of Educational Sciences, University of Oslo. The members and associate members of the group represent different units and departments as well as various fields of expertise. Our research focuses on individual differences in and the development of learning, motivation (e.g., goals, interest, values and expectancies), and well-being (e.g., emotions, perfectionistic strivings, burn-out and stress), with a particular emphasis on mathematics. Through our studies, we aim
- to gain knowledge on the developmental antecedents and consequences of individual differences in learning, motivation, and well-being
- to gain knowledge on the developmental interplay between learning, motivation, and well-being
- to understand the situational dynamics of learning, motivation, and well-being
- to identify key contextual factors that influence the development of learning, motivation, and well-being, and
- to explore gender differences in all of above
Additionally, and along with the above aims, we seek to test and develop
- methods to validly assess learning, motivation, and well-being, especially in young children,
- means and tools to support and facilitate students’ learning, motivation, and well-being across the school years, and
- methodological approaches for analysing complex designs, particularly situational dynamics and change over time
(Eye) Tracking individual differences in numeracy development. Interplay between skills, motivation and well-being. (iSeeNumbers)
- Funded by the Norwegian Research Council (FINNUT), 2018-2022.
- PI: Riikka Mononen
- The project focuses on tracing individual differences in children’s numeracy development from Grade 1 to Grade 3. The aim is to better understand the mechanisms behind the numeracy development by focusing on the developmental interplay between skills (numeracy, language and executive functions), motivation (interest and competence perceptions) and well-being (school value and math anxiety).
EduCo – Establishing higher education collaboration in educational psychology between Norway and Hong Kong
- Funded by the The Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education (Diku), 2019–2020
- PIs: Riikka Mononen and Markku Niemivirta
The aim of the EduCo project is to establish higher education cooperation between the University of Oslo and the Education University of Hong Kong. Our objectives are to develop and implement educational activities for PhD students in the field of educational psychology, and to start PhD student mobility between the institutions. In addition, we aim to find new joint research openings and possible funding sources for the research groups involved in the project.
On the interplay between skill and will: A longitudinal study of the developmental and situational dynamics in learning and motivation (DELEMO)
- Funded by the Academy of Finland, 2014–2018
- PI: Markku Niemivirta
- The commonly observed decline in adolescents' motivation is often explained in terms of diminished interests or lower competence perceptions. However, what we know less of is how and why students end up with their different interests and competence perceptions, how these different motivational forces interact as such and with skills and achievement in the course of development, and how those developmental trajectories influence more specific task engagement. The DELEMO-project attempts to fill these gaps.
- Funded by the IPED, UiO, 2017–2018
- PI: Markku Niemivirta (in collaboration with Christian Brandmo)
- In this study, we explore what kind of motivational profiles can be identified among Norwegian students, how they are associated with personal characteristics (e.g., perfectionism, temperament), school-related functioning (e.g., emotional exhaustion, school value, error-related beliefs), and achievement, and how Norwegian students in this sense compare to their Finnish peers.
- The overarching aim of the project is to contribute with research targeting a range of the system-wide assessments used to measure students’ knowledge, skills or competencies in Norwegian schools.
- PIs: Rolf Vegard Olsen and Sigrid Blömeke
- Funded by CEMO, UiO
- This is a sub-project of the Educational measurement in the norwegian context -project (PIs: Rolf Vegar Olsen & Sigrid Blömeke), which is an evolving portfolio of research relating to assessment in the context of Norwegian primary and secondary school. The goal of this sub-project is to investigate the parallel development of motivation and competence in mathematics over time, and how these relate to each other.
- PI: Kristina Strand Støren (with Niemivirta as a supervisor)
- Funded by CEMO, UiO, 2017–2021