Co-constructing mathematics motivation in primary education - A longitudinal study in six European countries (MATHMot)

Read a popular research article about the project

 Why is mathematical identity important for students’ motivation and competence in math?

About the project

Strong math skills enable us to tackle problems and enhance our analytical abilities. Although a supportive home environment lays the groundwork for mathematical development, schools and teachers play a crucial role in this journey.

While some studies prioritize student achievement in math, MATHMot operates on the belief that fostering children’s motivation to learn mathematics is just as crucial, particularly for long-term success. Our understanding of how mathematics motivation evolves, especially during the shift from elementary to middle school, remains limited.

MATHMot investigates the development of mathematics motivation as well as factors affecting this process from an international viewpoint.

Background

MATHMot brought together educational specialists and developmental psychologists from six European countries, spanning North to South and East to West, including Norway, Finland, Sweden, Portugal, Estonia, and Serbia.

The study was organised as a longitudinal mixed-methods design, meaning we collected both quantitative and qualitative data at multiple time points during the project.

In spring 2021, the project team tested all the instruments in the countries involved in MATHMot. We gathered data from students in grades 3 to 5, their teachers, and their parents. The data collected helped us enhance all the surveys, preparing them for our main study. 

MATHMot initiated its primary investigation in the spring of 2022. Across the six countries, we involved approximately 300 schools and over 11,000 students in grades 3 and 4. We also completed the survey with parents and teachers. We revisited the same students in the spring of 2023.

Throughout 2024, the project team worked closely with teachers from participating schools and classes to analyse key findings and convert this knowledge into practical tools that teachers can utilise in their daily activities. In this way, the MATHMot project generated new scientific knowledge and supported improving childhood experiences in mathematics in schools. This combined approach enabled MATHMot to deepen our understanding of how motivation related to mathematics develops during the transition from elementary to middle school and what relevant classroom practices support the positive development of motivation for learning mathematics.

Financing

The Research Council of Norway: FINNUT – Programme for Research and Innovation in the Educational Sector

Advisory board

• Jacquelynne Sue Eccles, University of California, Irvine
• Markku Niemivirta, University of Eastern Finland
• Stanislaw Schukajlow, University of Münster

Cooperation

• ISPA - Instituto Universitário (Portugal)
• Faculty of Philosophy, University of Belgrade (Serbia)
• Faculty of Educational Sciences, University of Helsinki (Finland)
• Institute of Education, University  of Tartu (Estonia)
• University West (Sweden)

Articles and Book Chapters

2026

Radišić, J., Blažanin, B., Peixoto, F., Krstić, K., Baucal, A., Mićić, K., & Laine, A. (2026). Exploring the trajectories of boredom: Revisiting overchallenged and underchallenged profiles in primary school mathematics. British Journal of Educational Psychology, 00, 1–22. https://doi.org/10.1111/bjep.70117 

Peixoto, F., Radišić, J., Hansen, K.Y., Campos, M., & Mata. L. (2026).  Parental involvement, achievement and motivation: a longitudinal exploration of the interplay between parents’ practices and students’ mathematics achievement and motivation. ZDM Mathematics Education. https://doi.org/10.1007/s11858-026-01776-6

Radišić, J., Buchholtz, N., Baucal, A., Yang Hansen, K., Liu, X., Peixoto, F., Laine, A., & Leijen, Ä. (2026). Interlinking teachers’ beliefs and motivational practices: a cross-country examination of the relationship with students’ motivation in mathematics. ZDM Mathematics Education. https://doi.org/10.1007/s11858-026-01775-7

2025

Pikk, K., Radišić, J., Leijen, Ä., & Uibu, K. (2025). The relationship between primary school teachers’ beliefs and their mathematics teaching practices. Scandinavian Journal of Educational Research, 1–16. https://doi.org/10.1080/00313831.2025.2587962

Pikk, K., Leijen, Äli, Radišić, J., & Uibu, K. (2025). Exploring the relationship between teachers’ beliefs on the nature and learning of mathematics and self-efficacy in teaching mathematics at the primary school level. LUMAT: International Journal on Math, Science and Technology Education, 13 (1), 3. https://doi.org/10.31129/LUMAT.13.1.2504

Niemi, L. H. L., Holm, M., Haataja, E., Ilomanni, P., & Laine, A. (2025). The role of teachers’ beliefs and professional development in students’ mathematics motivation in primary education. LUMAT: International Journal on Math, Science and Technology Education, 13(1), 2. https://doi.org/10.31129/LUMAT.13.1.2500

Ilomanni, P., Radišić, J., & Laine, A. (2025). Examining motivation profile differences across students’ mathematics identity, performance, and parents’ attitudes. LUMAT: International Journal on Math, Science and Technology Education, 12(3), 7. https://doi.org/10.31129/LUMAT.12.3.2232

2024

Radišić, J., Peixoto, F., Caetano, T., Mata, L., Campos, M., & Krstić, K.. (2024). Scared, Bored or Happy? Latent Profile Analyses of Primary School Students’ Academic Emotions about Math. Education Sciences. 14(8),841. https://doi.org/10.3390/educsci14080841

Radišić, J., & Baucal, A. (2024). Mathematics motivation in primary education: Building blocks that matter. European Journal of Psychology of Education, 39(2), 1505–1512. https://doi.org/10.1007/s10212-024-00832-7

Radišić, J., Krstić, K., Blažanin, B., Mićić, K., Baucal, A., Peixoto, F., & Schukajlow, S. (2024). Am I a math person? Linking math identity with students’ motivation for mathematics and achievement. European Journal of Psychology of Education, 39, 1513–1536, https://doi.org/10.1007/s10212-024-00811-y

Radišić, J., Buchholtz, N., Yang Hansen, K., Lin, X., & Kaarstein, H. (2024). Do teachers’ beliefs about the nature and learning of mathematics affect students’ motivation and enjoyment of mathematics? Examining differences between boys and girls across six countries. European Journal of Psychology of Education, 39, 1587–1613. https://doi.org/10.1007/s10212-024-00809-6

Yang Hansen, K., Thorsen, C., Radišić, J., Peixoto, F., Laine, A., & Liu, Y. (2024). When competence and confidence are at odds: a cross-country examination of the Dunning–Kruger effect. European Journal of Psychology of Education, 39, 1537–1559. https://doi.org/10.1007/s10212-024-00804-x

Peixoto, F., Mata, L., Campos, M., Caetano, T., Radišić, J., & Niemivirta, M. (2024). ‘Am I to blame because my child is not motivated to do math?’: Relationships between parents’ attitudes, beliefs and practices towards mathematics and students’ mathematics motivation and achievement. European Journal of Psychology of Education, 39, 1561-1586. https://doi.org/10.1007/s10212-023-00774-6

Haataja, E.S.H., Niemivirta, M., Holm, M.E., Ilomanni, P., & Laine, A. (2024). Students’ socioeconomic status and teacher beliefs about learning as predictors of students’ mathematical competence. European Journal of Psychology of Education, 39, 1615–1636. https://doi.org/10.1007/s10212-023-00791-5

Leijen, Ä., Baucal, A., Pikk, K., Uibu, K., Pajula, L., & Sõrmus, M. (2024). Opportunities to develop student’s math-related agency in primary education: the role of teacher beliefs. European Journal of Psychology of Education, 39, 1637–1659. https://doi.org/10.1007/s10212-023-00771-9

Eccles, J.S. (2024). International comparative study of motivation: a commentary. European Journal of Psychology of Education, 39, 1661–1666.  https://doi.org/10.1007/s10212-024-00820-x

2023

Peixoto, F., Radišić, J., Krstić, K., Yang Hansen, K., Laine, A., Baucal, A., Sõrmus, M., & Mata, L. (2023). Contribution to the Validation of the Expectancy-Value Scale for Primary School Students. Journal of Psychoeducational Assessment, 41(3), 343-350. https://doi.org/10.1177/07342829221144868

Blažanin, B., Radišić, J., & Krstić, K. (2023). Toward becoming a “math-person”: Relationship between achievement emotions, personal beliefs, and mathematics identity. Psihologija. https://doi.org/10.2298/PSI221109021B

Radišić, J., & Peixoto, F. (2023). Motivational Mathematics Profiles Of Primary School Children: How Do They Really Feel About Math? In Lalić-Vučetić, N., Bodroški Spariosu, B. & Komar, Z. (Eds.), Motivation In Education: Challenges And Different Perspectives In Research. Institute for Educational Research, Belgrade, Serbia. ISSN 978-86-7447-163-0. p. 233–250.

Resources for Teachers

Here, you will find the Teacher booklet created by the MATHMot team - Building Blocks That Matter. The booklet is available in seven languages.

• English (pdf)   
• Norwegian (pdf)    
• Swedish (pdf)    
• Serbian (pdf)   
• Portuguese (pdf)    
• Estonian (pdf)    
• Finnish (pdf)