Based on the expectancy-value perspective on identity and identity formation, this paper explores the relationship between math identity (MI) and the dimensions of motivation (i.e. intrinsic value, attainment value, utility value and perceived competence) and math achievement in primary school. An additional aim of our research was to explore…

Physics is criticized for a strong disciplinary culture that many students struggle to identify with. This study uses 12 longitudinal interviews with four high-achieving students in Norway, following them from secondary physics and into university science, technology, engineering, and mathematics (STEM) studies, exploring how they perform their…

Using data collected from 4329 students in the 2015 iteration of the Trends in Mathematics and Science Study (TIMSS), we explore two mediators for the relationship between socioeconomic status (SES) and TIMSS-results in mathematics among Norwegian fifth graders. First, we explore how the students' motivation and self-concept mediate the…

This study examines the direct and indirect relationships between key motivational constructs and science achievement using TIMSS 2019 data sets for Japan, Norway, and the United States. The sample of the study includes 4,446 and 8,698 eighth graders in Japan and the United States, with 4,575 ninth graders in Norway. The structural equation model…

Inadequate academic functioning among students might be a main cause of the considerable dropout rates, and well-being and achievement problems in higher education. Few studies address the role of motivation for academic functioning. Thus, using Self-Determination Theory, the main goal of this study was to investigate motivational determinants of…

The Bologna process and the 3+2-degree structure presents students with several decision points in higher education, both which bachelor's programme to choose, and whether to continue beyond bachelor. Based on a small-scale survey containing both closed and open-ended questions, this paper studies reasons the students give for entering a master's…

The aim of this cross-sectional study was to investigate the relationship between teacher learning support, motivational climate and self-regulated learning in upper-secondary school physical education. A sample consisting of 554 upper secondary school students from Norway (M[subscript age] = 17.05, SD = 0.91) answered a survey pertaining to their…

The internal/external frame of reference (I/E) model and dimensional comparison theory posit paradoxical relations between achievement (ACH) and self-concept (SC) in mathematics (M) and verbal (V) domains; ACH in each domain positively affects SC in the matching domain (e.g., MACH to MSC) but negatively in the nonmatching domain (e.g., MACH to…

The aim of the study was twofold: (1) to examine how psychosocial support provided by teachers and classmates related to students' self-regulated learning as expressed through self-reported academic initiative, and (2) whether academic competence and school satisfaction mediated these relationships. The data were from a nationally representative…

In the school's conception of learning, the cultural aspect of children's play has often been lacking. In different countries, it is emphasized that play is important for learning (Dockett and Fleer, Play and pedagogy in early childhood: Bending the rules. Harcourt Brace & Comp, Sydney, "1999"; Lillemyr, Nordisk Pedagogik/Nordic…

The present research tested the longitudinal relations over a school-year between motivational climates, achievement goals, and five physical education outcomes, namely intrinsic motivation, perceived competence, positive attitude, exertion, and attendance in physical education. The results showed that students' mastery goals measured early in the…

The purpose of the present study was to test a Self-Determination Theory (SDT) process model in relation to involvement in physical activity and competitive performance among students (N = 190). In this model, perceived autonomy support from teachers and coaches was expected to be positively related to autonomous motivation, perceived competence,…

Based on theory and research, social aspects like friendship and sense of relatedness are fundamental in the development of children's cultural identity and achievement of outcomes. It is argued that this is a motivational aspect often neglected in research studies focusing on students' motivation and learning. Theory and research on motivation…

We investigated the role of motivational climates, teacher autonomy support, perceived competence and autonomy on pupils' self-regulated motivation in physical education (PE) classes of Norwegian 10th-graders. Path analyses revealed that a mastery climate and teacher autonomy support both (a) positively influenced intrinsically regulated…

Two studies involving 253 Norwegian sixth and eighth graders found that self-defeating ego orientation was associated with high anxiety and negatively related to achievement and self-perception. Self-enhancing ego orientation was positively related to achievement, self-perception, and intrinsic motivation. (SLD)