We live in a society that creates stress and pressure to perform for many children and youth. This project aims to understand better the complexities hindering learning and well-being by examining the interplay between students' math motivation, school well-being, performance, and educational aspirations. Focusing on Grades 4–8 (students aged 10–14), the project combines extensive longitudinal data (830 students) with in-the-moment measures (550 students), aiming to shed light on how motivation, well-being, and learning interact and develop across the critical educational transition from primary to lower secondary school. Additionally, the study explores how motivation and well-being interact at a smaller grain size, within and across school lessons. The findings are expected to offer valuable insights for tailoring support and pedagogical practices, reinforcing adaptive learning, and enhancing student well-being.

2024

2028