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In this commentary, I focus on an international, collaborative, longitudinal study of the development of elementary school students’ math motivation and performance across six countries: Norway, Sweden, Finland, Estonia, Portugal, and Serbia. The investigators designed motivational questionnaires to assess student motivational beliefs defined quite broadly, teacher and student questionnaires to assess teacher beliefs and practices, and family questionnaires to assess parents’ beliefs and practices as well as perceptions of their children and then tested to reliability and validity of these measures across all six countries so that they could investigate both development within countries and generalizability across countries. I focus my comparative comments on the following themes that cut across the various studies: the gender, national and SES differences, the impact of teacher beliefs and practices, the impact of parents, and the testing hypotheses derived from various social cognitive motivational systems.
