Lucas Matias Jeno

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Associate Professor

University of Bergen

Norway

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About

Lucas Matias Jeno is an Associate Professor at the University of Bergen in Norway. His research primarily focuses on self-determination theory, exploring areas such as student motivation, autonomy support, and the impact of mobile learning applications on educational outcomes. Recent articles by Professor Jeno investigate the relationship between psychological need satisfaction and educational quality, as well as methods for enhancing first-year university students' integration and well-being.

Recent Grants

Grant: Close

Motivational role in explaining student teachers study quality and dropout

Open Date: 2022-11-01

Close Date: 2023-12-01

Grant: Close

MOVUL: Mobile based learning as assessment

Open Date: 2020-01-01

Close Date: 2021-12-01

Articles (12)

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2025

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2025

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2024

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2024

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2024

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2023

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2023

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2023

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2022

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2022

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2020

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2020

Collaborators (17)

Abdullah Alamer

SAUDI ARABIA

Lucas Matias Jeno

Research Interests

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Contact this professor

About

Recent Grants

Articles (12)

An experimental comparison between two mobile apps for species identification from the lens of self-determination theory

Student teachers′ basic psychological needs and motivation underlie the experiences of educational quality: A pre-registered qualitative study

The developmental trajectories of teacher autonomy support and adolescent mental well-being and academic stress

Autonomy need satisfaction and frustration during a learning session affect perceived value, interest, and vitality among higher education students

Facilitating academic and social integration among first-year university students: is peer mentoring necessary or an additive measure?

A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions.

Using WhatsApp increases language students' self‐motivation and achievement, and decreases learning anxiety: A self‐determination theory approach

Motivational Determinants of Students’ Academic Functioning: The Role of Autonomy-support, Autonomous Motivation, and Perceived Competence

The Within‐Person Effect of Psychological Distress on Social Self‐Efficacy: A Random Intercept Cross‐Lagged Panel Model

A qualitative investigation of psychological need-satisfying experiences of a mobile learning application: A Self-Determination Theory approach

Gender gaps in the performance of Norwegian biology students: the roles of test anxiety and science confidence

The effects of a goal-framing and need-supportive app on undergraduates' intentions, effort, and achievement in mobile science learning

Collaborators (17)

Abdullah Alamer

Barbara Flunger

Damien Tessier

Theresa Dicke

Chris Lonsdale

Michael Noetel

Christian Jørgensen

Mark Beauchamp

Nikos Ntoumanis

Rhiannon Lee White

Ulrich Dettweiler

Johnmarshall Reeve

Richard M Ryan

Torill M.B Larsen

Jody Langdon

Philip D. Parker

Sara Madeleine Kristensen

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