About
Jelena Radišić is a Researcher at the Department of Teacher Education and School Research at the University of Oslo, where she has been employed since 2016. She is actively involved in international research projects focused on teaching-learning processes, with particular emphasis on observing learning as a dynamic process rather than just outcomes. Her work bridges multiple educational contexts across Europe, including Norway, Serbia, and other international settings through large-scale assessment studies.
Educational Background:
- Graduated in psychology from the Faculty of Philosophy, University of Belgrade
- Obtained magister degree in developmental psychology from University of Belgrade
- Completed doctoral studies in educational psychology at the University of Belgrade
- Part of doctoral training at the Doctoral School in Educational Sciences: Learning, Interaction and Schooling (DSES-LEARN), University of Gothenburg
Jelena Radišić's research focuses on the dynamic nature of teaching and learning processes, examining how students and teachers interact in educational settings. She investigates motivation for learning and how instructional practices can foster development, with particular attention to student, teacher, and school characteristics that affect academic achievement. Her work often involves secondary analysis of international large-scale assessment data from TIMSS, TALIS, and PISA, allowing for cross-national comparisons of educational systems. Through mixed methods approaches, she examines both quantitative and qualitative aspects of educational processes, with recent emphasis on mathematics motivation in primary education across different cultural contexts.
Analysis of Radišić's recent publications reveals a strong focus on mathematics education, motivation, and international comparative studies. Her work frequently employs TIMSS, PISA, and TALIS data to examine educational phenomena across national contexts, particularly in Nordic countries and Serbia. There's a clear trajectory toward understanding the complex interplay between student motivation, classroom environments, and academic achievement, with increasing attention to longitudinal perspectives on mathematics development. Her research consistently bridges theory and practice, aiming to inform educational policy and classroom instruction through evidence-based findings.
Scientific Awards:
- EERA Scholarship for Emerging Researchers (2010) from the European Educational Research Association
- ESP Research Fellowship (2010) from the Educational Support Program of the Open Society Institute
- ESP Research Fellowship (2009) from the Educational Support Program of the Open Society Institute
Radišić serves in significant editorial and coordination roles that demonstrate her standing in the educational research community. Since 2022, she has been an Associate Editor for the European Journal of Psychology of Education, having previously served as Assistant Editor from 2015-2021. She is also the Senior Coordinator for EARLI SIG 10—Social Interaction in Learning and Instruction (2021-2025), and previously served as JURE Coordinator for the same SIG (2015-2019). Currently, she leads an international project "Co-constructing mathematics motivation in primary education - A longitudinal study in six European countries (MATHMot)" which examines mathematics motivation development across school and home environments.
Radišić is actively involved with the TIMSS research group at the University of Oslo and contributes to the EKVA Large-scale Educational Assessment research group. Her current projects focus on mathematics competence, motivation, academic emotions, and computer-based assessment in mathematics. She collaborates extensively with researchers across Europe, including ongoing work with institutions in Italy, Sweden, Finland, and Serbia, reflecting her commitment to international educational research that addresses common challenges across different educational systems.
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