The research group examines the developmental dynamics of student learning, motivation and wellbeing in different interpersonal contexts, such as classrooms, the home, peer groups, and social media. The broad aim of the research group is the identification of individual factors (e.g. risks, beliefs), structural factors (e.g. class size), and interactional processes (e.g. teacher–student and peer relations, parental practices) that foster or jeopardise student skill development, engagement and motivation. The interest is in developmental paths and subgroups, critical educational transitions, cumulative mechanisms and online processes. The focus of the research group is on both socialisation, that is, how much the interpersonal environment impacts students, and on the evocative impact of students, meaning the extent to which student characteristics activate different responses from their peers and other significant relations. The research group consists of several more focused projects that use somewhat different conceptualisations, measurements and data sets, and which focus on different age groups. Despite the differences, these research projects share many similarities, such as the use of longitudinal data sets (with either intensive short-term longitudinal designs or with long follow-up durations from childhood/adolescence to adulthood), a focus on diary and ambulatory methods, and sophisticated statistical modelling.