The research focuses on the affective factors of learning, which include emotions, attitudes and motivations accompanying learning. The role of affective factors in the school achievement of typically developing students is supported by numerous research, however, very few reseach focused on children and youth developing atypically. The goal of this research is to explore the mastery motivation, self-concept and  school-related attitudes of children with mild intellectual disabilities and different learning difficulties. 

The goal of my research is the investigation of the motives of reading and learning to read - such as reading self-concept, attitudes towards reading, goal orientation , etc., the exploration of the relationship between reading skills and reading motivation, and the development of the motives of reading. 

In the current practice of large-scale system-level educational assessments, frameworks and instruments create unfavorable conditions for certain groups of SEN students, which can result in impaired measurement validity. Although participation in these assessments is an opportunity for many groups of SEN students, they are often underrepresented in the surveys or their performance is not even included in the results. The aim of our research is to enable the participation of students with special educational  in large-scale educational assessments and the comparison of their results with those of typically developing peers by adapting assessment systems and applying Item Response Theory on test outcomes.