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Lahdelma, P., Tolonen, M., Kiuru, N., & Hirvonen, R. (in press). The role of adolescents’ and their parents’ temperament types in adolescents’ academic emotions: A goodness-of-fit approach. Child & Youth Care Forum. https://doi.org/10.1007/s10566-020-09582-1

 

Sainio, P., Eklund, K., Hirvonen, R., Ahonen, T., & Kiuru, N. (in press). Adolescents’ academic emotions and academic achievement across the transition to lower secondary school: The role of learning difficulties. Scandinavian Journal of Educational Research. https://doi.org/10.1080/00313831.2019.1705900

 

Aunio, P., Korhonen, J., Henning, E., Ragpot, L., & Törmänen, M. (2021). An early numeracy intervention for first graders at risk for mathematical learning difficulties. Early Childhood Research Quarterly 55, 252-262. https://doi.org/10.1016/j.ecresq.2020.12.002

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Hoferichter, F., Hirvonen, R., & Kiuru, N. (2021). The development of student well-being in secondary school: High academic buoyancy and supportive class- and school climate as buffers. Learning and Instruction, 71:101377 https://doi.org/10.1016/j.learninstruc.2020.101377

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Kiuru, N., Spinath, B., Clem, A.-L., Eklund, K., Ahonen, T., Nurmi, J.-E., & Hirvonen, R. (2021). The dynamics of motivation, emotion, and task performance in simulated achievement situations. Learning and Individual Differences, 80:101873. https://doi.org/10.1016/j.lindif.2020.101873

 

Nuutila, K., Tapola, A., Tuominen, H., Molnár, G., & Niemivirta, M. (2021). Mutual relationships between the levels and changes in interest, self-efficacy, and perceived difficulty during a task. PsyArXiv. https://doi.org/10.31234/osf.io/pd528

 

Rawlings, A.M., Tapola, A., & Niemivirta, M. (2021). Temperamental sensitivities  differentially linked with interest, strain, and effort appraisals. Frontiers in Psychology, 11:551806. https://doi.org/10.3389/fpsyg.2020.551806

 

Ståhlberg, J., Tuominen, H., Pulkka, A.-T., & Niemivirta, M. (2021). Students’ perfectionistic profiles: Stability, change, and associations with achievement goal orientations. Psychology in the Schools, 58, 162–184. https://doi.org/10.1002/pits.22444

 

Hellstrand, H., Korhonen, J., Räsänen, P., Linnanmäki, K., & Aunio, P. (2020). Reliability and validity evidence of the early numeracy test for identifying children at risk for mathematical learning difficulties. International Journal of Educational Research, 102, 101580. https://doi.org/10.1016/j.ijer.2020.101580

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Hellstrand, H., Korhonen, J., Linnanmäki, K., & Aunio, P. (2020). The Number Race – computer-assisted intervention for mathematically low-performing first graders. European Journal of Special Needs Education, 35, 85-99. https://doi.org/10.1080/13488678.2019.1615792​ 

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Holm, M., Korhonen, J., Laine, A., Klenberg, L., & Hannula, M. (2020). Big-Fish-Little-Pond Effect on Achievement Emotions in Relation to Mathematics Performance and Gender. International Journal of Educational Research 104, 101692. https://doi.org/10.1016/j.ijer.2020.101692​ 

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Lopez-Pedersen, A., Mononen, R., Korhonen, J., Aunio, P., & Melby-Lervåg, M. (2020). Validation of an early numeracy screener for first graders. Scandinavian Journal of Educational Research. https://doi.org/10.1080/00313831.2019.1705901

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Mononen, R., & Niemivirta, M. (2020). Patterns of symbolic numerical magnitude processing and working memory as predictors of early mathematics performance. PsyArXiv. https://doi.org/10.31234/osf.io/62eqh

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Moeller, J., Viljaranta, J., Dietrich, J., & Kracke, B. (2020). Disentangling objective characteristics of learning situations from subjective perceptions thereof, using an experience sampling method design. Frontline Learning Research, 8, 63-84. https://doi.org/10.14786/flr.v8i3.529​  

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Nuutila, K., Tapola, A., Tuominen, H., Kupiainen, S., Pásztor, A., & Niemivirta, M. (2020). Reciprocal predictions between interest, self-efficacy, and performance during a task. Frontiers in Education, 5:36. https://doi.org/10.3389/feduc.2020.00036

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Pakarinen, E., von Suchodoletz, A., & Viljaranta, J., & Lerkkanen, M.-K. (2020). Investigating bidirectional links between the quality of teacher–child relationships and children’s interest and pre-academic skills in literacy and math. Child Development, 92, 388-407. https://doi.org/10.1111/cdev.13431 

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Polso, K.-M., Tuominen, H., Hellas, A., & Ihantola, P. (2020). Achievement goal orientation profiles and performance in a programming MOOC. Proceedings of the ACM Conference on Innovation & Technology in Computer Science Education (ITiCSE’20). ACM: New York, NY, US. https://doi.org/10.1145/3341525.3387398

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Rawlings, A.M., Tapola, A., & Niemivirta, M. (2020). Longitudinal predictions  between temperament and motivation in the early school years. European Journal of Psychology of Education 35(2), 451–475. https://doi.org/10.1007/s10212-019-00432-w

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Tuominen, H., Juntunen, H., & Niemivirta, M. (2020). Striving for success but at what cost? Subject-specific achievement goal orientation profiles, perceived cost, and academic well-being. Frontiers in Psychology, 11:557445. https://doi.org/10.3389/fpsyg.2020.557445

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Tuominen, H., Niemivirta, M., Lonka, K., & Salmela-Aro, K. (2020). Motivation across a transition: Changes in achievement goal orientations and academic well-being from elementary to secondary school. Learning and Individual Differences, 79:101854. https://doi.org/10.1016/j.lindif.2020.101854

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Zarra-Nezhad, M., Viljaranta, J., Sajaniemi, N., Aunola, K., & Lerkkanen, M.-K. (2020). The impact of children’s socioemotional development on parenting styles: the moderating effect of social withdrawal. Early Child Development and Care. https://doi.org/10.1080/03004430.2020.1835879