Preprints

 

Kuusi, A., Hirvonen, R., Niemivirta, M., & Tuominen, H. (2025). Perfectionistic profiles and well-being in general upper secondary education: The moderating role of perceived support. Preprint in PsyArXiv. https://osf.io/preprints/psyarxiv/zyt7k_v2​

 

Österholm, L., Widlund, A., & Korhonen, J. (2025). Engagement and Burnout in the Classroom – Crossover Effects from Teachers to Students. OSF-Preprint. https://doi.org/10.31219/osf.io/7pfb3_v2

​

Koivuhovi, S., Rawlings, A. M., Siipola, M., Nyman, L., Rimpelä, A. & Seppänen, P. (2025, preliminarily accepted, manuscript in revision). Kuudesluokkalaisten motivaatio, osaaminen ja hyvinvointi sekä kokemukset luokan oppimisilmapiiristä painotetun ja yleisopetuksen luokilla.

​

Tapola, A., Rawlings, A.M., Mononen, R., Jylänki, P., & Korhonen, J. (2025). Interplay of cognition and affect in fourth graders’ mathematics performance: Role of working memory in mediating the effects of math anxiety and interest on arithmetic fluency. Available as a preprint on the PsyArXiv platform https://doi.org/10.31234/osf.io/xkts2

​

Lehikoinen, H., Tuominen, H., Väisänen, P., Niemivirta, M., & Viljaranta, J. (2024). Longitudinal relations between mathematics self-efficacy, test anxiety, and performance in co- and solo-taught classrooms. Preprint in PsyArXiv. https://doi.org/10.31234/osf.io/8ngz7

 

Juntunen, H., Tuominen, H., Hirvonen, R., Viljaranta, J., Toom, A., & Niemivirta, M. (2024). University students’ motivational profiles, their stability, and connections with perfectionism and well-being: Latent transition approach. Preprint in PsyArXiv. https://doi.org/10.31234/osf.io/459n6

​

Lehikoinen, H., Tuominen, H., Viljaranta, J., Väisänen, P., & Niemivirta, M. (2024). Temporal dynamics of classroom goal structures in solo- and co-taught mathematics classes. Preprint in PsyArXiv. https://doi.org/10.31234/osf.io/r4dse
 

Österholm, L., Widlund, A., & Korhonen, J. (2024). School Well-Being Profiles Among Elementary School Students – Stability and Relations to Academic Performance. OSF-Preprint. https://doi.org/10.31219/osf.io/62epc
 

Rawlings, A. M., Aunola, K., Koponen, T., Poikkeus, A., Lerkkanen, M., & Vasalampi, K. (2023, November 17). Primary-School Students’ Motivational Profiles: Stability, Antecedents, and Connections with Arithmetic Achievement. Manuscript in revision. Available as a preprint on the PsyArXiv platform https://doi.org/10.31234/osf.io/wk7qe

​

Published 

 

Polso, K.-M., Tuominen, H., Ihantola, P., & Niemivirta, M. (2025). Within-year stability and changes in adolescents’ cross-domain motivational profiles: Predictions on academic achievement and educational choices. Journal of Educational Psychology. https://doi.org/10.1037/edu0000955

 

Saxer, K., Tuominen, H., Schnell, J., Mori, J., & Niemivirta, M. (2025). Lower secondary students’ well-being profiles: Stability, transitions, and connections with teacher–student, and student–student relationships. Child & Youth Care Forum. http://doi.org/10.1007/s10566-025-09886-0

​

Holmström, A., Tuominen, H., Laasanen, M., & Veermans, M. (2025, painossa). Oppilaiden kouluinnon ja -uupumuksen profiilit: Erot oppimisen itsesäätelyn minäpystyvyydessä ja moniammatillisessa hyvinvoinnin tuessa. Kasvatus, 56(3), 362–379. https://doi.org/10.33348/kvt.162451

​

Lännenmäki, M., Tuominen, H., & Ihantola, P. (2025). Motivaation, hyvinvoinnin ja yksilöllistymisen väliset yhteydet ammatillisessa koulutuksessa. Ammattikasvatuksen aikakauskirja, 1–20. https://doi.org/10.54329/akakk.162873

​

Vessonen, T., Dahlberg, M., Hellstrand, H., Widlund, A., Söderberg, P., Korhonen, J., Aunio, P., & Laine, A. (2025). Individual characteristics associated with elementary school children’s mathematical word problem-solving skills: A systematic review and meta-analysis. Review of Education, 13(1), e70045. https://doi.org/10.1002/rev3.70045

​

Ikävalko, M. J., Sointu, E. T., Lambert, M. C., Lazarides, R., & Viljaranta, J. (2024). The development of sources of self‐efficacy in self‐regulation during one primary school year: The role of gender, special educational needs, and individual strengths. Psychology in the Schools, 61(12), 4732–4753. https://doi.org/10.1002/pits.23303

 

Söderholm, F., Viljaranta, J., Hirvonen, R., Tuominen, H., Lappalainen, K., & Holopainen, L. (2024). The development of exhaustion, cynicism, and inadequacy in general upper secondary education: Perceived and received support, student engagement, and gender as predictors. Scandinavian Journal of Educational Research. https://doi.org/10.1080/00313831.2024.2419066

 

Kuusi, A., Tuominen, H., Widlund, A., Korhonen, J., & Niemivirta, M. (2024). Lower secondary students’ perfectionistic profiles: Stability, transitions, and connections with well-being. Learning and Individual Differences, 110, 102419. https://doi.org/10.1016/j.lindif.2024.102419

​​

Sinkonen, E., Söderholm, F., Viljaranta, J., & Lappalainen, K. (2024). Käyttäytymisen ja tunteiden vahvuuksien yhteys koulu-uupumukseen lukion ensimmäisen vuoden opiskelijoilla. NMI Bulletin, 3(2024), 52–70. https://bulletin.nmi.fi/wp-content/uploads/2024/11/Bulletin_3_2024.pdf

​

Tähti, P., Sutela, K., Korhonen, J., & Mononen, R. (2024). Matematiikka-ahdistuksen lieventäminen rentoutus- ja kertolaskuharjoittelulla: Pilotti-interventiotutkimus. LUMAT: International Journal on Math, Science and Technology Education, 12(3), Article 3. https://doi.org/10.31129/LUMAT.12.3.2474

​

Kiuru, N., DeLay, D., Tervahartiala, K., Polet, J., & Hirvonen, R. (2024). Friend influence and susceptibility to influence on emotions towards math: The role of adolescent temperament. British Journal of Educational Psychology, 94, 1161-1176. http://doi.org/10.1111/bjep.12710

 

Pitkäniemi, H., Hirvonen, R., Heikka, J., & Suhonen, K. (2024). Teacher efficacy, its sources, and implementation in early childhood education. Early Childhood Education Journal. https://doi.org/10.1007/s10643-024-01713-w

​

Känsäkoski, M. & Mononen, R. (in press). Matematiikka-ahdistus ja sen yhteys matematiikan osaamiseen kolmannella luokalla [Math anxiety and its relation to math performance at Grade 3]. Psykologia.

 

Widlund, A., Tuominen, H., & Korhonen, J. (2024). Motivational profiles in mathematics – stability and links with educational and emotional outcomes. Contemporary Educational Psychology, 76, 102256. https://doi.org/10.1016/j.cedpsych.2024.102256

 

Haataja, E. S. H., Niemivirta, M., Holm, M. E., Ilomanni, P., & Laine, A. (2024). Students’ socioeconomic status and teacher beliefs about learning as predictors of students’ mathematical competence. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-023-00791-5

 

Jäntti, A.-M. & Mononen, R. (in press). LukiMat ja Mavalka: matemaattisten taitojen tuen tarpeen tunnistaminen esikouluiässä [LukiMat and Mavalka: identifying the need for support in math skills in pre-primary school]. Journal of Early Childhood Education Research.

 

Kang, J., Viljaranta, J., Jäppinen, I., & George, S. (2024). Relationship between science teachers’ teaching motivations and career development aspirations. European Journal of Teacher Education. https://doi.org/10.1080/02619768.2024.2311698

​

Tunkkari, M., Hirvonen, R., Vasalampi, K., & Kiuru, N. (2024). Bidirectional associations between maternal homework involvement, adolescents’ academic motivation, and school well-being. Journal of Family Psychology, 38, 421-432. https://doi.org/10.1037/fam0001177 

 

Widlund, A., Niemivirta, M., Tuominen, H., & Korhonen, J. (2024). Growth trajectories of self-concept and interest in mathematics and language – Individual differences and cross-domain relations. Learning and Instruction, 91, 101882. https://doi.org/10.1016/j.learninstruc.2024.101882

 

Risberg, A.-K., Widlund, A., Hellstrand, H., Vataja, P., & Salmi, P. (2023). Profiles of reading fluency and spelling skills: Stability and change across the early school years. Scandinavian Journal of Educational Research, 0(0), 1–16. https://doi.org/10.1080/00313831.2023.2228822

​

Söderholm, F., Viljaranta, J., Tuominen, H., Lappalainen, K., & Holopainen, L. (2023). Student engagement profiles and the role of support in general upper secondary education. Learning and Individual Differences, 104. https://doi.org/10.1016/j.lindif.2023.102289

 

Niemivirta, M., Tapola, A., Tuominen, H., & Viljaranta, J. (2023). Developmental trajectories of school-beginners' ability self-concept, intrinsic value and performance in mathematics. British Journal of Educational Psychology, 94, 441–459. https://doi.org/10.1111/bjep.12655

 

Anttila, S., Lindfors, H., Hirvonen, R., Määttä, S., & Kiuru, N. (2023). Dropout intentions in upper secondary education: Student temperament and achievement motivation as antecedents. Journal of Adolescence, 95, 248–263. https://doi.org/10.1002/jad.12110

 

Lopez-Pedersen, A., Mononen, R., Aunio, P., Scherer, R., & Melby-Lervåg, M. (2023). Improving numeracy skills in first graders with low performance in early numeracy: A randomized controlled trial. Remedial and Special Education, 44(2), 126–136. https://doi.org/10.1177/07419325221102537

 

Holmström, A., Tuominen, H., Laasanen, M., & Veermans, M. (2023). Teachers’ work engagement and burnout profiles: Associations with sense of efficacy and interprofessional collaboration in school. Teaching and Teacher Education, 132, 104251. https://doi.org/10.1016/j.tate.2023.104251

 

Kahila, J., Kahila, S., Piispa-Hakala, S., Viljaranta, J., & Vartiainen, H. (2023). Mikä on sopivaa, mikä ei? Nuorten näkemyksiä peliraivosta. [What is acceptable, what not? Youth’s perceptions about gamer rage] Nuorisotutkimus [Youth Research], 41(3), 4–15. https://doi.org/10.57049/nuorisotutkimus.9138174

 

Liukko, L., Viljaranta, J., & Hakkarainen, A. (2022). Opettajien puhe aggressiivisesti käyttäytyvinä pidetyistä oppilaista. [Teachers’ discourses about aggressively behaving students]. NMI Bulletin, 32, 80-97.

 

Tuominen, H., Hirvonen, R., Juntunen, H., Viljaranta, J., & Niemivirta, M. (2023). Tavoitteet ja huolet koronapandemian aikana: Perfektionistiset taipumukset opiskelustressin ja siitä selviämisen selittäjänä [Strivings and concerns during the COVID-19 pandemic: Perfectionistic tendencies as predictors of study stress and coping]. Kasvatus [The Finnish Journal of Education], 54, 5–22. https://doi.org/10.33348/kvt.130129

 

Peixoto, F., Mata, L., Campos, M., Caetano, T., Radišić, J., & Niemivirta, M. (2023). ‘Am I to blame because my child is not motivated to do math?’: Relationships between parents’ attitudes, beliefs and practices towards mathematics and students’ mathematics motivation and achievement. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-023-00774-6

 

Kang, J., Kim, H., Lee, B., Tolppanen, S., Viljaranta, J., & George, S. (2023). Career entry motivations and teaching perceptions of science preservice teachers: a comparison of trends between Finland and South Korea. International Journal of Science Education. https://doi.org/10.1080/09500693.2023.2291690

 

Mononen, R., Korhonen, J., Hægeland, K., Younesi, M., Goebel, S. M., & Niemivirta, M. (2023). Domain-specific and domain-general skills as predictors of arithmetic fluency development: The moderating effect of gender.  Preprint available in PsyArXiv, https://doi.org/10.31234/osf.io/qt9cn

 

Rawlings, A. M., Niemivirta, M., Korhonen, J., Lindskog, M., Tuominen, H., & Mononen, R. (2023). Achievement emotions and arithmetic fluency – Development and parallel processes during the early school years. Learning and Instruction, 86, 101776. https://doi.org/10.1016/j.learninstruc.2023.101776

 

Viljaranta, J., Aunola, K., Tolvanen, A., & Ryba, T.V. (2023). The development of school and sports task values among adolescent athletes: The role of gender. Current Psychology, 42, 17573–17582. https://doi.org/10.1007/s12144-022-02880-y

 

Puolakanaho, A., Muotka, J., Hirvonen, R., Lappalainen, R., Lappalainen, P., & Kiuru, N. (2023). Temperament and symptoms of stress and depression among adolescents: The mediating role of psychological flexibility. Journal of Affective Disorders Reports, 12, 100493. https://doi.org/10.1016/j.jadr.2023.100493

 

Puolakanaho, A., Muotka, J., Lappalainen, R., Lappalainen, P., Hirvonen, R., & Kiuru, N. (2023). Adolescents’ stress and depressive symptoms and their associations with psychological flexibility before educational transition. Journal of Adolescence, 95, 990–1004. https://doi.org/10.1002/jad.12169

 

Widlund, A., Tuominen, H., & Korhonen, J. (2023). Reciprocal effects of mathematics performance, school engagement and burnout during adolescence. British Journal of Educational Psychology, 93(1), 183–197. https://doi.org/10.1111/bjep.12548

 

Juntunen, H., Tuominen, H., Viljaranta, J., Hirvonen, R., Toom. A., & Niemivirta, M. (2022). Feeling exhausted and isolated? The connections between university students’ remote teaching and learning experiences, motivation, and psychological well-being during the COVID-19 pandemic. Educational Psychology: An International Journal of Experimental Educational Psychology, 42(10), 1241–1262. https://doi.org/10.1080/01443410.2022.2135686

 

Throndsen, T. U., Lindskog, M., Niemivirta, M., & Mononen, R. (2022) Does mathematics anxiety moderate the effect of problem difficulty on cognitive effort? Scandinavian Journal of Psychology, 63(6), 601–608. https://doi.org/10.1111/sjop.12852

 

Tuominen, H., Pikkarainen, P., Hirvonen, R., Juntunen, H., Viljaranta, J., & Niemivirta, M. (2022). Yliopisto-opiskelijoiden motivaatioprofiilit koronapandemian aikana ja toiveet opetuksen toteuttamisesta jatkossa. Kasvatus [The Finnish Journal of Education], 53(5), 547–552. https://doi.org/10.33348/kvt.122723

 

Söderholm, F., Lappalainen, K., Holopainen, L., & Viljaranta, J. (2022). The development of school burnout in general upper secondary education: the role of support and schoolwork difficulties, Educational Psychology, 42, 607-625, https://doi.org/10.1080/01443410.2022.2054954

 

Silinskas, G., Viljaranta, J., Poikkeus, A.-M., & Lerkkanen, M.-K. (2022). Maternal homework approach and adolescents’ academic skills: The mediating role of task values. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.999128

 

Kiuru, N., Malmberg, L.-E., Eklund, K., Ahonen, T., Penttonen, M., & Hirvonen, R. (2022). How are learning experiences and task properties associated with adolescents’ emotions and psychophysiological states? Contemporary Educational Psychology, 71, 102095. https://doi.org/10.1016/j.cedpsych.2022.102095

 

Tunkkari, M., Aunola, K., Hirvonen, R., Silinskas, G., & Kiuru, N. (2022). A person-oriented approach to maternal homework involvement during the transition to lower secondary school. Learning and Individual Differences, 97, 102164. https://doi.org/10.1016/j.lindif.2022.102164

 

Rong, L. & Mononen, R. (2022). Error analysis of students with mathematics learning difficulties in Tibet. Asian Journal for Mathematics Education, 1(1), 52–65. https://doi.org/10.1177/27527263221089357

 

Kahila, J., Viljaranta, J., Kahila, S., Piispa-Hakala, S., & Vartiainen, H. (2022). Gamer rage - Children's perspective on issues impacting losing temper while playing digital games. International Journal of Child-Computer Interaction, 33. https://doi.org/10.1016/j.ijcci.2022.100513

 

Moeller, J., Viljaranta, J., Tolvanen, A., Kracke, B., & Dietrich, J. (2022). Introducing the DYNAMICS framework of moment-to-moment development in achievement motivation. Learning and Instruction, 81. https://doi.org/10.1016/j.learninstruc.2022.101653

 

Mononen, R., Niemivirta, M., & Korhonen, J. (2022). Predicting mathematical learning difficulties status: The role of domain-specific and domain-general skills. International Electronic Journal of Elementary Education, 14(3), 335–352. https://www.iejee.com/index.php/IEJEE/article/view/1731

 

Zarra-Nezhad, M., Viljaranta, J., Sajaniemi, N., Aunola, K., & Lerkkanen, M.-K. (2022). The impact of children’s socioemotional development on parenting styles: the moderating effect of social withdrawal. Early Child Development and Care, 192, 1032-1044, https://doi.org/10.1080/03004430.2020.1835879

 

Mononen, R., & Niemivirta, M. (2022). Patterns of symbolic numerical magnitude processing and working memory as predictors of early mathematics performance. European Journal of Psychology of Education, 38, 311–332 https://doi.org/10.1007/s10212-021-00596-4

 

Ikävalko, M., Sointu, E., Lambert, M., & Viljaranta, J. (2022). Students’ self-efficacy in self-regulation together with behavioural and emotional strengths: investigating their self-perceptions. European Journal of Special Needs Education, 38(4), 558-572. https://doi.org/10.1080/08856257.2022.2127083

 

Raufelder, D., Hoferichter, F., Hirvonen, R., & Kiuru, N. (2022). How students’ motivational profiles change during the transition from primary to lower secondary school. Contemporary Educational Psychology, 71, 102117.  https://doi.org/10.1016/j.cedpsych.2022.102117

 

Mononen, R., Aunio, P., & Leijo, S. (2021). Esikoululaisten matemaattisten taitojen tukeminen ThinkMath-interventiolla [Supporting preschool students’ mathematical skills with ThinkMath intervention]. Oppimisen ja oppimisvaikeuksien lehti, NMI-Bulletin, 31(3), 43–63.

 

Mauno, S., Minkkinen, J., Hirvonen, R., & Kiuru, N. (2021). Job insecurity and depressive symptoms in mothers and adolescents: A dyadic study. Journal of Child and Family Studies, 30, 2117–2128. https://doi.org/10.1007/s10826-021-01994-4

 

Tunkkari, M., Aunola, K., Hirvonen, R., Silinskas, G., & Kiuru, N. (2021). The quality of maternal homework involvement: The role of adolescent and maternal factors. Merrill-Palmer Quarterly, 67, 94-122. https://doi.org/10.13110/merrpalmquar1982.67.1.0094

 

Mononen, R., Niemivirta, M., Korhonen, J., Lindskog, M., & Tapola, A. (2021). Developmental relations between math anxiety, symbolic numerical magnitude processing, and arithmetic performance from first to second grade. Cognition and Emotion, 36(3), 452–472. https://doi.org/10.1080/02699931.2021.2015296

 

Clem, A.-L., Hirvonen, R., Aunola, K., & Kiuru, N. (2021). Reciprocal relations between adolescents’ self-concepts of ability and achievement emotions in mathematics and literacy. Contemporary Educational Psychology, 65, 101964. https://doi.org/10.1016/j.cedpsych.2021.101964

 

Lahdelma, P., Tolonen, M., Kiuru, N., & Hirvonen, R. (2021). The role of adolescents’ and their parents’ temperament types in adolescents’ academic emotions: A goodness-of-fit approach. Child & Youth Care Forum, 50, 471-492. https://doi.org/10.1007/s10566-020-09582-1

 

Widlund, A., Tuominen, H., & Korhonen, J. (2021). Development of school engagement and burnout across lower and upper secondary education: Trajectory profiles and educational outcomes. Contemporary Educational Psychology, 66, 101997. https://doi.org/10.1016/j.cedpsych.2021.101997

 

Puonti, V., Hirvonen, R., & Kiuru, N. (2021). Associations of temperament types and gender of early adolescents and teachers with adolescents’ school well-being. Scandinavian Journal of Psychology, 62, 510-521. https://doi.org/10.1111/sjop.12729

 

Sainio, P., Eklund, K., Hirvonen, R., Ahonen, T., & Kiuru, N. (2021). Adolescents’ academic emotions and academic achievement across the transition to lower secondary school: The role of learning difficulties. Scandinavian Journal of Educational Research, 65, 385-403. https://doi.org/10.1080/00313831.2019.1705900

 

Lappalainen, R., Lappalainen, P., Puolakanaho, A., Hirvonen, R., Eklund, K., Ahonen, T., Muotka, J., & Kiuru, N. (2021). The Youth Compass – The effectiveness of an online acceptance and commitment therapy program to promote adolescent mental health: A randomized controlled trial. Journal of Contextual Behavioral Science, 20, 1-12. https://doi.org/10.1016/j.jcbs.2021.01.007

 

Clem, A.-L., Rudasill, K. M., Hirvonen, R., Aunola, K, & Kiuru, N. (2021). The roles of teacher–student relationship quality and self-concept of ability in adolescents’ achievement emotions: Temperament as a moderator. European Journal of Psychology of Education, 36, 263-286. https://doi.org/10.1007/s10212-020-00473-6

 

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

 

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

 

Pakarinen, E., Lerkkanen, M.-K., Viljaranta, J., & von Suchodoletz, A. (2021), 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

 

Tunkkari, M., Aunola, K., Hirvonen, R., Silinskas, G., & Kiuru, N. (2021). The interplay between maternal homework involvement, task-avoidance, and achievement among adolescents. Journal of Family Psychology, 35, 863-874. https://doi.org/10.1037/fam0000686

 

Tuominen, H., Kuusi, A., Pulkka, A.-T., Tapola, A., & Niemivirta, M. (2021). Täydellisyyteen pyrkimistä ja huolta omista suorituksista? Lukiolaisten perfektionismi ja opiskeluhyvinvointi [Striving for perfection and worrying about one’s performances? Perfectionism and academic well-being in general upper secondary school]. Kasvatus [The Finnish Journal of Education], 52(2), 209–222. https://doi.org/10.33348/kvt.111445

 

Torkildsen, J. von K., Bratlie, S. S., Kristensen, J.K., Gustafsson, J-E., Lyster, S-A. H., Snow, C. E., Hulme, C., Mononen, R., Næss, K-A. B., López-Pedersen, A., Wie, O. B., & Hagtvet, B. E. (2021). App-based morphological training produces lasting effects on word knowledge in primary school children: A randomized controlled trial. Journal of Educational Psychology, 14(4), 833–854. https://dx.doi.org/10.1037/edu0000688

 

Niemivirta, M., Pulkka, A.-T., Rawlings, A.M., Tapola, A., & Tuominen, H. (2021). Kiinnostus ja kuormitus lukion matematiikan opinnoissa. Psykologia 56(6), 600–615.

 

Tuominen, H., Niemivirta, M., Korhonen, J., Tapola, A., & Mononen, R. (2021). Matemaattisten taitojen ja motivaation profiilit ensimmäisen luokan oppilailla [Profiles of mathematical skills and motivation among first grade students]. Psykologia [Psychology], 56(6), 548–566.

 

Kiuru, N., Wang, M.-T., Salmela-Aro, K., Kannas, L., Ahonen, T., & Hirvonen, R. (2020). Associations between adolescents’ interpersonal relationships, school well-being, and academic achievement during educational transitions. Journal of Youth and Adolescence, 49, 1057-1072. https://doi.org/10.1007/s10964-019-01184-y

 

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

 

Kiuru, N., Spinath, B., Clem, A.-L., Eklund, K., Ahonen, T., Nurmi, J.-E., & Hirvonen, R. (2020). 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

 

Hirvonen, R., Putwain, D., Määttä, S., Ahonen, T., & Kiuru, N. (2020). The role of academic buoyancy and emotions in students’ learning-related expectations and behaviours in primary school. British Journal of Educational Psychology, 90, 948–963. https://doi.org/10.1111/bjep.12336

 

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

 

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

 

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

 

Viljaranta, J., Aunola, K., Mullola, S., Luonua, M., Tuomas, A., & Nurmi, J.-E. (2020). Inhibited children are at risk for poorer maths performance: self-concept as mediator. Social Psychology of Education, 23, 641-651. https://doi.org/10.1007/s11218-020-09552-4