Recent papers with links to publications. More info can be found on members' personal sites.

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.

Clem, A.-L., Rudasill, K. M., Hirvonen, R., Aunola, K, & Kiuru, N. (in press). 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.

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.

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.​ 

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.  

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

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.​ 

Holm, M., Björn, P., Laine, A., Korhonen, J., & Hannula, M. (2020). Achievement emotions among adolescents receiving special education support in mathematics. Learning and Individual Differences, 79, 101851.

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.

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.

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

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.

Mononen, R., & Niemivirta, M. (2020). Patterns of symbolic numerical magnitude processing and working memory as predictors of early mathematics performance. PsyArXiv.

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.​  

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.

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.

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. 

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.

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.

Rawlings, A.M., Tapola, A., & Niemivirta, M. (2021). Temperamental sensitivities  differentially linked with interest, strain, and effort appraisals. Frontiers in Psychology, 11:551806.

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.

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.

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.

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.

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.​ 

Widlund, A., Tuominen, H., Tapola, A., & Korhonen, J. (2020). Gendered pathways from academic performance, motivational beliefs, and school burnout to adolescents’ educational and occupational aspirations. Learning and Instruction, 66.

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.

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