Gonçalves, T., Niemivirta, M., & Lemos, M. S. (2017). Identification of students’ multiple achievement and social goal profiles and analysis of their stability and adaptability. Learning and Individual Differences, 54, 149–159. https://doi.org/10.1016/j.lindif.2017.01.019

Tuominen, H., Juntunen, H., & Niemivirta, M. (2020b). Striving for Success but at What Cost? Subject-Specific Achievement Goal Orientation Profiles, Perceived Cost, and Academic Well-Being. Frontiers in Psychology, 11. https://www.frontiersin.org/article/10.3389/fpsyg.2020.557445

Vuokko, E., Niemivirta, M., & Helenius, P. (2013). Cortical activation patterns during subitizing and counting. Brain Research, 1497, 40–52. https://doi.org/10.1016/j.brainres.2012.12.019

Tapola, A., Veermans, M., & Niemivirta, M. (2013). Predictors and outcomes of situational interest during a science learning task. Instructional Science, 41(6), 1047–1064. https://doi.org/10.1007/s11251-013-9273-6

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, 42(10), 1241–1262. https://doi.org/10.1080/01443410.2022.2135686

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. https://doi.org/10.1007/s10212-021-00596-4

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.

Mononen, R., Niemivirta, M., Korhonen, J., Lindskog, M., & Tapola, A. (2021). Developmental relations between mathematics anxiety, symbolic numerical magnitude processing and arithmetic skills from first to second grade. Cognition and Emotion, 0(0), 1–21. https://doi.org/10.1080/02699931.2021.2015296

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

Ståhlberg, J., Tuominen, H., Pulkka, A.-T., & Niemivirta, M. (2019). Maintaining the self? Exploring the connections between students’ perfectionistic profiles, self-worth contingency, and achievement goal orientations. Personality and Individual Differences, 151, 109495. https://doi.org/10.1016/j.paid.2019.07.005

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(1), 162–184. https://doi.org/10.1002/pits.22444

Tuominen, H., Juntunen, H., & Niemivirta, M. (2020a). Striving for Success but at What Cost? Subject-Specific Achievement Goal Orientation Profiles, Perceived Cost, and Academic Well-Being. Frontiers in Psychology, 11. https://www.frontiersin.org/articles/10.3389/fpsyg.2020.557445