Publications
English publications are listed below. Please find all publications here!
Scientific articles
Guo, J., Tang, X., Marsh, H. W., Parker, P., Basarkod, G., Sahdra, B., Ranta, M., & Salmela-Aro, K. (2022). The Roles of Social–Emotional Skills in Students’ Academic and Life Success: A Multi-Informant and Multicohort Perspective. Journal of Personality and Social Psychology. Advance online publication.
IIPB Consortium [vanBakel, H., Bastiaansen, C.., Aunola, K.,... Sorkkila, M.,...&. Roskam, I.] (2022). Parental burnout across the globe during the COVID-19 pandemic. International Perspectives in Psychology, 11 (3).
Jones, C., Volet, S., Pino-Pasternak, D., & Heinimäki, O.-P. (2022). Interpersonal affect in groupwork: A comparative case study of two small groups with contrasting group dynamics outcomes. Frontline Learning Research, 10 (1), 46–75.
Jõgi, A.-L., Pakarinen, E., Tolvanen, A., & Lerkkanen, M.-K. (2021). Reading skills, social competence and physiological stress in the first grade. School Mental Health, 14, 624–639.
Lappalainen, P., Lappalainen, R., Keinonen, K., Kaipainen, K., Puolakanaho, A., Muotka, J. & Kiuru, N. (in press, accepted 7.12.2022). In the shadow of COVID-19: A randomized controlled online trial promoting adolescent psychological flexibility and self-compassion. Journal of Contextual Behavioral Science.
Lerkkanen, M.-K. & Pakarinen, E. (2021). Parental Trust in Teachers and Children’s Interest in Reading and Math: A Longitudinal Study. European Education, 53, 152–167.
Lerkkanen, M.-K., Pakarinen, E., Salminen, J. & Torppa, M. (2022). Reading and math skills development among Finnish primary school children before and after COVID‑19 school closure. Reading and Writing.
Muhonen, H., Pakarinen, E., Rasku-Puttonen, H., & Lerkkanen, M.-K. (2022). Educational dialogue of preschool teachers experiencing different levels of stress. Research Papers in Education.
Muhonen, H., Pakarinen, E., & Lerkkanen, M.-K. (2022). Professional vision of Grade 1 teachers experiencing different levels of work-related stress. Teaching and Teacher Education, 110. 103585.
Olivier, E., Morin, A. J. S., Leo, V. & Salmela-Aro, K. (2022). The interconnected development of depressive symptoms and school functioning from mid-adolescence to early adulthood: A piecewise growth mixture analysis. Journal of Educational Psychology. Advance online publication.
Pulkkinen, J. & Rautopuro, J. (2022). The correspondence between PISA performance and school achievement in Finland. International Journal of Educational Research, 114.
Pöysä, S., Pakarinen, E., & Lerkkanen, M.-K. (2022). Profiles of Work Engagement and Work-Related Effort and Reward Among Teachers: Associations to Occupational Well-Being and Leader–Follower Relationship During the COVID-19 Pandemic. Frontiers in Psychology, 13, 1–14. 861300.
Salmela-Aro, K., Tang, X., Upadyaya, K. (2022). Study Demands-Resources Model of Student Engagement and Burnout. Teoksessa Handbook of Research on Student Engagement. Toim. Reschly, A.L., Christenson, S.L. Springer, Cham.
Yu, J., Kreijkes, P. & Salmela-Aro, K. (2022). Students’ growth mindset: Relation to teacher beliefs, teaching practices, and school climate. Learning and Instruction, 80.
Previous research
Aulèn, A.-M., Pakarinen, E., Feldt, T., & Lerkkanen, M.-K. (2021). Teacher coping profiles in relation to teacher well-being: A mixed-method approach. Teacher and Teacher Education, 102, 103323.
Elomaa, M., Eskelä-Haapanen, S., Pakarinen, E., Halttunen, L., & Lerkkanen, M.-K. (2021). Work-related stress of elementary school principals in Finland: Coping strategies and support. Educational Management Administration and Leadership.
Lavonen, J., & Salmela-Aro, K. (2022). Experiences of Moving Quickly to Distance Teaching and Learning at All Levels of Education in Finland. In F. Reimers (Ed.), Primary and Secondary Education During Covid-19 (pp. 105-123). Springer.
Maestrales, S., Dezendorf, R. M., Tang, X., Salmela-Aro, K., Bartz, K., Juuti, K., Lavonen, J., Krajcik, J., & Schneider, B. (2022). U.S. and Finnish high school science engagement during the COVID-19 pandemic. International Journal of Psychology, 57(1), 73-86.
Pöysä, S., Pakarinen, E., & Lerkkanen, M.-K. (2021). Patterns of teachers’ occupational well-being during the Covid-19 pandemic: Relations to experiences of exhaustion and recovery, and interactional styles of teaching. Frontiers in Education, 6:699785.
Salmela-Aro, K., Upadyaya, K., Ronkainen, I. A., & Hietajärvi, L. (Accepted/in press). Study burnout and engagement during COVID-19 among university students The role of demands, resources, and psychological needs. Journal of Happiness Studies.
Salmela-Aro, K., Upadyaya, K., Vinni-Laakso, J., & Hietajärvi, L. (2021). Adolescents' Longitudinal School Engagement and Burnout Before and During COVID-19-The Role of Socio-Emotional Skills. Journal of Research on Adolescence, 31(3), 796-807.
Salo, A-E., Junttila, N., & Vauras, M. (2022). Parental self-efficacy and intra- and extra-familial relationships. Journal of Child and Family Studies, 31, 2714–2729.
Salo, A.-E., Vauras, M., Hiltunen, M. & Kajamies, A. (2022). Long-term intervention of at-risk elementary students' socio-motivational and reading comprehension competencies: Video-based case studies of emotional support in teacher–dyad and dyadic interactions. Learning, Culture and Social Interaction, 34.
Sorkkila, M., & Aunola, K. (2021). Resilience and parental burnout among Finnish parents during the COVID-19 pandemic: Variable and person-oriented approaches. The Family Journal.
Tang, X., Upadyaya, K., & Salmela-Aro, K. (2021). School Burnout and Psychosocial Problems among Adolescents: Grit as a Resilience Factor. Journal of Adolescence, 86, 77-89.
Upadyaya, K., & Salmela-Aro, K. (2021). Latent Profiles of Parental Burnout During COVID-19: The Role of Child-Related Perceptions. Frontiers in Psychology, 12, 682642.
Upadyaya, K., Toyama, H., & Salmela-Aro, K. (2021). School Principals' Stress Profiles During COVID-19, Demands, and Resources. Frontiers in Psychology, 12, 731929.