Muita julkaisuja

Tutkijoidemme muita julkaisuja liittyen koulujen resilienssiin:

Basilici, M.C., Palladino, B.E., Upadyaya, K. et al. (2023). The Impact of the COVID-19 Pandemic on Bullying Victimization and Emotional Symptoms: A Longitudinal Study on Natives and Students With Immigrant Backgrounds. Int Journal of Bullying Prevention.

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).

Jaruseviciute, V., Silinskas, G., & Kiuru, N. (2023). Socioemotional functioning across the transition to lower secondary school: The role of temperament and relationships with mothers and teachers. Journal of Research on Adolescence, 00, 1–21.

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.

Leino, K., Rautopuro, J. & Kulju, P. (toim.) (2021). Lukutaito – tie tulevaisuuteen: PISA 2018 Suomen pääraportti, 82. Kasvatusalan tutkimuksia. Suomen kasvatustieteellinen seura.

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.

Penttinen, V., Pakarinen, E., & Lerkkanen, M.-K. (2022). Ohjausvuorovaikutuksen laatu ja esiopettajien työhyvinvointi: kontekstitekijöiden ja työstä palautumisen merkitys. Journal of Early Childhood Education Research, 11 (1), 97–122.

Pulkkinen, J. & Rautopuro, J. (2022). The correspondence between PISA performance and school achievement in Finland. International Journal of Educational Research, 114.

Puolakanaho, A., Kaipainen, K., Kiuru, N., Lappalainen, P., Keinonen, K., & Lappalainen, R. (2022). Digitaalisen Nuorten Kompassi plus -hyvinvointiohjelman soveltuvuus lukiolaisille. Oppimisen ja oppimisvaikeuksien erityislehti NMI-Bulletin, 32 (1), 45–64.

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. & Lavonen, Jari. (2023). The Switch to Distance Teaching and Learning in Finland During the COVID-19 Pandemic (2020–2022) Went Technically Well but Was Emotionally Challenging. Teoksessa Fernando M. Reimers (ed.), Schools and Society During the COVID-19 Pandemic: How Education Systems Changed and the Road Ahead. Springer Cham.

Salmela-Aro, K. & Upadyaya, K. (2022). Opiskeluhyvinvointi ja sosioemotionaaliset taidot. Teoksessa Projektioppiminen luonnontieteissä. Toim. Juuti, K., Lavonen, J. & Salmela-Aro, K. Gaudeamus.

Salmela-Aro, K., Upadyaya, K., Ronkainen, I., & Hietajärvi, L. (2022). Opettajien työn imu ja työuupumus koronapandemian aikana. Kasvatus, 53(5), 498–512.

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.

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.

Tiilikainen, M. (2022). Representing Teaching Dynamics: Teaching Approaches and Instructional Reasoning Revisited. University of Turku.

Toyama, H., Upadyaya, K. & Salmela-Aro, K. (2022). Job crafting and well-being among school principals: The role of basic psychological need satisfaction and frustration. European Management Journal, 40(5).

Yu, J., Kreijkes, P. & Salmela-Aro, K. (2022). Students’ growth mindset: Relation to teacher beliefs, teaching practices, and school climate. Learning and Instruction, 80.