Search results for author:"Jari-Erik Nurmi"
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Sanni Pöysä; Kati Vasalampi; Joona Muotka; Marja-Kristiina Lerkkanen; Anna-Maija Poikkeus; Jari-Erik Nurmi
Learning and Instruction Vol. 53, No. 1 (February 2018) pp. 64–73
The majority of previous research has examined school engagement as an overall student characteristic. The present study contributes to the field by examining variation in students' situation-specific engagement from one lesson to another and by...
Cross-lagged relations between task motivation and performance in arithmetic and literacy in kindergarten
Learning and Instruction Vol. 19, No. 4 pp. 335–344
To examine the cross-lagged relationships between children's task motivation in mathematics and literacy, and their related performance, 139 children aged 5–6 years were examined twice during their kindergarten year. The results showed that only...
The cross-lagged relations between children’s academic skill development, task-avoidance, and parental beliefs about success
Learning and Instruction Vol. 21, No. 5 (October 2011) pp. 664–675
This longitudinal study investigated the cross-lagged associations between children’s academic skill development, task-avoidant behaviour in the context of homework, and parental beliefs about their child’s success from kindergarten to Grade 2. The...
Teacher-perceived supportive classroom climate protects against detrimental impact of reading disability risk on peer rejection
Noona Kiuru; Anna-Maija Poikkeus; Marja-Kristiina Lerkkanen; Eija Pakarinen; Martti Siekkinen; Timo Ahonen; Jari-Erik Nurmi
Learning and Instruction Vol. 22, No. 5 (October 2012) pp. 331–339
This study examined the role of a supportive classroom climate, class size, and length of teaching experience as protective factors against children's peer rejection. A total of 376 children were assessed in kindergarten for risk for reading...
Jaana Viljaranta; Gintautas Silinskas; Marja-Kristiina Lerkkanen; Riikka Hirvonen; Eija Pakarinen; Anna-Maija Poikkeus; Jari-Erik Nurmi
Learning and Instruction Vol. 56, No. 1 (August 2018) pp. 54–63
The present study used a sample of 365 children to investigate the longitudinal associations between maternal homework assistance (i.e., help, monitoring, and autonomy granting) and children's task-persistent behavior in learning situations from...