Search results for author:"Jari-Erik Nurmi"
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How University Students with Reading Difficulties Are Supported in Achieving Their Goals
Holly L. Stack-Cutler; Rauno K. Parrila; Markku Jokisaari; Jari-Erik Nurmi
Journal of Learning Disabilities Vol. 48, No. 3 (2015) pp. 323–334
We examine (a) what social ties university students with a history of reading difficulty (RD) report assisting them to achieve their goals, (b) outlets available for developing social ties, (c) resources mobilized within these relationships, and (d) ...
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How does academic achievement come about: cross-cultural and methodological notes
Jari-Erik Nurmi; Kaisa Aunola
International Journal of Educational Research Vol. 35, No. 4 pp. 403–409
This chapter discusses the possible impact of cross-national diversity in academic institutions, in the selection of students, in the importance of national achievement tests, and cross-national differences in the variation of social background...
Language: English
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Maternal literacy teaching, causal attributions and children’s literacy skills in Finnish-speaking and language minority families
Riitta Sikiö; Leena Holopainen; Martti Siekkinen; Gintautas Silinskas; Marja-Kristiina Lerkkanen; Jari-Erik Nurmi
International Journal of Educational Research Vol. 77, No. 1 (2016) pp. 99–108
This study investigated the effect of mothers’ (language minority group mothers, LM, n=49, and Finnish speaking mothers, MP, n=368) literacy teaching at home, and mothers’ causal attributions of their children’s (mean age 11.48 years) literacy...
Language: English
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Profiles of teaching practices and reading skills at the first and third grade in Finland and Estonia
Xin Tang; Eve Kikas; Eija Pakarinen; Marja-Kristiina Lerkkanen; Joona Muotka; Jari-Erik Nurmi
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 64, No. 1 (May 2017) pp. 150–161
The Early Childhood Classroom Observation Measure was used to observe 91 first-grade and 70 third-grade teachers in Estonia and Finland. Using a person-oriented approach, four profiles of teaching practices were identified in grade 1: the child...
Language: English
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Task-motivation during the first school years: A person-oriented approach to longitudinal data
Jari-Erik Nurmi; Kaisa Aunola
Learning and Instruction Vol. 15, No. 2 (April 2005) pp. 103–122
The present study investigated the kinds of motivational patterns primary school students show in terms of the value they place on math, reading and writing, respectively, and the extent to which these patterns are prospectively associated with...
Language: English
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The role of achievement beliefs and behaviours in spontaneous reading acquisition
Sanna Fyrstén; Jari-Erik Nurmi; Heikki Lyytinen
Learning and Instruction Vol. 16, No. 6 (December 2006) pp. 569–582
This study examined the role of motivational or attitudinal factors, such as achievement beliefs and behaviours, in learning to read before receiving formal instruction. A total of 200 Finnish children were examined at ages 5 and 6½. Half of them ( ...
Language: English
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Students' school performance, task-focus, and situation-specific motivation
Lars-Erik Malmberg; Eija Pakarinen; Kati Vasalampi; Jari-Erik Nurmi
Learning and Instruction Vol. 39, No. 1 (October 2015) pp. 158–167
Going beyond studies of individual differences in and profiles of students' motivation, we investigated situation-specific (intra-personal) experiences of autonomous (enjoyment, interest, and task choice) and controlled (having to do, and the...
Language: English
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Letter knowledge predicts Grade 4 reading fluency and reading comprehension
Ulla Leppänen; Kaisa Aunola; Pekka Niemi; Jari-Erik Nurmi
Learning and Instruction Vol. 18, No. 6 pp. 548–564
The present study examined the predictors of fourth graders' reading skills (reading comprehension, text reading and word chain reading). Reading skill antecedents of 158 children of 5–6 years of age were measured at the beginning of kindergarten;...
Language: English
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The development of achievement strategies and academic skills during the first year of primary school
Tiina Onatsu-Arvilommi; Jari-Erik Nurmi; Kaisa Aunola
Learning and Instruction Vol. 12, No. 5 pp. 509–527
The aim of the study was to investigate whether children's achievement strategies would predict the development of their reading and mathematical skills during the first school year, or whether it is rather these skills that predict the changes in...
Language: English
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Optimistic, defensive-pessimistic, impulsive and self-handicapping strategies in university environments
Sanna Eronen; Jari-Erik Nurmi; Katariina Salmela-Aro
Learning and Instruction Vol. 8, No. 2 (1998) pp. 159–177
A person-oriented approach was used to investigate what types of achievement strategy people apply in university environments, and how these are associated with their academic achievement, related satisfaction and personal well-being. Two hundred...
Language: English
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Does early reading instruction promote the rate of acquisition? A comparison of two transparent orthographies
Piret Soodla; Marja-Kristiina Lerkkanen; Pekka Niemi; Eve Kikas; Gintautas Silinskas; Jari-Erik Nurmi
Learning and Instruction Vol. 38, No. 1 (August 2015) pp. 14–23
This study examines the development of children's reading skills in two transparent orthographies, Estonian and Finnish. Formal reading instruction begins one year earlier in Estonia than in Finland; thus, it was expected that Estonian children...
Language: English
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Variation in situation-specific engagement among lower secondary school students
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...
Language: English
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Predictors of mothers' and fathers' teaching of reading and mathematics during kindergarten and Grade 1
Gintautas Silinskas; Ulla Leppänen; Kaisa Aunola; Rauno Parrila; Jari-Erik Nurmi
Learning and Instruction Vol. 20, No. 1 (February 2010) pp. 61–71
The aim of the present longitudinal study was to investigate factors contributing to mothers' and fathers' teaching of reading and mathematics to their children during kindergarten and Grade 1. It was assumed that mothers' and fathers' teaching...
Language: English
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Reading performance and its developmental trajectories during the first and the second grade
Marja-Kristiina Lerkkanen; Helena Rasku-Puttonen; Kaisa Aunola; Jari-Erik Nurmi
Learning and Instruction Vol. 14, No. 2 (April 2004) pp. 111–130
This study examined children’s reading performance and its developmental trajectories during the first and the second grade. Ninety children were tested five times on word reading and reading comprehension. Qualitatively different groups were...
Language: English
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Cross-lagged relations between task motivation and performance in arithmetic and literacy in kindergarten
Jaana Viljaranta; Marja-Kristiina Lerkkanen; Anna-Maija Poikkeus; Kaisa Aunola; Jari-Erik Nurmi
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...
Language: English
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The cross-lagged relations between children’s academic skill development, task-avoidance, and parental beliefs about success
Katrin Mägi; Marja-Kristiina Lerkkanen; Anna-Maija Poikkeus; Helena Rasku-Puttonen; Jari-Erik Nurmi
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...
Language: English
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The role of temperament in children's affective and behavioral responses in achievement situations
Riikka Hirvonen; Kaisa Aunola; Saija Alatupa; Jaana Viljaranta; Jari-Erik Nurmi
Learning and Instruction Vol. 27, No. 1 (October 2013) pp. 21–30
Although students' affects and behaviors in achievement situations have been shown to be influenced by their previous learning experiences, less is known about how they relate to students' dispositional characteristics, such as temperament. This...
Language: English
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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...
Language: English
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Maternal homework assistance and children's task-persistent behavior in elementary school
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...
Language: English
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Students’ characteristics and teacher–child relationships in instruction: A meta-analysis
Jari-Erik Nurmi
Educational Research Review Vol. 7, No. 3 (December 2012) pp. 177–197
This article suggests that students’ characteristics play a more important role in classrooms than has previously been thought. To investigate this, a computerized literacy search was conducted, finding 19 studies that focused on the topic. On the...
Language: English