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Showing 1 to 15 of 23 results Save | Export
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Silinskas, Gintautas; Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik – Developmental Psychology, 2015
This study investigated the longitudinal associations between children's academic performance and their mothers' affect, practices, and perceptions of their children in homework situations. The children's (n = 2,261) performance in reading and math was tested in Grade 1 and Grade 4, and the mothers (n = 1,476) filled out questionnaires on their…
Descriptors: Homework, Mothers, Parent Child Relationship, Academic Achievement
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Viljaranta, Jaana; Aunola, Kaisa; Mullola, Sari; Virkkala, Johanna; Hirvonen, Riikka; Pakarinen, Eija; Nurmi, Jari-Erik – Child Development, 2015
The present study followed 156 Finnish children (M[subscript age] = 7.25 years) during the first grade of primary school to examine to what extent parent- and teacher-rated temperament impacts children's math and reading skill development during the first grade, and the extent to which this impact would be mediated by teachers' interaction styles…
Descriptors: Foreign Countries, Elementary School Students, Grade 1, Personality Traits
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Silinskas, Gintautas; Dietrich, Julia; Pakarinen, Eija; Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Hirvonen, Riikka; Muotka, Joona; Nurmi, Jari-Erik – International Journal of Behavioral Development, 2015
In the present study, we examined the extent to which the responses of teachers and mothers toward a particular child are similar in respect to their instructional support and affect, and whether child characteristics predict these responses. The data of 373 Finnish child-teacher-mother triads (178 girls, 195 boys) were analysed. Teachers and…
Descriptors: Foreign Countries, Elementary School Students, Elementary School Teachers, Mothers
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Zhang, Xiao; Koponen, Tuire; Räsänen, Pekka; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik – Child Development, 2014
Utilizing a longitudinal sample of Finnish children (ages 6-10), two studies examined how early linguistic (spoken vs. written) and spatial skills predict later development of arithmetic, and whether counting sequence knowledge mediates these associations. In Study 1 (N = 1,880), letter knowledge and spatial visualization, measured in…
Descriptors: Spatial Ability, Arithmetic, Prediction, Grade 1
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Aunola, Kaisa; Viljaranta, Jaana; Lehtinen, Erno; Nurmi, Jari-Erik – Learning and Individual Differences, 2013
The present study investigated the extent to which mothers' support for their children's sense of competence, autonomy and relatedness predicts their children's interest in math and reading, and also their mastery orientation, during the transition to primary school. One hundred fifty-two children were examined twice during their first grade year…
Descriptors: Adolescents, Childhood Interests, Grade 1, Mothers
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Hirvonen, Riikka; Aunola, Kaisa; Alatupa, Saija; Viljaranta, Jaana; Nurmi, Jari-Erik – Learning and Instruction, 2013
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 study examined to what extent children's temperament is related to their affective and behavioral…
Descriptors: Prior Learning, Tests, Anxiety, Inhibition
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Kiuru, Noona; Aunola, Kaisa; Torppa, Minna; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Niemi, Pekka; Viljaranta, Jaana; Lyyra, Anna-Liisa; Leskinen, Esko; Tolvanen, Asko; Nurmi, Jari-Erik – Journal of School Psychology, 2012
This study examined the associations between parenting styles, teacher interactional styles, and children's reading and spelling skills. The sample consisted of 864 Finnish-speaking children and their parents (864 mothers, 864 fathers) and teachers ("N" = 123). Children's risk for reading disabilities and reader status were assessed in…
Descriptors: Disabilities, Parent Child Relationship, Spelling, Kindergarten
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Nurmi, Jari-Erik; Viljaranta, Jaana; Tolvanen, Asko; Aunola, Kaisa – Educational Psychology, 2012
This study examined the extent to which a student's academic performance in first grade contributes to the active instruction given by a teacher to a particular student. To investigate this, 105 first graders were tested in mathematics and reading in the fall and spring of their first school year. At the same time points, their teachers filled in…
Descriptors: Educational Research, Academic Achievement, Grade 1, Reading Skills
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Zhang, Xiao; Nurmi, Jari-Erik; Kiuru, Noona; Lerkkanen, Marja-Kristiina; Aunola, Kaisa – Learning and Individual Differences, 2011
This study aims to validate a teacher-report measure of children's task-avoidant behavior, namely the Behavioral Strategy Rating Scale (BSRS), in a sample of 352 Finnish children. In each of the four waves from Kindergarten to Grade 2, teachers rated children's task-avoidant behavior using the BSRS, children completed reading and mathematics…
Descriptors: Test Items, Validity, Mathematics Tests, Rating Scales
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Silinskas, Gintautas; Leppanen, Ulla; Aunola, Kaisa; Parrila, Rauno; Nurmi, Jari-Erik – Learning and Instruction, 2010
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 during kindergarten would be influenced by their socioeconomic status and their own learning…
Descriptors: Socioeconomic Status, Mothers, Reading Achievement, Mathematics Achievement
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Hirvonen, Riikka; Georgiou, George K.; Lerkkanen, Marja-Kristiina; Aunola, Kaisa; Nurmi, Jari-Erik – Journal of Research in Reading, 2010
The purpose of this study was twofold: (a) to examine the effect of task-focused behaviour on reading fluency, spelling and comprehension; and (b) to examine the role of the different literacy skills in subsequent task-focused behaviour. Two hundred and seven Finnish-speaking children were followed from preschool until their fourth year at school…
Descriptors: Reading Comprehension, Spelling, Reading Fluency, Literacy
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Natale, Katja; Aunola, Kaisa; Nurmi, Jari-Erik; Poikkeus, Anna-Maija; Lyytinen, Paula; Lyytinen, Heikki – Journal of Learning Disabilities, 2008
The present study analyzed data from the Jyvaskyla Longitudinal Study of Dyslexia to investigate the factors to which mothers of children with and without familial risk for dyslexia attribute the causes of their first-grade children's reading achievement. Mothers' causal attributions were assessed three times during their children's first school…
Descriptors: Control Groups, Attribution Theory, Mothers, Dyslexia
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Rytkonen, Katja; Aunola, Kaisa; Nurmi, Jari-Erik – Educational Psychology, 2007
The present study investigated the extent to which parents' causal attributions predict the accuracy of, and bias in, their children's self-concept of maths ability. Participants were 207 children and their 182 mothers and 167 fathers, who were assessed during the children's first and second primary school years. The results showed that the more…
Descriptors: Attribution Theory, Self Concept, Prediction, Children
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Laursen, Brett; Bukowski, William M.; Aunola, Kaisa; Nurmi, Jari-Erik – Child Development, 2007
This longitudinal study investigated prospective links between social isolation and adjustment problems among 166 (77 girls, 89 boys) Finnish children ages 7 to 9. Peer nominations for social engagement and self-reports of internalizing and externalizing problems were collected in the spring of the 1st and 2nd grade. Friendship moderated…
Descriptors: Grade 2, Grade 1, Friendship, Social Isolation
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Aunola, Kaisa; Leskinen, Esko; Nurmi, Jari-Erik – British Journal of Educational Psychology, 2006
Background: It has been suggested that children's learning motivation and interest in a particular subject play an important role in their school performance, particularly in mathematics. However, few cross-lagged longitudinal studies have been carried out to investigate the prospective relationships between academic achievement and task…
Descriptors: Grade 2, Learning Motivation, Longitudinal Studies, Grade 1
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