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Vasalampi, Kati; Pakarinen, Eija; Torppa, Minna; Viljaranta, Jaana; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija – European Journal of Psychology of Education, 2020
According to the big-fish-little-pond effect (BFLP) model, high individual academic performance in a particular subject is related to high self-concept in that subject, whereas high average classroom performance has a negative effect on self-concept. In the present study, data from Finnish primary school students in grade 3 (504 students), grade 4…
Descriptors: Self Concept, Mathematics Skills, Foreign Countries, Elementary School Students
Bjorn, Piia Maria; Kyttala, Minna – European Journal of Psychology of Education, 2011
This study investigated whether family structure accounts for adolescent academic performance in Finland in the analysis. The thirteen- to fourteen-year-old (grade 8) students' (N = 171) literacy skills were measured and their mathematical performance was tested. Information about family structure was gathered via a questionnaire sent to their…
Descriptors: Academic Achievement, Adolescents, Family Structure, Correlation
Kyttala, Minna; Lehto, Juhani E. – European Journal of Psychology of Education, 2008
Passive and active visuospatial working memory (VSWM) were investigated in relation to maths performance. The mental rotation task was employed as a measure of active VSWM whereas passive VSWM was investigated using a modified Corsi Blocks task and a matrix pattern task. The Raven Progressive Matrices Test measured fluid intelligence. A total of…
Descriptors: Intelligence, Mental Computation, Memory, Word Problems (Mathematics)
Lerkkanen, Marja-Kristiina; Rasku-Puttonen, Helena; Aunola, Kaisa; Nurmi, Jari-Erik – European Journal of Psychology of Education, 2005
The aim of this longitudinal study was to investigate cross-lagged relationships between mathematical performance and reading comprehension during the first and second years of primary school. 114 Finnish-speaking children were examined six times on mathematics and reading comprehension during Years 1 and 2. At the beginning of Year 1, they were…
Descriptors: Mathematics Education, Reading Comprehension, Mathematics Skills, Longitudinal Studies