Kati Vasalampi
University of Jyväskylä
Higher educationDevelopmental psychologyAssociation (psychology)BurnoutMathematics educationPsychologyPerson-centered therapyPedagogyStudent engagementMeasure (physics)FluencyTransition (fiction)Longitudinal studySocial supportReading comprehensionFamily supportAcademic achievementEmotional engagementSchool engagementSecondary levelComprehensionReading (process)Vocational educationClinical psychologySocial psychologySituational ethics
41Publications
11H-index
363Citations
Publications 40
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#1Kati Vasalampi (University of Jyväskylä)H-Index: 11
#2Joona Muotka (University of Jyväskylä)H-Index: 11
Last. Marja-Kristiina Lerkkanen (University of Jyväskylä)H-Index: 45
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BACKGROUND Student engagement denotes active participation in academic work through commitment and involvement in learning tasks (Appleton et al., 2006, Journal of School Psychology, 44, 427). This study looks at questions such as whether engagement experiences in one lesson have an effect on the next lesson. In the present study, process-oriented analyses were conducted to examine lower secondary school students' engagement experiences and the stability of those experiences from one lesson to t...
1 CitationsSource
#1Elsje van Bergen (University of Oxford)H-Index: 17
#2Kati Vasalampi (University of Jyväskylä)H-Index: 11
Last. Minna Torppa (University of Jyväskylä)H-Index: 23
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Does reading a lot lead to better reading skills, or does reading a lot follow from high initial reading skills? The authors present a longitudinal study of how much children choose to read and how well they decode and comprehend texts. This is the first study to examine the codevelopment of print exposure with both fluency and comprehension throughout childhood using autocorrelations. Print exposure was operationalized as children’s amount of independent reading for pleasure. Two hundred childr...
5 CitationsSource
#1Tuomo Virtanen (University of Jyväskylä)H-Index: 8
#2Eija Räikkönen (University of Jyväskylä)H-Index: 7
Last. Kati Vasalampi (University of Jyväskylä)H-Index: 11
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This longitudinal study covering two educational transitions examined 1,821 Finnish students’ participation in and identification with school and their associations with students’ academic achievem...
2 CitationsSource
#1Milja Parviainen (University of Jyväskylä)H-Index: 2
#2Kaisa Aunola (University of Jyväskylä)H-Index: 58
Last. Kati Vasalampi (University of Jyväskylä)H-Index: 11
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School burnout symptoms are prevalent among upper secondary education students, but thus far, very little is known about the background of these symptoms. The present study examined the extent to which school burnout symptoms (i.e., exhaustion and cynicism) among upper secondary education students have their roots in primary and lower secondary school and whether early antecedents of school burnout symptoms could be identified. The sample consisted of 1544 Finnish students followed up four times...
9 CitationsSource
#1Tuomo Virtanen (University of Jyväskylä)H-Index: 8
#2Eija Räikkönen (University of Jyväskylä)H-Index: 7
Last. Marja-Kristiina Lerkkanen (University of Jyväskylä)H-Index: 45
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Abstract Truancy in upper secondary education is a widespread problem, which contributes significantly to school dropout risk. However, the underlying mechanisms of truancy have remained unstudied. This longitudinal study of 1853 Finnish students examined how initial levels and changes in student engagement from primary (Grade 6) to lower secondary school (Grades 7 and 9) predicted truancy in upper secondary education, and whether cynicism (losing interest in school) mediated the relationship be...
2 CitationsSource
#1Tuomo Virtanen (University of Jyväskylä)H-Index: 8
#2Kati Vasalampi (University of Jyväskylä)H-Index: 11
Last. Anna-Maija Poikkeus (University of Jyväskylä)H-Index: 52
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ABSTRACTFollowing approximately 1,800 Finnish children, this longitudinal study examined the associations between students’ perceived social support (teacher-student relationships, family support, ...
5 CitationsSource
#1Kati Vasalampi (University of Jyväskylä)H-Index: 11
#2Eija Pakarinen (University of Jyväskylä)H-Index: 19
Last. Anna-Maija Poikkeus (University of Jyväskylä)H-Index: 52
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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 (487 students), and grade 6 (365 students) are used to examine whether the assumptions of the BFLP effect model hold already in primary school. Furthe...
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#1Sanni Pöysä (University of Jyväskylä)H-Index: 3
#2Anna-Maija Poikkeus (University of Jyväskylä)H-Index: 52
Last. Marja-Kristiina Lerkkanen (University of Stavanger)H-Index: 45
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Abstract This study examined adolescents' engagement profiles and their association with situational engagement and academic performance in lower secondary school settings. The data consisted of 301 Grade 7 students from Finland. By utilizing person-oriented approach with Latent Profiling Analysis on subscales capturing students' overall engagement, four subgroups of students with different overall engagement profiles were identified. These profile groups were further analyzed with respect to di...
1 CitationsSource
#1Sirpa Eskelä-Haapanen (University of Jyväskylä)H-Index: 4
#2Kati Vasalampi (University of Jyväskylä)H-Index: 11
Last. Marja-Kristiina Lerkkanen (University of Stavanger)H-Index: 45
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This mixed-method study examines students' expectations and concerns before transitioning from primary to lower secondary school and the role of students' school-related wellbeing and self-esteem i...
3 CitationsSource