Kati Vasalampi

• Artículos de revistas (7)

• Artículos de revistas

  • Does perceived support from teachers moderate the relationship between personal resources and engagement among upper secondary school students?

    Maren Stabel Tvedt, Kati Vasalampi, Tuomo Virtanen

    European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 40, Nº 1, 2025

    • Resumen
    • Texto completo
    

  • Leisure Reading (But Not Any Kind) and Reading Comprehension Support Each Other—A Longitudinal Study Across Grades 1 and 9

    Minna Torppa, Pekka Niemi, Kati Vasalampi, Marja-Kristiina Lerkkanen, Asko Tolvanen, Anna-Maija Poikkeus

    Child development, ISSN 0009-3920, Vol. 91, Nº. 3, 2020, págs. 876-900

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  • Classroom effect on primary school students’ self-concept in literacy and mathematics

    Kati Vasalampi, Eija Pakarinen, Minna Torppa, Jaana Viljaranta, Marja-Kristiina Lerkkanen, Anna-Maija Poikkeus

    European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 35, Nº 3, 2020, págs. 625-646

    • Resumen
    

  • Teacher–student interaction and lower secondary school students' situational engagement

    Sanni Pöysä, Kati Vasalampi, Joona Muotka, Marja-Kristiina Lerkkanen, Anna-Maija Poikkeus, Jari-Erik Nurmi

    British journal of educational psychology, ISSN 0007-0998, Vol. 89, Nº. 2, 2019, págs. 374-392

    

  • Integration of personality constructs: : The role of traits and motivation in the willingness to exert effort in academic and social life domains

    Kati Vasalampi, Philip Parker, Asko Tolvanen, Oliver Lüdtke, Katariina Salmela-Aro

    Journal of Research in Personality, ISSN-e 1095-7251, Vol. 48, Nº. 1, 2014, págs. 98-106

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  • Task-focused behavior mediates the associations between supportive interpersonal environments and students' academic performance

    Noona Kiuru, Eija Pakarinen, Kati Vasalampi, Gintautas Silinskas, Kaisa Aunola

    Psychological Science, ISSN-e 1467-9280, Vol. 25, Nº. 4, 2014, págs. 1018-1024

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  • The role of goal-related autonomous motivation, effort and progress in the transition to university

    Kati Vasalampi, Jari-Erik Nurmi, Markku Jokisaari, Katariina Salmela-Aro

    European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 27, Nº 4, 2012, págs. 591-604

    • Resumen
    

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