Katja Upadyaya
Biographic Data
| ID | 2746152 |
|---|---|
| NAME | Katja Upadyaya |
| GIVEN NAMES | Katja |
| FAMILY NAME | Upadyaya |
| SIGNATURE | UPADYAYA K |
| AFFILIATIONS | University of Helsinki |
| ORCID | 0000-0002-4793-1799 |
| VERIFIED | Yes |
| TOTAL WORKS | 25 |
| TOTAL CITATIONS | 39 |
| WORKS AS AUTHOR | 25 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Social resources, work demands and workplace commitment among Finnish school principals and teachers
Purpose This study examines whether associations of workplace social resources, work demands and workplace commitment differ between Finnish school principals and teachers. Since the educators' work environment is becoming more complex and fragmented, the study also examines whether social resources buffer the negative effects of work demands on workplace commitment. Design/methodology/approach A cross-sectional study design was employed using da…
The association between social factors and reading performance among the majority population and immigrant-origin adolescents in Finland
In Finland, research highlights a persistent academic achievement gap between majority population non-immigrant and immigrant-origin students. The present study examines whether and how social factors, such as the quality of teacher-student relationships, students’ sense of school belonging, and the schools’ proportion of immigrant-origin students, are associated with academic achievement among non-immigrant majority population, and first- and se…
Crisis-resilient school leadership and the role of job crafting
The present study aimed to investigate school principals’ perspectives on resilient leadership, drawing from their experiences during the COVID-19 pandemic. Additionally, the role of job crafting as a strategy for enhancing principals’ self-efficacy in crisis leadership was examined. Using a mixed-method approach, the research integrates qualitative insights from open-ended survey responses and quantitative analyses of job crafting's impact on cr…
The importance of socio-emotional skills obtained before the Covid-19 pandemic in supporting study engagement during the pandemic and transition to higher education
This study investigated the development of study engagement from the end of upper secondary school through the first and second years of higher education. The participants experienced the challenges related to the first wave of the COVID-19 pandemic while they were either university students or preparing for university entrance exams. The study employed a person-oriented approach to determine what kind of developmental trajectories emerge in stud…
Adolescents’ social-emotional skills profiles, relationships at school, school anxiety, and educational aspirations
This study examined adolescents’ social-emotional skills profiles before the educational transition to upper secondary education. Further, the study examined differences in gender; socioeconomic status (SES); and perceived social relationships, educational aspirations, and school anxiety across the profiles. The study used OECD data collected from 2452 adolescents aged 15 from 53 schools in Helsinki. Using latent profile analysis, five social-emo…
Satisfied or frustrated? Basic psychological needs profiles and their associations with work-related outcomes among teachers
Teachers' optimal functioning and well-being depend on the fulfillment of their basic psychological needs for autonomy, competence, and relatedness. This study examined how the satisfaction and frustration of these needs configure in teachers' experiences. Using latent profile analysis on two cross-sectional samples of Finnish teachers (2021: N = 993; 2023: N = 1279), we identified three profiles that appeared consistently across both samples (Do…
Teacher observations of loneliness and ostracism among five-year-olds
School principals’ job crafting profiles and their differences during the prolonged Covid-19 pandemic
Purpose The purpose of this study was to explore school principals’ job crafting profiles during the prolonged COVID-19 crisis in 2021, and investigate profile differences regarding principals’ own perceived servant leadership, stress and work meaningfulness. Design/methodology/approach Using latent profile analysis (LPA), two job crafting profiles were identified: (1) active crafters (55%) and (2) average crafters (45%). By auxiliary measurement…
The development of social science motivation across the transition to high school education
The present four-wave longitudinal study examines the cross-lagged associations between adolescent students’ intrinsic value, self-concept of ability, and expectations in social sciences during and after the transition from compulsory secondary education to the Spanish high school. 2.032 students enrolled in the last three years of secondary school and the second year of high school education participated. The analyses showed that the association…
Children’s understanding of well-being related questions
This paper presents the results of cognitive interviews with 8-year-old children from four European countries–Croatia, France, Finland, and Ireland. The aim of the interviews was to pre-test a selection of well-being-related questions as a part of questionnaire development for the first European multinational birth cohort study–Growing up in Digital Europe (GUIDE)/EuroCohort. Unlike most previous studies, we focused on a younger and more age-homo…
Study Burnout and Engagement During Covid-19 Among University Students
The COVID-19 pandemic forced most universities to switch from in-person to remote teaching from May 2020 to May 2021. This period covered three semesters of studies, and due to these changes students experienced fundamental changes in their learning. The present research was carried out 3 times during the pandemic (e.g., May 2020, December 2020, and April 2021) to investigate study engagement and burnout, and their associations with various deman…
Positive Youth Development Through Student Engagement
The Co-Development of Science, Math, and Language Interest Among Spanish and Finnish Secondary School Students
The present two studies with a 3-year longitudinal design examined the co-development of science, math, and language (e.g., Spanish/Finnish) interest among 1,317 Spanish and 804 Finnish secondary school students across their transition to post-compulsory secondary education, taking into account the role of gender, performance, and socioeconomic status (SES). The research questions were analyzed with parallel process latent growth curve (LGC) mode…
Upper secondary students’ situational interest in physics learning in Finland and Chile
This study examines how classroom activities, student gender and student personal interest in science studies and careers predict situational interest in physics learning. Teaching modules were designed based on the secondary physics curricula in Finland (Helsinki) and Chile (Santiago and Viña del Mar) emphasising students engagement in scientific practices. The study was implemented in four classrooms in both countries. Data on situational inter…
School burnout and psychosocial problems among adolescents
INTRODUCTION: The present study investigated whether grit can mitigate the associations between school burnout, loneliness, and depressive symptoms among adolescents. It also examined gender differences. METHODS: This study included 1296 seventh and 1166 eighth graders from Finland. The study variables were self-reported and regression analysis was performed. RESULTS: This study found that two grit facets - consistency of interest and perseveranc…
Patterns of situational engagement and task values in science lessons
Situational engagement is a key element in promoting students’ maintained interest and focused attention in learning. Most research on students engagement has been variable-centered, and only few studies have examined situational patterns of student engagement. The present study used person-oriented approach (e.g., latent profile analysis with Mplus multigroup comparison and 3-step procedure) to examine patterns of students’ situational engagemen…
Momentary task‐values and expectations predict engagement in science among Finnish and Chilean secondary school students
While expectancy‐value‐cost theory predicts that students' task values play an important part in academic engagement, these associations have rarely been tested in science education and are even less studied in authentic classroom situations. The present study examined to what extent momentary task‐values, expectations and costs are associated with students' momentary academic engagement in science classes. Momentary academic engagement was opera…
Student Engagement in Adolescence
We systematically mapped and analyzed the longitudinal research on adolescent student engagement published during 2010–2020. A total of 104 studies of 104,304 adolescents met inclusion criteria. Studies were mainly conducted in North America (43%) or Europe (34%). Over half studied engagement across one or more years. Most studies (93%) focused on antecedents of engagement rather than outcomes of engagement (38%). Data were commonly collected usi…
Adolescents' Longitudinal School Engagement and Burnout Before and During Covid‐19—The Role of Socio‐Emotional Skills
This longitudinal study examined school engagement and burnout profiles among early and middle adolescents before and during COVID-19, and within-class latent change and stability in students' socio-emotional skills the profiles. The longitudinal data were collected in fall 2019 and 2020 from 1381 5th to 6th, and 1374 7th to 8th grade students. Using repeated measures latent profile analyses based on school engagement and burnout we identified fi…
The Dark Side of Internet Use
Gender Differences in Aspirations and Attainment
What is the role of parents, peers and teachers in shaping school experiences and informing the career choice of males and females? Does the school context matter, and to what extent do educational experiences influence young people's self-concept, values and their outlook to the future? Do teenage aspirations influence later outcomes regarding educational attainment and the assumption of work and family related roles? These questions and more ar…
School burnout and engagement in the context of demands-resources model
BackgroundA four-wave longitudinal study tested the demands-resources model in the school context.AimTo examine the applicability of the demands-resources to the school context.MethodData of 1,709 adolescents were gathered, once during the transition from comprehensive to post-comprehensive education, twice during post-comprehensive education, and once 2 years later.ResultsThe hypotheses were supported, path analysis showing that study demands we…
Development of School Engagement in Association With Academic Success and Well-Being in Varying Social Contexts
This review examines the development of students’ engagement with school and how it may contribute to future academic success and individual well-being in different social contexts. The review discusses the two main approaches of school engagement research: one examines students’ behavioral, cognitive, and affective engagement (North American approach), while the other examines study-related vigor, absorption, and dedication (European approach). …
Engagement With Studies and Work
The present study investigated the developmental trajectories and the possible antecedents (e.g., gender, school track, academic achievement, self-esteem, parental affect, and monitoring) of 17- to 21-year-old young adults’ engagement in their studies and work. The study is part of the longitudinal Finnish Educational Transitions (FinEdu) study involving 804 participants. The results revealed four latent trajectory groups of study and work engage…
Cross-lagged relations between kindergarten teachers’ causal attributions, and children’s interest value and performance in mathematics
School burnout and engagement in the context of demands-resources model
BackgroundA four-wave longitudinal study tested the demands-resources model in the school context.AimTo examine the applicability of the demands-resources to the school context.MethodData of 1,709 adolescents were gathered, once during the transition from comprehensive to post-comprehensive education, twice during post-comprehensive education, and once 2 years later.ResultsThe hypotheses were supported, path analysis showing that study demands we…
Adolescents' Longitudinal School Engagement and Burnout Before and During Covid‐19—The Role of Socio‐Emotional Skills
This longitudinal study examined school engagement and burnout profiles among early and middle adolescents before and during COVID-19, and within-class latent change and stability in students' socio-emotional skills the profiles. The longitudinal data were collected in fall 2019 and 2020 from 1381 5th to 6th, and 1374 7th to 8th grade students. Using repeated measures latent profile analyses based on school engagement and burnout we identified fi…
The Dark Side of Internet Use
Children’s understanding of well-being related questions
This paper presents the results of cognitive interviews with 8-year-old children from four European countries–Croatia, France, Finland, and Ireland. The aim of the interviews was to pre-test a selection of well-being-related questions as a part of questionnaire development for the first European multinational birth cohort study–Growing up in Digital Europe (GUIDE)/EuroCohort. Unlike most previous studies, we focused on a younger and more age-homo…
Cross-lagged relations between kindergarten teachers’ causal attributions, and children’s interest value and performance in mathematics
Development of School Engagement in Association With Academic Success and Well-Being in Varying Social Contexts
This review examines the development of students’ engagement with school and how it may contribute to future academic success and individual well-being in different social contexts. The review discusses the two main approaches of school engagement research: one examines students’ behavioral, cognitive, and affective engagement (North American approach), while the other examines study-related vigor, absorption, and dedication (European approach). …
Engagement With Studies and Work
The present study investigated the developmental trajectories and the possible antecedents (e.g., gender, school track, academic achievement, self-esteem, parental affect, and monitoring) of 17- to 21-year-old young adults’ engagement in their studies and work. The study is part of the longitudinal Finnish Educational Transitions (FinEdu) study involving 804 participants. The results revealed four latent trajectory groups of study and work engage…
Gender Differences in Aspirations and Attainment
What is the role of parents, peers and teachers in shaping school experiences and informing the career choice of males and females? Does the school context matter, and to what extent do educational experiences influence young people's self-concept, values and their outlook to the future? Do teenage aspirations influence later outcomes regarding educational attainment and the assumption of work and family related roles? These questions and more ar…
School burnout and engagement in the context of demands-resources model
BackgroundA four-wave longitudinal study tested the demands-resources model in the school context.AimTo examine the applicability of the demands-resources to the school context.MethodData of 1,709 adolescents were gathered, once during the transition from comprehensive to post-comprehensive education, twice during post-comprehensive education, and once 2 years later.ResultsThe hypotheses were supported, path analysis showing that study demands we…
The Dark Side of Internet Use
Positive Youth Development Through Student Engagement
The Co-Development of Science, Math, and Language Interest Among Spanish and Finnish Secondary School Students
The present two studies with a 3-year longitudinal design examined the co-development of science, math, and language (e.g., Spanish/Finnish) interest among 1,317 Spanish and 804 Finnish secondary school students across their transition to post-compulsory secondary education, taking into account the role of gender, performance, and socioeconomic status (SES). The research questions were analyzed with parallel process latent growth curve (LGC) mode…
Upper secondary students’ situational interest in physics learning in Finland and Chile
This study examines how classroom activities, student gender and student personal interest in science studies and careers predict situational interest in physics learning. Teaching modules were designed based on the secondary physics curricula in Finland (Helsinki) and Chile (Santiago and Viña del Mar) emphasising students engagement in scientific practices. The study was implemented in four classrooms in both countries. Data on situational inter…
School burnout and psychosocial problems among adolescents
INTRODUCTION: The present study investigated whether grit can mitigate the associations between school burnout, loneliness, and depressive symptoms among adolescents. It also examined gender differences. METHODS: This study included 1296 seventh and 1166 eighth graders from Finland. The study variables were self-reported and regression analysis was performed. RESULTS: This study found that two grit facets - consistency of interest and perseveranc…
Patterns of situational engagement and task values in science lessons
Situational engagement is a key element in promoting students’ maintained interest and focused attention in learning. Most research on students engagement has been variable-centered, and only few studies have examined situational patterns of student engagement. The present study used person-oriented approach (e.g., latent profile analysis with Mplus multigroup comparison and 3-step procedure) to examine patterns of students’ situational engagemen…
Momentary task‐values and expectations predict engagement in science among Finnish and Chilean secondary school students
While expectancy‐value‐cost theory predicts that students' task values play an important part in academic engagement, these associations have rarely been tested in science education and are even less studied in authentic classroom situations. The present study examined to what extent momentary task‐values, expectations and costs are associated with students' momentary academic engagement in science classes. Momentary academic engagement was opera…
Student Engagement in Adolescence
We systematically mapped and analyzed the longitudinal research on adolescent student engagement published during 2010–2020. A total of 104 studies of 104,304 adolescents met inclusion criteria. Studies were mainly conducted in North America (43%) or Europe (34%). Over half studied engagement across one or more years. Most studies (93%) focused on antecedents of engagement rather than outcomes of engagement (38%). Data were commonly collected usi…
Adolescents' Longitudinal School Engagement and Burnout Before and During Covid‐19—The Role of Socio‐Emotional Skills
This longitudinal study examined school engagement and burnout profiles among early and middle adolescents before and during COVID-19, and within-class latent change and stability in students' socio-emotional skills the profiles. The longitudinal data were collected in fall 2019 and 2020 from 1381 5th to 6th, and 1374 7th to 8th grade students. Using repeated measures latent profile analyses based on school engagement and burnout we identified fi…
Study Burnout and Engagement During Covid-19 Among University Students
The COVID-19 pandemic forced most universities to switch from in-person to remote teaching from May 2020 to May 2021. This period covered three semesters of studies, and due to these changes students experienced fundamental changes in their learning. The present research was carried out 3 times during the pandemic (e.g., May 2020, December 2020, and April 2021) to investigate study engagement and burnout, and their associations with various deman…
School principals’ job crafting profiles and their differences during the prolonged Covid-19 pandemic
Purpose The purpose of this study was to explore school principals’ job crafting profiles during the prolonged COVID-19 crisis in 2021, and investigate profile differences regarding principals’ own perceived servant leadership, stress and work meaningfulness. Design/methodology/approach Using latent profile analysis (LPA), two job crafting profiles were identified: (1) active crafters (55%) and (2) average crafters (45%). By auxiliary measurement…
The development of social science motivation across the transition to high school education
The present four-wave longitudinal study examines the cross-lagged associations between adolescent students’ intrinsic value, self-concept of ability, and expectations in social sciences during and after the transition from compulsory secondary education to the Spanish high school. 2.032 students enrolled in the last three years of secondary school and the second year of high school education participated. The analyses showed that the association…
Children’s understanding of well-being related questions
This paper presents the results of cognitive interviews with 8-year-old children from four European countries–Croatia, France, Finland, and Ireland. The aim of the interviews was to pre-test a selection of well-being-related questions as a part of questionnaire development for the first European multinational birth cohort study–Growing up in Digital Europe (GUIDE)/EuroCohort. Unlike most previous studies, we focused on a younger and more age-homo…
Crisis-resilient school leadership and the role of job crafting
The present study aimed to investigate school principals’ perspectives on resilient leadership, drawing from their experiences during the COVID-19 pandemic. Additionally, the role of job crafting as a strategy for enhancing principals’ self-efficacy in crisis leadership was examined. Using a mixed-method approach, the research integrates qualitative insights from open-ended survey responses and quantitative analyses of job crafting's impact on cr…
The importance of socio-emotional skills obtained before the Covid-19 pandemic in supporting study engagement during the pandemic and transition to higher education
This study investigated the development of study engagement from the end of upper secondary school through the first and second years of higher education. The participants experienced the challenges related to the first wave of the COVID-19 pandemic while they were either university students or preparing for university entrance exams. The study employed a person-oriented approach to determine what kind of developmental trajectories emerge in stud…
Adolescents’ social-emotional skills profiles, relationships at school, school anxiety, and educational aspirations
This study examined adolescents’ social-emotional skills profiles before the educational transition to upper secondary education. Further, the study examined differences in gender; socioeconomic status (SES); and perceived social relationships, educational aspirations, and school anxiety across the profiles. The study used OECD data collected from 2452 adolescents aged 15 from 53 schools in Helsinki. Using latent profile analysis, five social-emo…
Satisfied or frustrated? Basic psychological needs profiles and their associations with work-related outcomes among teachers
Teachers' optimal functioning and well-being depend on the fulfillment of their basic psychological needs for autonomy, competence, and relatedness. This study examined how the satisfaction and frustration of these needs configure in teachers' experiences. Using latent profile analysis on two cross-sectional samples of Finnish teachers (2021: N = 993; 2023: N = 1279), we identified three profiles that appeared consistently across both samples (Do…
Teacher observations of loneliness and ostracism among five-year-olds
Social resources, work demands and workplace commitment among Finnish school principals and teachers
Purpose This study examines whether associations of workplace social resources, work demands and workplace commitment differ between Finnish school principals and teachers. Since the educators' work environment is becoming more complex and fragmented, the study also examines whether social resources buffer the negative effects of work demands on workplace commitment. Design/methodology/approach A cross-sectional study design was employed using da…
The association between social factors and reading performance among the majority population and immigrant-origin adolescents in Finland
In Finland, research highlights a persistent academic achievement gap between majority population non-immigrant and immigrant-origin students. The present study examines whether and how social factors, such as the quality of teacher-student relationships, students’ sense of school belonging, and the schools’ proportion of immigrant-origin students, are associated with academic achievement among non-immigrant majority population, and first- and se…
Psychology (22 works) · Social Psychology (15 works) · Developmental psychology (14 works) · Clinical Psychology (8 works) · Mathematics education (8 works) · Medicine (8 works) · Burnout (7 works) · Early Childhood Education and Development (7 works) · Grit, Self-Efficacy, and Motivation (7 works) · Student engagement (7 works)