Markku Niemivirta
Biographic Data
| ID | 2746333 |
|---|---|
| NAME | Markku Niemivirta |
| GIVEN NAMES | Markku |
| FAMILY NAME | Niemivirta |
| SIGNATURE | NIEMIVIRTA M |
| AFFILIATIONS | University of Helsinki |
| ORCID | 0000-0001-7152-5152 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Lower Secondary Students’ Well-Being Profiles
Perfectionistic profiles and well-being in general upper secondary education
We found four profiles: concerned, ambitious, perfectionists, and non-perfectionists. • Perfectionists, followed by concerned, displayed the most maladaptive well-being. • Perceived support was important for student engagement and well-being. • Profile differences varied depending on adequacy of support from family and friends. • Friends’ support showed the most prominent interactive effects with perfectionism. This study used a person-oriented a…
Within-year stability and changes in adolescents’ cross-domain motivational profiles
Supporting propositions of the situated expectancy-value theory, abundant research has shown academic motivation to predict students' school achievement and choices. Less explored, however, are individual differences in motivational dynamics, which may offer further perspectives on the formation of educational pathways. This study aimed at elucidating how stability and change in adolescents' cross-domain motivational profiles within the last year…
Developmental relations between mathematics self-concept, interest, and achievement
This study investigated the role of co-teaching in the development of students’ mathematics motivation and achievement. More specifically, we examined how sixth-grade students’ ( N = 146) mathematics self-concept and individual interest changed over one school year, how these changes were related to each other and to mathematics achievement, and, most importantly, whether they differed between co-teaching and solo-teaching conditions. The co-teac…
Students’ socioeconomic status and teacher beliefs about learning as predictors of students’ mathematical competence
The learning context, consisting of the school children’s families, teachers, and peers, has effect on their mathematics learning. The concern of students’ socioeconomic status (SES) affecting negatively their learning outcomes is increasing worldwide. This study investigates whether Finnish elementary school students’ SES affects their mathematical competence and success expectancy on individual and class levels. Additionally, the role of teache…
‘Am I to blame because my child is not motivated to do math?’
Research on parental involvement is broad and specifies diverse kinds of parental practices that have specific associations with children’s learning outcomes. However, the involvement of parents in education, the dynamics of parent–child interactions and the actions and practices they employ and their impact on student’s motivation and achievement are intricate processes characterised by numerous intervening variables that require further clarifi…
Developmental trajectories of school-beginners' ability self-concept, intrinsic value and performance in mathematics
BackgroundAlthough research clearly demonstrates the importance of motivation in mathematics learning, relatively little is known about the developmental dynamics between different facets of mathematics motivation and performance, especially in the early years of schooling.AimsIn a longitudinal setting, we examined (1) how children's ability self-concept and intrinsic value in mathematics change over time during their first 3 years in school, (2)…
Patterns of symbolic numerical magnitude processing and working memory as predictors of early mathematics performance
Although the roles of symbolic numerical magnitude processing (SNMP) and working memory (WM) in mathematics performance are well acknowledged, studies examining their joint effects are few. Here, we investigated the profiles of SNMP (1- and 2-digit comparison) and WM (verbal, visual and central executive) among Norwegian first graders ( N = 256), and how these predict performance in counting, arithmetic facts and word problem–solving. Using laten…
Developmental relations between mathematics anxiety, symbolic numerical magnitude processing and arithmetic skills from first to second grade
264) MA, SNMP and arithmetic skills were measured in Grade 1, and again in Grade 2, also including a mathematics performance test. All three constructs correlated significantly within each time point, and the rank-order stability over time was high, particularly in SNMP and arithmetic skills. By means of latent change score modelling, we found overall increases in SNMP and arithmetic skills over time, but not in MA. Most interestingly, changes in…
Does mathematics anxiety moderate the effect of problem difficulty on cognitive effort
A negative relationship between mathematics anxiety (MA) and mathematics performance is well documented. One suggested explanation for this relationship is that MA interferes with the cognitive processes needed when solving mathematics problems. A demand for using more cognitive effort (e.g., when performing harder mathematics problems), can be traced as an increase in pupil dilation during the performance. However, we lack knowledge of how MA af…
Students' perfectionistic profiles
In this study, we examined what kind of perfectionistic profiles (i.e., different patterns of perfectionistic strivings and concerns) can be identified among general upper‐secondary school students, how stable those profiles are over the school year, and how they are connected with students' motivation (i.e., achievement goal orientations). Four distinct profiles were identified. Students with high strivings and low concerns had their focus mainl…
Reciprocal Predictions Between Interest, Self-Efficacy, and Performance During a Task
In this study, we examined 1) how situational interest, self-efficacy, and performance predict each other during task engagement, and 2) how they, in turn, contribute to continued interest. Finnish fourth-graders (N = 263) did an inductive reasoning task consisting of two sections, figural and numerical. Before and after each section, the students reported their situational interest and self-efficacy, and at the end of the task, students stated w…
In the eye of the beholder
Achievement goal orientations and academic well-being across the transition to upper secondary education
The role of achievement goal orientations in students' perceptions of and preferences for classroom environment
Background. Recent research on achievement motivation has begun to examine the effects of environmental factors affecting students' motivational beliefs and goal tendencies. However, when interpreting and applying the results, individual factors underlying students' different perceptions of their learning environment are often ignored. An implicit assumption seems to be that regardless of their dispositional differences (e.g. motivational basis),…
Self-Regulated Learning
The role of achievement goal orientations in students' perceptions of and preferences for classroom environment
Background. Recent research on achievement motivation has begun to examine the effects of environmental factors affecting students' motivational beliefs and goal tendencies. However, when interpreting and applying the results, individual factors underlying students' different perceptions of their learning environment are often ignored. An implicit assumption seems to be that regardless of their dispositional differences (e.g. motivational basis),…
Developmental trajectories of school-beginners' ability self-concept, intrinsic value and performance in mathematics
BackgroundAlthough research clearly demonstrates the importance of motivation in mathematics learning, relatively little is known about the developmental dynamics between different facets of mathematics motivation and performance, especially in the early years of schooling.AimsIn a longitudinal setting, we examined (1) how children's ability self-concept and intrinsic value in mathematics change over time during their first 3 years in school, (2)…
Self-Regulated Learning
The role of achievement goal orientations in students' perceptions of and preferences for classroom environment
Background. Recent research on achievement motivation has begun to examine the effects of environmental factors affecting students' motivational beliefs and goal tendencies. However, when interpreting and applying the results, individual factors underlying students' different perceptions of their learning environment are often ignored. An implicit assumption seems to be that regardless of their dispositional differences (e.g. motivational basis),…
Achievement goal orientations and academic well-being across the transition to upper secondary education
In the eye of the beholder
Reciprocal Predictions Between Interest, Self-Efficacy, and Performance During a Task
In this study, we examined 1) how situational interest, self-efficacy, and performance predict each other during task engagement, and 2) how they, in turn, contribute to continued interest. Finnish fourth-graders (N = 263) did an inductive reasoning task consisting of two sections, figural and numerical. Before and after each section, the students reported their situational interest and self-efficacy, and at the end of the task, students stated w…
Students' perfectionistic profiles
In this study, we examined what kind of perfectionistic profiles (i.e., different patterns of perfectionistic strivings and concerns) can be identified among general upper‐secondary school students, how stable those profiles are over the school year, and how they are connected with students' motivation (i.e., achievement goal orientations). Four distinct profiles were identified. Students with high strivings and low concerns had their focus mainl…
Developmental relations between mathematics anxiety, symbolic numerical magnitude processing and arithmetic skills from first to second grade
264) MA, SNMP and arithmetic skills were measured in Grade 1, and again in Grade 2, also including a mathematics performance test. All three constructs correlated significantly within each time point, and the rank-order stability over time was high, particularly in SNMP and arithmetic skills. By means of latent change score modelling, we found overall increases in SNMP and arithmetic skills over time, but not in MA. Most interestingly, changes in…
Does mathematics anxiety moderate the effect of problem difficulty on cognitive effort
A negative relationship between mathematics anxiety (MA) and mathematics performance is well documented. One suggested explanation for this relationship is that MA interferes with the cognitive processes needed when solving mathematics problems. A demand for using more cognitive effort (e.g., when performing harder mathematics problems), can be traced as an increase in pupil dilation during the performance. However, we lack knowledge of how MA af…
Patterns of symbolic numerical magnitude processing and working memory as predictors of early mathematics performance
Although the roles of symbolic numerical magnitude processing (SNMP) and working memory (WM) in mathematics performance are well acknowledged, studies examining their joint effects are few. Here, we investigated the profiles of SNMP (1- and 2-digit comparison) and WM (verbal, visual and central executive) among Norwegian first graders ( N = 256), and how these predict performance in counting, arithmetic facts and word problem–solving. Using laten…
Students’ socioeconomic status and teacher beliefs about learning as predictors of students’ mathematical competence
The learning context, consisting of the school children’s families, teachers, and peers, has effect on their mathematics learning. The concern of students’ socioeconomic status (SES) affecting negatively their learning outcomes is increasing worldwide. This study investigates whether Finnish elementary school students’ SES affects their mathematical competence and success expectancy on individual and class levels. Additionally, the role of teache…
‘Am I to blame because my child is not motivated to do math?’
Research on parental involvement is broad and specifies diverse kinds of parental practices that have specific associations with children’s learning outcomes. However, the involvement of parents in education, the dynamics of parent–child interactions and the actions and practices they employ and their impact on student’s motivation and achievement are intricate processes characterised by numerous intervening variables that require further clarifi…
Developmental trajectories of school-beginners' ability self-concept, intrinsic value and performance in mathematics
BackgroundAlthough research clearly demonstrates the importance of motivation in mathematics learning, relatively little is known about the developmental dynamics between different facets of mathematics motivation and performance, especially in the early years of schooling.AimsIn a longitudinal setting, we examined (1) how children's ability self-concept and intrinsic value in mathematics change over time during their first 3 years in school, (2)…
Perfectionistic profiles and well-being in general upper secondary education
We found four profiles: concerned, ambitious, perfectionists, and non-perfectionists. • Perfectionists, followed by concerned, displayed the most maladaptive well-being. • Perceived support was important for student engagement and well-being. • Profile differences varied depending on adequacy of support from family and friends. • Friends’ support showed the most prominent interactive effects with perfectionism. This study used a person-oriented a…
Within-year stability and changes in adolescents’ cross-domain motivational profiles
Supporting propositions of the situated expectancy-value theory, abundant research has shown academic motivation to predict students' school achievement and choices. Less explored, however, are individual differences in motivational dynamics, which may offer further perspectives on the formation of educational pathways. This study aimed at elucidating how stability and change in adolescents' cross-domain motivational profiles within the last year…
Developmental relations between mathematics self-concept, interest, and achievement
This study investigated the role of co-teaching in the development of students’ mathematics motivation and achievement. More specifically, we examined how sixth-grade students’ ( N = 146) mathematics self-concept and individual interest changed over one school year, how these changes were related to each other and to mathematics achievement, and, most importantly, whether they differed between co-teaching and solo-teaching conditions. The co-teac…
Lower Secondary Students’ Well-Being Profiles
Psychology (14 works) · Education, Achievement, and Giftedness (11 works) · Developmental psychology (9 works) · Mathematics education (8 works) · Social Psychology (8 works) · Academic achievement (7 works) · Motivation and Self-Concept in Sports (6 works) · Educational psychology (4 works) · Goal Orientation (4 works) · Mathematics (4 works)