Anna Tapola
Biographic Data
| ID | 2746334 |
|---|---|
| NAME | Anna Tapola |
| GIVEN NAMES | Anna |
| FAMILY NAME | Tapola |
| SIGNATURE | TAPOLA A |
| AFFILIATIONS | University of Helsinki |
| ORCID | 0000-0003-0442-2051 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The interplay of cognition and affect in fourth graders’ math performance
Working memory (WM) capacity may influence students' math performance together with their affective experiences, such as math anxiety (MA) and math interest. It has also been suggested that the influence of affect on performance might go through WM. The negative relationship between MA and math performance is well-established, and some studies have found WM to mediate this association. However, little is known, first, about the relationship betwe…
Math Anxiety and Its Relations to Arithmetic Fluency and Number Processing
The negative relationship between math anxiety and mathematics performance is well established. However, factors such as how math anxiety is operationalized, the specific mathematical domain, gender, and cultural context may influence this relationship. Still, these factors have not been considered together and the results in primary school students have been inconsistent. Thus, this study aimed to investigate how math anxiety is related to arith…
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)…
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…
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…
Human dignity within teacher 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),…
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)…
Human dignity within teacher 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),…
Human dignity within teacher education
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…
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…
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)…
The interplay of cognition and affect in fourth graders’ math performance
Working memory (WM) capacity may influence students' math performance together with their affective experiences, such as math anxiety (MA) and math interest. It has also been suggested that the influence of affect on performance might go through WM. The negative relationship between MA and math performance is well-established, and some studies have found WM to mediate this association. However, little is known, first, about the relationship betwe…
Math Anxiety and Its Relations to Arithmetic Fluency and Number Processing
The negative relationship between math anxiety and mathematics performance is well established. However, factors such as how math anxiety is operationalized, the specific mathematical domain, gender, and cultural context may influence this relationship. Still, these factors have not been considered together and the results in primary school students have been inconsistent. Thus, this study aimed to investigate how math anxiety is related to arith…
Education, Achievement, and Giftedness (6 works) · Psychology (4 works) · Mathematics (3 works) · Mathematics education (3 works) · Motivation and Self-Concept in Sports (3 works) · Anxiety (2 works) · Arithmetic (2 works) · Cognition (2 works) · Cognitive and developmental aspects of mathematical skills (2 works) · Developmental psychology (2 works)