Jaana Viljaranta
Biographic Data
| ID | 303998 |
|---|---|
| NAME | Jaana Viljaranta |
| GIVEN NAMES | Jaana |
| FAMILY NAME | Viljaranta |
| SIGNATURE | VILJARANTA J |
| AFFILIATIONS | University of Eastern Finland |
| ORCID | 0000-0001-6169-4008 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Relationship between science teachers’ teaching motivations and career development aspirations
While science teachers play a pivotal role in schools in fostering students' scientific literacy, interest, and aspirations, many countries face a lack of motivated pre-service teachers (PSTs) for science education.Accordingly, this study aims to explore science PSTs' motivations for choosing a teaching profession and how these motivations are associated with their aspirations to remain in the teaching profession.The study chose seven factors tha…
Student motivation and instructional clarity: Linking experience sampling method data to objective behavioural observations
Theoretical BackgroundPrevious studies indicate that students' learning motivation varies across learning situations and is influenced by situational characteristics such as teaching behaviour. We focus on instructional clarity as one factor that may influence expectancies and task values.Aims and Research QuestionsThis study combines a previously published dataset of university students' experience sampling method (ESM) self-reports about their …
Career entry motivations and teaching perceptions of science preservice teachers: A comparison of trends between Finland and South Korea
Many countries are facing a shortage of science teacher candidates; thus, it becomes increasingly important to understand science preservice teachers’ (PSTs’) career entry motivations because it plays an important role in attaining and retaining talented science teachers. This study therefore aims to explore and compare science PSTs’ motivations and perceptions about the teaching profession in different contexts and to understand the role of gend…
The development of sources of self‐efficacy in self‐regulation during one primary school year: The role of gender, special educational needs, and individual strengths
The study investigated the development of sources of self‐efficacy in self‐regulation in 9–12 year old ( N = 317, primary school) students during one school year. We used latent growth curve modeling to determine (1) how the different sources of self‐efficacy for self‐regulation (i.e., mastery experience, vicarious experience, social persuasion, physiological and emotional arousal) change over one school year, and (2) how students' gender, specia…
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 development of school and sports task values among adolescent athletes: The role of gender
Successfully integrating elite sports with education requires motivation to commit oneself to both domains. This study examines the development of and gender differences in adolescent athletes’ task values for school and sports across the upper secondary school years. A total of 391 adolescents (aged 15–16 at the beginning of the study) were followed four times during sports upper secondary school. The participating student athletes were recruite…
Maternal homework approach and adolescents’ academic skills: The mediating role of task values
The present study investigated the mediating role of the task values between the types of maternal homework approach (perceptions of their child’s autonomy or direct involvement) and adolescents’ academic skills. Data were utilized from 995 mother–child dyads followed across Grades 6, 7, and 9. At each time-point, mothers answered questionnaires on the types of their homework approach, adolescents answered questionnaires about their task values f…
Investigating Bidirectional Links Between the Quality of Teacher–Child Relationships and Children’s Interest and Pre-Academic Skills in Literacy and Math
This study investigated bidirectional links between the quality of teacher–child relationships and children’s interest and pre-academic skills in literacy and math. Furthermore, differences in the patterns of bidirectionality between boys and girls were explored. Participants were 461 Finnish kindergarteners (6-year-olds) and their teachers (n = 48). Teachers reported their closeness and conflict with each child twice throughout the kindergarten …
Temperamentally inhibited children are at risk for poorer maths performance: Self-concept as mediator
It has repeatedly been found that temperamental inhibition and low academic achievement are associated with each other: children with cautious and wary or shy behaviour are at risk for low academic achievement. Several suggestions about the mechanism behind this association have been made, these highlighting for example, the fewer learning opportunities of cautious and wary children and more negative interaction between teachers and inhibited chi…
Parental Affection and Psychological Control as Mediators Between Parents' Depressive Symptoms and Child Distress
The present study investigated the extent to which parental behavior in daily interaction with one's child mediates the associations between parental depressive symptoms and children's daily distress. The participants were 152 Finnish families with a 6- to 7-year-old child. Parents' depressive symptoms were assessed using the revised Beck Depression Inventory. Children's distress was operationalized as negative daily emotions assessed by using mo…
Cross-lagged relations between kindergarten teachers’ causal attributions, and children’s interest value and performance in mathematics
The Role of Task Values in Adolescents' Educational Tracks: A Person‐Oriented Approach
The present study examined what kinds of patterns of task‐values adolescents show, and whether these patterns predict their educational and occupational expectations and school track. Six hundred and fourteen adolescents were examined twice before their transition to secondary education and once thereafter. The clustering‐by‐cases analyses identified 6 groups: (1) those who placed a high value on all school subjects, (2) those who did not value a…
Parental Affection and Psychological Control as Mediators Between Parents' Depressive Symptoms and Child Distress
The present study investigated the extent to which parental behavior in daily interaction with one's child mediates the associations between parental depressive symptoms and children's daily distress. The participants were 152 Finnish families with a 6- to 7-year-old child. Parents' depressive symptoms were assessed using the revised Beck Depression Inventory. Children's distress was operationalized as negative daily emotions assessed by using mo…
Student motivation and instructional clarity: Linking experience sampling method data to objective behavioural observations
Theoretical BackgroundPrevious studies indicate that students' learning motivation varies across learning situations and is influenced by situational characteristics such as teaching behaviour. We focus on instructional clarity as one factor that may influence expectancies and task values.Aims and Research QuestionsThis study combines a previously published dataset of university students' experience sampling method (ESM) self-reports about their …
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 Role of Task Values in Adolescents' Educational Tracks: A Person‐Oriented Approach
The present study examined what kinds of patterns of task‐values adolescents show, and whether these patterns predict their educational and occupational expectations and school track. Six hundred and fourteen adolescents were examined twice before their transition to secondary education and once thereafter. The clustering‐by‐cases analyses identified 6 groups: (1) those who placed a high value on all school subjects, (2) those who did not value a…
Cross-lagged relations between kindergarten teachers’ causal attributions, and children’s interest value and performance in mathematics
Parental Affection and Psychological Control as Mediators Between Parents' Depressive Symptoms and Child Distress
The present study investigated the extent to which parental behavior in daily interaction with one's child mediates the associations between parental depressive symptoms and children's daily distress. The participants were 152 Finnish families with a 6- to 7-year-old child. Parents' depressive symptoms were assessed using the revised Beck Depression Inventory. Children's distress was operationalized as negative daily emotions assessed by using mo…
Temperamentally inhibited children are at risk for poorer maths performance: Self-concept as mediator
It has repeatedly been found that temperamental inhibition and low academic achievement are associated with each other: children with cautious and wary or shy behaviour are at risk for low academic achievement. Several suggestions about the mechanism behind this association have been made, these highlighting for example, the fewer learning opportunities of cautious and wary children and more negative interaction between teachers and inhibited chi…
Investigating Bidirectional Links Between the Quality of Teacher–Child Relationships and Children’s Interest and Pre-Academic Skills in Literacy and Math
This study investigated bidirectional links between the quality of teacher–child relationships and children’s interest and pre-academic skills in literacy and math. Furthermore, differences in the patterns of bidirectionality between boys and girls were explored. Participants were 461 Finnish kindergarteners (6-year-olds) and their teachers (n = 48). Teachers reported their closeness and conflict with each child twice throughout the kindergarten …
Maternal homework approach and adolescents’ academic skills: The mediating role of task values
The present study investigated the mediating role of the task values between the types of maternal homework approach (perceptions of their child’s autonomy or direct involvement) and adolescents’ academic skills. Data were utilized from 995 mother–child dyads followed across Grades 6, 7, and 9. At each time-point, mothers answered questionnaires on the types of their homework approach, adolescents answered questionnaires about their task values f…
The development of school and sports task values among adolescent athletes: The role of gender
Successfully integrating elite sports with education requires motivation to commit oneself to both domains. This study examines the development of and gender differences in adolescent athletes’ task values for school and sports across the upper secondary school years. A total of 391 adolescents (aged 15–16 at the beginning of the study) were followed four times during sports upper secondary school. The participating student athletes were recruite…
Career entry motivations and teaching perceptions of science preservice teachers: A comparison of trends between Finland and South Korea
Many countries are facing a shortage of science teacher candidates; thus, it becomes increasingly important to understand science preservice teachers’ (PSTs’) career entry motivations because it plays an important role in attaining and retaining talented science teachers. This study therefore aims to explore and compare science PSTs’ motivations and perceptions about the teaching profession in different contexts and to understand the role of gend…
The development of sources of self‐efficacy in self‐regulation during one primary school year: The role of gender, special educational needs, and individual strengths
The study investigated the development of sources of self‐efficacy in self‐regulation in 9–12 year old ( N = 317, primary school) students during one school year. We used latent growth curve modeling to determine (1) how the different sources of self‐efficacy for self‐regulation (i.e., mastery experience, vicarious experience, social persuasion, physiological and emotional arousal) change over one school year, and (2) how students' gender, specia…
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)…
Student motivation and instructional clarity: Linking experience sampling method data to objective behavioural observations
Theoretical BackgroundPrevious studies indicate that students' learning motivation varies across learning situations and is influenced by situational characteristics such as teaching behaviour. We focus on instructional clarity as one factor that may influence expectancies and task values.Aims and Research QuestionsThis study combines a previously published dataset of university students' experience sampling method (ESM) self-reports about their …
Relationship between science teachers’ teaching motivations and career development aspirations
While science teachers play a pivotal role in schools in fostering students' scientific literacy, interest, and aspirations, many countries face a lack of motivated pre-service teachers (PSTs) for science education.Accordingly, this study aims to explore science PSTs' motivations for choosing a teaching profession and how these motivations are associated with their aspirations to remain in the teaching profession.The study chose seven factors tha…
Psychology (12 works) · Developmental psychology (9 works) · Mathematics education (9 works) · Pedagogy (6 works) · Social Psychology (6 works) · Education, Achievement, and Giftedness (5 works) · Motivation and Self-Concept in Sports (5 works) · Early Childhood Education and Development (4 works) · Mathematics (3 works) · Medicine (3 works)