Eve Kikas
Datos Biográficos
| ID | 343732 |
|---|---|
| NOMBRE | Eve Kikas |
| NOMBRES | Eve |
| APELLIDO | Kikas |
| FIRMA | KIKAS E |
| AFILIACIONES | Tallinn University |
| ORCID | 0000-0003-2337-8930 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 43 |
| TOTAL DE CITAS | 73 |
| TOTAL COMO AUTOR | 43 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1998 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 5 |
Tracing and supporting self-regulated learning in K-12 digital learning
Clarifying Project-Based Learning in Early Childhood Education
Metamotivational Processes in Self-regulated Learning
Learning algebra
Learning difficulties affect the acquisition of mathematics, making it challenging to keep up with peers. Topics in algebra require new conceptual knowledge and symbols due to its abstract nature. This study explored the similarities and differences among students with reading difficulties, mathematics difficulties, low arithmetic skill (as identified by researchers) and students without learning difficulties. A total of 773 eighth-grade students…
SRL Components Predicting Math Results in Estonian Middle School
Self‐regulated learning (SRL) components, such as motivation, cognitive skills and learning strategies, play a critical role in mathematics (math) learning. Using Bayesian Networks (BN), this study examines which SRL components predict membership in high (75th percentile) and low‐performing (25th percentile) groups in factual/procedural and conceptual math among middle school students ( N = 658). The results revealed that cognitive skills—specifi…
Advancing the Science and Practice of School Psychology Internationally
This paper provides a comprehensive overview of Psychology in the Schools ( PITS ), the second‐longest‐running journal in the field of school psychology. Since its founding in 1964, PITS has served as a central outlet for research and practice focused on the intersection of psychology and education, with an emphasis on advancing the practice of school psychology. The paper highlights the enduring legacy of PITS in advancing school psychology prac…
Domain‐General Cognitive Abilities Affecting Mathematical Attainment in Primary School Students With Mathematics Learning Disability and Low Achievers
This study examined domain‐general cognitive predictors of mathematics computation and compared cognitive profiles of primary school students with a mathematical learning disability (MLD), low achievement (LA), and a control group (CG). Students completed the WRAT‐5 Mathematics Computation subtest and the computer‐based Testing Tool for School Psychologists (TTSP), which assesses executive functions, reasoning, and verbal abilities ( N = 140). Re…
Differentiated learning materials—Effects on mathematics knowledge and motivation
Differentiation is a widely used concept that supports inclusive education. This study aims to explore the differences in students’ mathematics knowledge and motivation when learning with and without differentiated learning materials, while also comparing the effect of pen-and-paper and digital differentiation. The sample comprised 321 Estonian students from 8th grade. A quasi-experimental pre-test–post-test design was applied. While students lea…
Teachers' expectancy-value-cost profiles in professional development to support students’ self-regulated learning
This study explores teachers' expectancies for success, subjective values, and four dimensions of the perceived costs of integrating professional development into their teaching practice to support students' self-regulated learning (SRL). Teachers from 10 Estonian schools participated in a professional development program and evaluated their motivation and teaching practices at the beginning and end of the program. Drawing on situated expectancy-…
Learning strategies and word meaning structure
Students’ metacognitive knowledge of learning-strategy effectiveness and their recall of teachers’ strategy instructions
This study aimed to investigate students’ metacognitive knowledge and reported use of surface and deep learning strategies. It also explored the extent to which students recall their teachers’ recommendations for learning strategies and the relationship between these recollections and students’ knowledge and reported use of strategies. A scenario-based questionnaire was used to set a learning goal in the area of biology. Students’ metacognitive k…
Topic- and learning-related predictors of deep-level learning strategies
The development of math skills from grades 1 to 12
The development of math skills is widely studied, but there is a lack of longitudinal studies investigating person-oriented developmental patterns of math skills. The present study aims to describe profiles of students with various calculation and word-problem solving skills from Grades 1 to 9, as well as the developmental trajectories of these profiles, how profiles are related to students' further educational pathways, and whether having a spec…
Classroom observations
The aim of this study was to find out which learning strategies teachers teach, either directly or indirectly, and how classroom observations are related to teachers’ knowledge of learning strategies. Seven different learning strategies were used. The Learning Strategy Teaching Observation Instrument (LSTOI) was developed for this study. Forty-five video-based classroom observations were conducted. Teachers showed strong knowledge of learning str…
Memorization strategies in basic school
Conceptualisation of learning to learn competence and the challenges of implementation
The importance of students' learning to learn competence for academic achievement, as well as their well‐being at school and in life, is increasingly emphasised by educators and policy makers in national curricula and educational strategies. In an uncertain and complex world, learners need to become autonomous, be able to analyse challenges and apply knowledge in different contexts, address complex tasks, and create new knowledge. This article ex…
Learner-generated drawing as a learning strategy. The effect of teacher-guided intervention program “Learning with Understanding” on composing drawings in math word problems in the primary grades
The study aimed to examine the possibility of teaching primary school students a learner-generated drawing strategy, among other constructivist learning strategies. The teacher-guided program “Learning with Understanding” began by discussing the broader topics of the learning process, followed by teaching specific strategies, and ended with an overview of all strategies and reflective discussions. During 18 program lessons, primary school teacher…
Parental homework-help profiles throughout grades 6 – 9
This study aimed to examine how parental profiles during homework help (supportive versus controlling) for children in Grades 6 and 9 change over time and relate to children’s motivation and math skills. Participants included 719 mother–child dyads. Children’s perceptions of parental help and math skills were assessed in both grades; children’s math-related self-concept, interest, and mother-rated task persistence were assessed only in Grade 6. T…
Evaluating the efficacy of a teacher-guided comprehension-oriented learning strategy intervention among students in Grade 4
Longitudinal associations between third‐grade teaching styles and sixth‐grade reading skills
Background Most previous studies of teaching styles and reading skills have been cross‐sectional. Longitudinal research is needed to clarify the direction of effects. The present longitudinal study examined the degree to which differences in teaching styles in the third grade predict the sixth‐grade reading performance. The consistency of the findings was addressed by comparing results across students in two countries (Finland and Estonia). Metho…
Effects of Prior Knowledge on Comprehending Text About Learning Strategies
Good knowledge and skills in using different learning strategies is important for learning with understanding and even more critical during distance learning. Findings indicate that students tend to use and value ineffective learning strategies, thus there is need to educate students. This study aimed to analyze the possibility of using refutation text on learning strategies that students can study independently. The study examined how reported u…
Literacy instruction activities and their associations with first graders’ reading performance in two transparent orthographies
The aim of the study was to analyse literacy instruction activities and their associations with the reading performance of first graders in Estonia and Finland, two countries that share similar orthographies and educational systems but differ in the onset of formal reading instruction. The contents of 33 Literacy lessons in first grade spring were analysed and students’ (NEST = 415, NFIN = 154) reading performance was assessed in first grade autu…
What role do comprehension‐oriented learning strategies have in solving math calculation and word problems at the end of middle school
BACKGROUND: Math is a difficult subject with which many upper middle-school students struggle. In addition to knowledge, skills, and motivation, effective learning strategies play an important role in learning math. AIMS: This study aimed to examine the effects of comprehension-oriented learning strategies (perceptual and abstract grouping of material) - together with math self-concept, task-persistent learning behaviour, earlier math skills, rea…
Reading comprehension from grade 1 to 6 in two shallow orthographies
The aim was to examine reading comprehension among elementary school students in two shallow orthographies, Estonian and Finnish. Participants were 619 Estonian children (50% boys) and 292 Finnish children (52% boys) whose reading comprehension was assessed in first, second, third, and sixth grades. The results showed that reading comprehension among Estonian and Finnish children was at a similar level by the end of first grade but Finnish childr…
Profiles of teaching practices and reading skills at the first and third grade in Finland and Estonia
Hostile attributions and behavioral strategies in children
The purpose of this study was to test the hypothesis that children's hostile attributions and behavioral strategies in response to peer provocation and rebuff situations will depend on the relationship with the target peer (i.e., friend, enemy, neutral). The sample consisted of 144 fourth graders (75 boys and 69 girls; mean age=10.47 years, SD=0.55 years). The participants were randomly selected from a pool of 442 children who completed a measure…
Aggressive strategies and victimization during adolescence
The purpose of this study was twofold: (1) to analyze the frequency of physical, verbal, and indirect aggression as well as victimization across two genders and grades and (2) to assess the concordance among different informants. According to the answers provided by 257 fifth and seventh graders (mean age 11.4 and 13.5, respectively) in the Peer Estimated Conflict Behavior Questionnaire, four types of ratings were calculated: same- and opposite-g…
Cultural universality and specificity of student engagement in school
BackgroundA comprehensive understanding of the contextual factors that are linked to student engagement requires research that includes cross-cultural perspectives.AimsThis study investigated how student engagement in school is associated with grade, gender, and contextual factors across 12 countries. It also investigated whether these associations vary across countries with different levels of individualism and socio-economic development.Samples…
Mothers’ trust toward teachers in relation to teaching practices
Does Self-Efficacy Mediate the Effect of Primary School Teachers’ Emotional Support on Learning Behavior and Academic Skills
This study examined the effects of first-grade teachers’ emotional support on task persistence and academic skills in the sixth grade and the mediational role of children’s academic self-concept in these effects. Participants were 524 children (263 boys, [Formula: see text] age in the first grade = 7.47 years), their first-grade homeroom teachers ( n = 53), and sixth-grade math ( n = 34) and literacy ( n = 34) teachers. Academic skills were teste…
Associations Between Verbal Reasoning, Normative Beliefs About Aggression, and Different Forms of Aggression
The purpose of the present study was to examine the impact of sex, verbal reasoning, and normative beliefs on direct and indirect forms of aggression. Three scales from the Peer Estimated Conflict Behavior Questionnaire, Verbal Reasoning tests, and an extended version of Normative Beliefs About Aggression Scale were administered to 663 Estonian students (289 boys and 374 girls; 150 fifth, 264 seventh, and 249 ninth graders; ages 11–16). Self‐ and…
Children's knowledge of astronomy and its change in the course of learning
Reading comprehension from grade 1 to 6 in two shallow orthographies
The aim was to examine reading comprehension among elementary school students in two shallow orthographies, Estonian and Finnish. Participants were 619 Estonian children (50% boys) and 292 Finnish children (52% boys) whose reading comprehension was assessed in first, second, third, and sixth grades. The results showed that reading comprehension among Estonian and Finnish children was at a similar level by the end of first grade but Finnish childr…
Profiles of teaching practices and reading skills at the first and third grade in Finland and Estonia
Instructional approaches
The article discusses kindergarten and primary school teachers’ preferences for instructional approaches and teaching practices. One hundred and thirty‐three teachers from Estonia completed questionnaires. The results showed that the promotion of students’ comprehension and independence, enhancing practical application and individualisation of instruction are highlighted by kindergarten as well as primary school teachers. The major difference bet…
Teachers' expectancy-value-cost profiles in professional development to support students’ self-regulated learning
This study explores teachers' expectancies for success, subjective values, and four dimensions of the perceived costs of integrating professional development into their teaching practice to support students' self-regulated learning (SRL). Teachers from 10 Estonian schools participated in a professional development program and evaluated their motivation and teaching practices at the beginning and end of the program. Drawing on situated expectancy-…
Literacy instruction activities and their associations with first graders’ reading performance in two transparent orthographies
The aim of the study was to analyse literacy instruction activities and their associations with the reading performance of first graders in Estonia and Finland, two countries that share similar orthographies and educational systems but differ in the onset of formal reading instruction. The contents of 33 Literacy lessons in first grade spring were analysed and students’ (NEST = 415, NFIN = 154) reading performance was assessed in first grade autu…
Calculation and word problem-solving skills in primary grades - Impact of cognitive abilities and longitudinal interrelations with task-persistent behaviour
BackgroundPrimary school math skills form a basis for academic success down the road. Different math skills have different antecedents and there is a reason to believe that more complex math tasks require better self-regulation.AimsThe study aimed to investigate longitudinal interrelations of calculation and problem-solving skills, and task-persistent behaviour in Grade 1 and Grade 3, and the effect of non-verbal intelligence, linguistic abilitie…
Pupils' explanations of seasonal changes
Background . Pupils have consistent everyday astronomical explanations, some of which, e.g., distance theory, are very resistant to change. The reasons why everyday explanations are not replaced by scientific ones have been connected with teaching methods used in school. Aims . The developmental differences in explaining seasonal changes and the reasons why school teaching fails in changing distance theory are studied. Samples . The 112 schoolchi…
Difficulties in Acquiring Theoretical Concepts
Studies from the last decades have demonstrated that pupils have difficulties acquiring the concepts of chemistry. They suggest that pupils fail to integrate the scientific explanations of school chemistry into their initial conceptions. The aim of the present study was to investigate the high-school pupils' understanding of selected theoretical concepts in chemistry and to compare this with non-conceptual algorithmic knowledge of the subject. Se…
Laste teadmiste areng. Taevas, Maa ja Päike laste seletustes
Skemaatiliselt on maailma vahendatud tunnetamist kujutatud joonisel 1 (vt lemist poolt
Development of Children's Knowledge
Our knowledge about the world is mediated by sense organs, material and mental mediators, which convey information that may appear conflicting. This is why both children and adults experience difficulties in integrating and conceptualising the information. The article examines the development of children's knowledge from initial beliefs and knowledge to synthetic and scientific knowledge. Empirical studies investigating the knowledge of Estonian …
Ability Grouping in Schools
The paper deals with the questions of the quality of schooling and the effect of ability grouping on students' achievement. One hundred and forty seven children from five schools participated in the study. Two schools were usual mainstream town schools, one a usual rural school, one Step-by-Step school and one "elite" private school. All children were studied twice: at the beginning of the first (age 7) and third grade. First, children's cognitiv…
Children's knowledge of astronomy and its change in the course of learning
Aggressive strategies and victimization during adolescence
The purpose of this study was twofold: (1) to analyze the frequency of physical, verbal, and indirect aggression as well as victimization across two genders and grades and (2) to assess the concordance among different informants. According to the answers provided by 257 fifth and seventh graders (mean age 11.4 and 13.5, respectively) in the Peer Estimated Conflict Behavior Questionnaire, four types of ratings were calculated: same- and opposite-g…
Hostile attributions and behavioral strategies in children
The purpose of this study was to test the hypothesis that children's hostile attributions and behavioral strategies in response to peer provocation and rebuff situations will depend on the relationship with the target peer (i.e., friend, enemy, neutral). The sample consisted of 144 fourth graders (75 boys and 69 girls; mean age=10.47 years, SD=0.55 years). The participants were randomly selected from a pool of 442 children who completed a measure…
Associations Between Verbal Reasoning, Normative Beliefs About Aggression, and Different Forms of Aggression
The purpose of the present study was to examine the impact of sex, verbal reasoning, and normative beliefs on direct and indirect forms of aggression. Three scales from the Peer Estimated Conflict Behavior Questionnaire, Verbal Reasoning tests, and an extended version of Normative Beliefs About Aggression Scale were administered to 663 Estonian students (289 boys and 374 girls; 150 fifth, 264 seventh, and 249 ninth graders; ages 11–16). Self‐ and…
Laste mõtlemine. Pilved, vihm ja vikerkaar laste seletustes
The article describes the learning process of children, and the associated difficulties in the transfer from everyday thinking to scientific. Everyday explanations (direct descriptions of phenomena, fragments heard from adults, analogy-based explanations)are prevalent in preschool children. In school, children begin to learn scientific (nonexperiential)knowledge and develop the scientific level of thinking. This is a long and time-consuming proce…
Instructional approaches
The article discusses kindergarten and primary school teachers’ preferences for instructional approaches and teaching practices. One hundred and thirty‐three teachers from Estonia completed questionnaires. The results showed that the promotion of students’ comprehension and independence, enhancing practical application and individualisation of instruction are highlighted by kindergarten as well as primary school teachers. The major difference bet…
Children's Thinking. Clouds, Rain, and Rainbow in Children's Explanations
The article describes the learning process of children, and the associated difficulties in the transfer from everyday thinking to scientific. Everyday explanations (direct descriptions of phenomena, fragments heard from adults, analogy-based explanations) are prevalent in preschool children. In school, children begin to learn scientific (non-experiential) knowledge and develop the scientific level of thinking. This is a long and time-consuming pr…
Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries
Mothers’ trust toward teachers in relation to teaching practices
Understanding and measuring student engagement in school
The objective of the present study was to develop a scale that is appropriate for use internationally to measure affective, behavioral, and cognitive dimensions of student engagement. Psychometric properties of this scale were examined with data of 3,420 students (7th, 8th, and 9th grade) from 12 countries (Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States). The intra…
Does Self-Efficacy Mediate the Effect of Primary School Teachers’ Emotional Support on Learning Behavior and Academic Skills
This study examined the effects of first-grade teachers’ emotional support on task persistence and academic skills in the sixth grade and the mediational role of children’s academic self-concept in these effects. Participants were 524 children (263 boys, [Formula: see text] age in the first grade = 7.47 years), their first-grade homeroom teachers ( n = 53), and sixth-grade math ( n = 34) and literacy ( n = 34) teachers. Academic skills were teste…
Calculation and word problem-solving skills in primary grades - Impact of cognitive abilities and longitudinal interrelations with task-persistent behaviour
BackgroundPrimary school math skills form a basis for academic success down the road. Different math skills have different antecedents and there is a reason to believe that more complex math tasks require better self-regulation.AimsThe study aimed to investigate longitudinal interrelations of calculation and problem-solving skills, and task-persistent behaviour in Grade 1 and Grade 3, and the effect of non-verbal intelligence, linguistic abilitie…
Cultural universality and specificity of student engagement in school
BackgroundA comprehensive understanding of the contextual factors that are linked to student engagement requires research that includes cross-cultural perspectives.AimsThis study investigated how student engagement in school is associated with grade, gender, and contextual factors across 12 countries. It also investigated whether these associations vary across countries with different levels of individualism and socio-economic development.Samples…
Profiles of teaching practices and reading skills at the first and third grade in Finland and Estonia
Reading comprehension from grade 1 to 6 in two shallow orthographies
The aim was to examine reading comprehension among elementary school students in two shallow orthographies, Estonian and Finnish. Participants were 619 Estonian children (50% boys) and 292 Finnish children (52% boys) whose reading comprehension was assessed in first, second, third, and sixth grades. The results showed that reading comprehension among Estonian and Finnish children was at a similar level by the end of first grade but Finnish childr…
Literacy instruction activities and their associations with first graders’ reading performance in two transparent orthographies
The aim of the study was to analyse literacy instruction activities and their associations with the reading performance of first graders in Estonia and Finland, two countries that share similar orthographies and educational systems but differ in the onset of formal reading instruction. The contents of 33 Literacy lessons in first grade spring were analysed and students’ (NEST = 415, NFIN = 154) reading performance was assessed in first grade autu…
What role do comprehension‐oriented learning strategies have in solving math calculation and word problems at the end of middle school
BACKGROUND: Math is a difficult subject with which many upper middle-school students struggle. In addition to knowledge, skills, and motivation, effective learning strategies play an important role in learning math. AIMS: This study aimed to examine the effects of comprehension-oriented learning strategies (perceptual and abstract grouping of material) - together with math self-concept, task-persistent learning behaviour, earlier math skills, rea…
Effects of Prior Knowledge on Comprehending Text About Learning Strategies
Good knowledge and skills in using different learning strategies is important for learning with understanding and even more critical during distance learning. Findings indicate that students tend to use and value ineffective learning strategies, thus there is need to educate students. This study aimed to analyze the possibility of using refutation text on learning strategies that students can study independently. The study examined how reported u…
Learner-generated drawing as a learning strategy. The effect of teacher-guided intervention program “Learning with Understanding” on composing drawings in math word problems in the primary grades
The study aimed to examine the possibility of teaching primary school students a learner-generated drawing strategy, among other constructivist learning strategies. The teacher-guided program “Learning with Understanding” began by discussing the broader topics of the learning process, followed by teaching specific strategies, and ended with an overview of all strategies and reflective discussions. During 18 program lessons, primary school teacher…
Parental homework-help profiles throughout grades 6 – 9
This study aimed to examine how parental profiles during homework help (supportive versus controlling) for children in Grades 6 and 9 change over time and relate to children’s motivation and math skills. Participants included 719 mother–child dyads. Children’s perceptions of parental help and math skills were assessed in both grades; children’s math-related self-concept, interest, and mother-rated task persistence were assessed only in Grade 6. T…
Psychology (31 obras) · Mathematics education (23 obras) · Developmental psychology (15 obras) · Innovative Teaching and Learning Methods (12 obras) · Computer Science (11 obras) · Educational Strategies and Epistemologies (10 obras) · Pedagogy (10 obras) · Cognition (9 obras) · Early Childhood Education and Development (9 obras) · Linguistics (9 obras)