Kati Vasalampi
Dados Biográficos
| ID | 2295994 |
|---|---|
| NOME | Kati Vasalampi |
| PRENOMES | Kati |
| SOBRENOME | Vasalampi |
| ASSINATURA | VASALAMPI K |
| AFILIAÇÕES | University of Jyväskylä |
| ORCID | 0000-0002-1249-7566 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 19 |
| TOTAL DE CITAÇÕES | 20 |
| TOTAL COMO AUTOR | 19 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2014 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Student Perceived Agency in Higher Education
Student agency is an essential component in active learning and in coping with uncertainty, contributing to success in studies and well-being. However, agency has rarely been studied multidimensionally or using repeated measures. Purpose of this study was to examine higher education (HE) students’ perceptions of their agency and associations between agency and background characteristics. In addition, the study explored the temporal stability and …
Symptoms of School Burnout in Comprehensive School and Mental Health Problems in Late Adolescence
The aim of the present study was to examine the extent to which symptoms of school burnout (exhaustion and cynicism) during the comprehensive school years played a role in individuals' long‐term mental health problems. The data were collected in four municipalities (i.e., one big, one rural, and two medium‐sized) around Finland. The sample included 673 students (376 girls, 297 boys) whose symptoms of school burnout were assessed three times: in G…
Study well-being profiles, recovery strategies, and academic performance among university students
The present study introduces a circumplex model of study well-being as an application of occupational well-being research to a higher education context. Accordingly, the first aim was to identify what kind of study well-being profiles (SWP), representing different levels and combinations of study engagement, burnout, satisfaction, holism, and boredom; there are among university students and how stable the SWPs are during the academic school year.…
Does perceived support from teachers moderate the relationship between personal resources and engagement among upper secondary school students
Student engagement is critical for learning and adjustment, but poor personal resources, such as low academic self-concept and mental health problems, can impede the individual’s capacity to engage in academic activities. The present study’s main aim was to investigate whether student-perceived emotional support from teachers in upper secondary school can compensate for the drawbacks associated with poor personal resources with respect to various…
Outcomes of developmental trajectories of school absences among adolescents
School absenteeism is a major social problem that can lead to poorer educational outcomes, including school dropout and social exclusion. To prevent school non-attendance and dropout, more knowledge of how absenteeism affects well-being and educational pathways in the long term is needed. This study examined the consequences of the developmental trajectories of school absences during basic education in students’ educational paths and well-being i…
Bidirectional Associations Between Perceived Social Support and Internalizing and Externalizing Behavior Problems in Lower Secondary School
The current study examined the bidirectional associations between perceived social support from parents, teachers, and peers with students' internalizing and externalizing behavior problems across lower secondary school. A total of 1,746 students (47.7% girls; M age = 13.76) in Finland completed questionnaires in Grade 7 and again in Grade 9. Based on a cross-lagged panel model, only peer support and internalizing problems showed a negative bidir…
The associations between teachers' lesson-specific emotions and observed teacher-student interactions and student engagement
BackgroundTeachers' emotions while teaching are associated to how they teach. Prior research has evidenced such associations mostly based on teacher or student ratings of different teaching behaviours.AimsThis study examined the extent to which teachers' self-rated lesson-specific positive and negative emotions are associated with the observed quality of teacher-student interactions in terms of emotional support, classroom organization and instru…
Profiles of Loneliness and Ostracism During Adolescence
This longitudinal study (N = 1078, 46% boys; 54% girls) examined profiles of loneliness and ostracism during adolescence and their consequences and antecedents. Longitudinal latent profiles analyses identified four distinct profiles: (1) High emotional loneliness (25%), High and increasing social loneliness (15%), High peer exclusion and high social impact (9%) and No peer problems (51%). Subsequent internalizing problems were typical for the Hig…
Reading Development from Kindergarten to Age 18
The gender difference in reading achievement in favor of adolescent girls is a robust finding in the literature, but the evidence is mixed when considering younger children. The present study followed the development of reading skills among Finnish children ( N = 1867) from kindergarten age (6 years) to 18 years of age to determine the onset of gender differences and to identify the subskills which present gender differences. Additionally, associ…
Promotion of school engagement through dialogic teaching practices in the context of a teacher professional development programme
This study was conducted in the context of a teacher professional development programme that aimed to improve dialogic teaching in the classroom, and it describes the programme and examines the change in teachers' dialogic teaching practices and pupils' classroom engagement during the programme. Data on pupils' school engagement were collected using classroom video recordings and students' self-ratings at the end of the lesson including dialogic …
Early Antecedents of School Burnout in Upper Secondary Education
School burnout symptoms are prevalent among upper secondary education students, but thus far, very little is known about the background of these symptoms. The present study examined the extent to which school burnout symptoms (i.e., exhaustion and cynicism) among upper secondary education students have their roots in primary and lower secondary school and whether early antecedents of school burnout symptoms could be identified. The sample consist…
How Are Practice and Performance Related? Development of Reading From Age 5 to 15
Does reading a lot lead to better reading skills, or does reading a lot follow from high initial reading skills? The authors present a longitudinal study of how much children choose to read and how well they decode and comprehend texts. This is the first study to examine the codevelopment of print exposure with both fluency and comprehension throughout childhood using autocorrelations. Print exposure was operationalized as children’s amount of in…
Intra-individual dynamics of lesson-specific engagement
BackgroundStudent engagement denotes active participation in academic work through commitment and involvement in learning tasks (Appleton et al., 2006, Journal of School Psychology, 44, 427). This study looks at questions such as whether engagement experiences in one lesson have an effect on the next lesson. In the present study, process-oriented analyses were conducted to examine lower secondary school students' engagement experiences and the st…
Students’ agency profiles in relation to student-perceived teaching practices in university courses
Leisure Reading (But Not Any Kind) and Reading Comprehension Support Each Other—A Longitudinal Study Across Grades 1 and 9
This study examines associations between leisure reading and reading skills in data of 2,525 students followed from age 7 to 16. As a step further from traditional cross-lagged analysis, a random intercept cross-lagged panel model was used to identify within-person associations of leisure reading (books, magazines, newspapers, and digital reading), reading fluency, and reading comprehension. In Grades 1–3 poorer comprehension and fluency predicte…
Development of Participation in and Identification With School
This longitudinal study covering two educational transitions examined 1,821 Finnish students’ participation in and identification with school and their associations with students’ academic achievement and truancy. The students were surveyed (a) at the end of primary school, (b) at the beginning of lower secondary school, (c) at the end of lower secondary school, and (d) in the first year of upper secondary education. In alignment with the partici…
Teacher-student interaction and lower secondary school students' situational engagement
BackgroundPrior research has shown that engagement plays a significant role in students' academic learning.AimsThe present study sought to expand the current understanding of students' engagement by examining how situational engagement during a particular lesson is associated with the observed teacher-student classroom interactions (i.e., emotional support, instructional support, and classroom organization) in the same lesson.SampleThe participan…
Assessing agency of university students
Fostering agency as a core component of professionalism is seen as a critical task of higher education. However, the tools for assessing university students’ agency, and the pedagogical and relational resources needed for its development, are lacking. The present study describes the theoretical foundations and factor structure of the newly developed Agency of University Students (AUS) Scale, which assesses students’ course-specific agency. In the…
Integration of personality constructs
How Are Practice and Performance Related? Development of Reading From Age 5 to 15
Does reading a lot lead to better reading skills, or does reading a lot follow from high initial reading skills? The authors present a longitudinal study of how much children choose to read and how well they decode and comprehend texts. This is the first study to examine the codevelopment of print exposure with both fluency and comprehension throughout childhood using autocorrelations. Print exposure was operationalized as children’s amount of in…
Teacher-student interaction and lower secondary school students' situational engagement
BackgroundPrior research has shown that engagement plays a significant role in students' academic learning.AimsThe present study sought to expand the current understanding of students' engagement by examining how situational engagement during a particular lesson is associated with the observed teacher-student classroom interactions (i.e., emotional support, instructional support, and classroom organization) in the same lesson.SampleThe participan…
The associations between teachers' lesson-specific emotions and observed teacher-student interactions and student engagement
BackgroundTeachers' emotions while teaching are associated to how they teach. Prior research has evidenced such associations mostly based on teacher or student ratings of different teaching behaviours.AimsThis study examined the extent to which teachers' self-rated lesson-specific positive and negative emotions are associated with the observed quality of teacher-student interactions in terms of emotional support, classroom organization and instru…
Early Antecedents of School Burnout in Upper Secondary Education
School burnout symptoms are prevalent among upper secondary education students, but thus far, very little is known about the background of these symptoms. The present study examined the extent to which school burnout symptoms (i.e., exhaustion and cynicism) among upper secondary education students have their roots in primary and lower secondary school and whether early antecedents of school burnout symptoms could be identified. The sample consist…
Intra-individual dynamics of lesson-specific engagement
BackgroundStudent engagement denotes active participation in academic work through commitment and involvement in learning tasks (Appleton et al., 2006, Journal of School Psychology, 44, 427). This study looks at questions such as whether engagement experiences in one lesson have an effect on the next lesson. In the present study, process-oriented analyses were conducted to examine lower secondary school students' engagement experiences and the st…
Development of Participation in and Identification With School
This longitudinal study covering two educational transitions examined 1,821 Finnish students’ participation in and identification with school and their associations with students’ academic achievement and truancy. The students were surveyed (a) at the end of primary school, (b) at the beginning of lower secondary school, (c) at the end of lower secondary school, and (d) in the first year of upper secondary education. In alignment with the partici…
Assessing agency of university students
Fostering agency as a core component of professionalism is seen as a critical task of higher education. However, the tools for assessing university students’ agency, and the pedagogical and relational resources needed for its development, are lacking. The present study describes the theoretical foundations and factor structure of the newly developed Agency of University Students (AUS) Scale, which assesses students’ course-specific agency. In the…
Integration of personality constructs
Assessing agency of university students
Fostering agency as a core component of professionalism is seen as a critical task of higher education. However, the tools for assessing university students’ agency, and the pedagogical and relational resources needed for its development, are lacking. The present study describes the theoretical foundations and factor structure of the newly developed Agency of University Students (AUS) Scale, which assesses students’ course-specific agency. In the…
Teacher-student interaction and lower secondary school students' situational engagement
BackgroundPrior research has shown that engagement plays a significant role in students' academic learning.AimsThe present study sought to expand the current understanding of students' engagement by examining how situational engagement during a particular lesson is associated with the observed teacher-student classroom interactions (i.e., emotional support, instructional support, and classroom organization) in the same lesson.SampleThe participan…
Students’ agency profiles in relation to student-perceived teaching practices in university courses
Leisure Reading (But Not Any Kind) and Reading Comprehension Support Each Other—A Longitudinal Study Across Grades 1 and 9
This study examines associations between leisure reading and reading skills in data of 2,525 students followed from age 7 to 16. As a step further from traditional cross-lagged analysis, a random intercept cross-lagged panel model was used to identify within-person associations of leisure reading (books, magazines, newspapers, and digital reading), reading fluency, and reading comprehension. In Grades 1–3 poorer comprehension and fluency predicte…
Development of Participation in and Identification With School
This longitudinal study covering two educational transitions examined 1,821 Finnish students’ participation in and identification with school and their associations with students’ academic achievement and truancy. The students were surveyed (a) at the end of primary school, (b) at the beginning of lower secondary school, (c) at the end of lower secondary school, and (d) in the first year of upper secondary education. In alignment with the partici…
Promotion of school engagement through dialogic teaching practices in the context of a teacher professional development programme
This study was conducted in the context of a teacher professional development programme that aimed to improve dialogic teaching in the classroom, and it describes the programme and examines the change in teachers' dialogic teaching practices and pupils' classroom engagement during the programme. Data on pupils' school engagement were collected using classroom video recordings and students' self-ratings at the end of the lesson including dialogic …
Early Antecedents of School Burnout in Upper Secondary Education
School burnout symptoms are prevalent among upper secondary education students, but thus far, very little is known about the background of these symptoms. The present study examined the extent to which school burnout symptoms (i.e., exhaustion and cynicism) among upper secondary education students have their roots in primary and lower secondary school and whether early antecedents of school burnout symptoms could be identified. The sample consist…
How Are Practice and Performance Related? Development of Reading From Age 5 to 15
Does reading a lot lead to better reading skills, or does reading a lot follow from high initial reading skills? The authors present a longitudinal study of how much children choose to read and how well they decode and comprehend texts. This is the first study to examine the codevelopment of print exposure with both fluency and comprehension throughout childhood using autocorrelations. Print exposure was operationalized as children’s amount of in…
Intra-individual dynamics of lesson-specific engagement
BackgroundStudent engagement denotes active participation in academic work through commitment and involvement in learning tasks (Appleton et al., 2006, Journal of School Psychology, 44, 427). This study looks at questions such as whether engagement experiences in one lesson have an effect on the next lesson. In the present study, process-oriented analyses were conducted to examine lower secondary school students' engagement experiences and the st…
Reading Development from Kindergarten to Age 18
The gender difference in reading achievement in favor of adolescent girls is a robust finding in the literature, but the evidence is mixed when considering younger children. The present study followed the development of reading skills among Finnish children ( N = 1867) from kindergarten age (6 years) to 18 years of age to determine the onset of gender differences and to identify the subskills which present gender differences. Additionally, associ…
Profiles of Loneliness and Ostracism During Adolescence
This longitudinal study (N = 1078, 46% boys; 54% girls) examined profiles of loneliness and ostracism during adolescence and their consequences and antecedents. Longitudinal latent profiles analyses identified four distinct profiles: (1) High emotional loneliness (25%), High and increasing social loneliness (15%), High peer exclusion and high social impact (9%) and No peer problems (51%). Subsequent internalizing problems were typical for the Hig…
Does perceived support from teachers moderate the relationship between personal resources and engagement among upper secondary school students
Student engagement is critical for learning and adjustment, but poor personal resources, such as low academic self-concept and mental health problems, can impede the individual’s capacity to engage in academic activities. The present study’s main aim was to investigate whether student-perceived emotional support from teachers in upper secondary school can compensate for the drawbacks associated with poor personal resources with respect to various…
Outcomes of developmental trajectories of school absences among adolescents
School absenteeism is a major social problem that can lead to poorer educational outcomes, including school dropout and social exclusion. To prevent school non-attendance and dropout, more knowledge of how absenteeism affects well-being and educational pathways in the long term is needed. This study examined the consequences of the developmental trajectories of school absences during basic education in students’ educational paths and well-being i…
Bidirectional Associations Between Perceived Social Support and Internalizing and Externalizing Behavior Problems in Lower Secondary School
The current study examined the bidirectional associations between perceived social support from parents, teachers, and peers with students' internalizing and externalizing behavior problems across lower secondary school. A total of 1,746 students (47.7% girls; M age = 13.76) in Finland completed questionnaires in Grade 7 and again in Grade 9. Based on a cross-lagged panel model, only peer support and internalizing problems showed a negative bidir…
The associations between teachers' lesson-specific emotions and observed teacher-student interactions and student engagement
BackgroundTeachers' emotions while teaching are associated to how they teach. Prior research has evidenced such associations mostly based on teacher or student ratings of different teaching behaviours.AimsThis study examined the extent to which teachers' self-rated lesson-specific positive and negative emotions are associated with the observed quality of teacher-student interactions in terms of emotional support, classroom organization and instru…
Student Perceived Agency in Higher Education
Student agency is an essential component in active learning and in coping with uncertainty, contributing to success in studies and well-being. However, agency has rarely been studied multidimensionally or using repeated measures. Purpose of this study was to examine higher education (HE) students’ perceptions of their agency and associations between agency and background characteristics. In addition, the study explored the temporal stability and …
Symptoms of School Burnout in Comprehensive School and Mental Health Problems in Late Adolescence
The aim of the present study was to examine the extent to which symptoms of school burnout (exhaustion and cynicism) during the comprehensive school years played a role in individuals' long‐term mental health problems. The data were collected in four municipalities (i.e., one big, one rural, and two medium‐sized) around Finland. The sample included 673 students (376 girls, 297 boys) whose symptoms of school burnout were assessed three times: in G…
Study well-being profiles, recovery strategies, and academic performance among university students
The present study introduces a circumplex model of study well-being as an application of occupational well-being research to a higher education context. Accordingly, the first aim was to identify what kind of study well-being profiles (SWP), representing different levels and combinations of study engagement, burnout, satisfaction, holism, and boredom; there are among university students and how stable the SWPs are during the academic school year.…
Psychology (15 obras) · Mathematics education (12 obras) · Developmental psychology (9 obras) · Early Childhood Education and Development (7 obras) · Pedagogy (7 obras) · Social Psychology (7 obras) · Higher education (4 obras) · Medicine (4 obras) · Parental Involvement in Education (4 obras) · Political science (4 obras)