Cross-lagged associations between study and work engagement dimensions

The article “Cross-Lagged Associations between Study and Work Engagement Dimensions During Young Adulthood” published in The Journal of Positive Psychology has been included in an online article collection focusing on the psychology of work. The article will be freely available on the “Psychology of work” -website until the end of September 2015:

A successful transition to adulthood requires agency during an economic recession

The doctoral dissertation by Mette Ranta focused on young Finnish adults’ personal financial situation and individual agency across young adulthood and their concurrent and longitudinal effects on key developmental tasks related to career and social relations as well as life satisfaction development. The separate studies analyzed transitions of 18–25-year-olds in the context of the global economic downturn that has been taking place since 2008.

News from the research group

The spring 2015 has been busy and productive for the Mind the Gap and FinEdu research groups. You can read some news below regarding, for example, funding and upcoming doctoral defenses. We wish you a wonderful, sunny summer!

Is student motivation related to socio-digital participation?

This recent study examined whether high school students with different motivational (i.e., achievement goal orientation) profiles display different patterns of socio-digital participation. The results showed that adaptive motivational orientations towards school were also associated with higher ICT-skills and use of ICT for academic purposes. In turn, more maladaptive orientations were associated with being more likely to use social media intensively (especially so for girls), and with more intense gaming (especially for boys).

Supporting young children with low performance in mathematics

According to the doctoral thesis by Riikka Mononen, mathematics interventions can be used successfully to promote the early mathematics skills of children with low performance in mathematics, already before the onset of formal schooling and in the early grades. Identifying low performance in mathematics and providing sufficient support should be emphasised already in early childhood education.

Do values make us happy?

Does having certain values enhance your well-being? Or does the relationship between values and well-being depend on the country where you live and your social network? The doctoral thesis by Florencia Sortheix examines these questions in four different contexts.