Learning, motivation and well-being of children and adolescents and the use of technology

Publications are done in collaboration with other projects. At the end of the reference you will find the related projects. 

Alho, K., Moisala, M., & Salmela-Aro, K. (2022). Effects of media multitasking and video gaming on cognitive functions and their neural bases in adolescents and young adults. European Psychologist, 27(2), 131-140.

Chiu, T. K. F., Lin, T-J., & Lonka, K. (2021). Motivating Online Learning: The Challenges of COVID-19 and Beyond. The Asia-Pacific Education Researcher. Bridging the Gaps -project, DigiConsumers.

Hietajärvi, L., Lonka, K., Hakkarainen, K., Alho, K., & Salmela-Aro, K. (2020). Are Schools Alienating Digitally Engaged Students? Longitudinal Relations between Digital Engagement and School Engagement. Frontline Learning Research, 8(1), 33 – 55.  AGENTS -project

Hietajärvi, L., Salmela-Aro, K., Tuominen, H., Hakkarainen, K., & Lonka, K. (2019). Beyond Screen Time: Multidimensionality of Socio-Digital Participation and Relations to Academic Well-Being in Three Educational Phases. Computers in Human Behavior, 93, 13-24. AGENTS -project

Korhonen, T., Tiippana, N., Laakso, N., Meriläinen, M., & Hakkarainen, K. (2020). Growing mind: Sociodigital participation in and out of the school context. Students’ experiences 2019. University of Helsinki.

Moisala, M., Salmela, V., Carlson, S., Salmela-Aro, K., Lonka, K., Hakkarainen, K., & Alho, K. (2018). Neural activity patterns between different executive tasks are more similar in adulthood than in adolescence. Brain and Behavior, 8(9), [01063]. Mind the Gap -project

Puukko, K., Hietajärvi, L., Maksniemi, E., Alho, K., & Salmela-Aro, K. (2020). Social Media Use and Depressive Symptoms—A Longitudinal Study from Early to Late Adolescence. International Journal of Environmental Research and Public Health, 17(16), [5921]. Bridging the Gaps -project

Salmela-Aro, K., Upadyaya, K., Vinni-Laakso, J. and Hietajärvi, L. (2021), Adolescents’ Longitudinal School Engagement and Burnout Before and During COVID-19—The Role of Socio-Emotional Skills. J Res Adolesc, 31: 796-807. Growing Mind ja Bridging the Gaps -project

Tang, X., Wang, M. T., Guo, J., & Salmela-Aro, K. (2019). Building Grit: The Longitudinal Pathways between Mindset, Commitment, Grit, and Academic Outcomes. Journal of Youth and Adolescence, 48(5), 850-863. Bridging the Gaps -project

Tang, X., & Salmela-Aro, K. (2021). The Prospective Role of Epistemic Curiosity in National Standardized Test Performance. Learning and Individual Differences, 88, 102008. AI in Learning -project

Tang, X., Upadyaya, K., & Salmela-Aro, K. (2021). School burnout and psychosocial problems among adolescents: Grit as a resilience factor. Journal of Adolescence, 86, 77–89. Bridging the Gaps -project

Tang, X., Wang, M. T., Parada, F., & Salmela-Aro, K. (2021). Putting the Goal Back into Grit: Academic Goal Commitment, Grit, and Academic Achievement. Journal of Youth and Adolescence, 50(3), 470–484. Bridging the Gaps -project

Tang, X., Renninger, K. A., Hidi, S., Murayama, K., Lavonen, J., & Salmela-Aro, K. (2022). The Differences and Similarities between Curiosity and Interest: Meta-analysis and Network Analyses. Learning and Instruction, 80, [101628].

Tuominen, H., Niemivirta, M., Lonka, K., & Salmela-Aro, K. (2020). Motivation across a transition: Changes in achievement goal orientations and academic well-being from elementary to secondary school. Learning and Individual Differences, 79, [101854]. Mind the Gap -project, Bridging the Gaps – project, Growing Mind -project

Tuovinen, S., Tang, X. & Salmela-Aro, K. (2020). Introversion and Social Engagement: Scale Validation, Their Interaction, and Positive Association with Self-Esteem. Frontiers in Psychology.  Bridging the Gaps -project

Upadyaya, K., & Salmela-Aro, K. (2021). Latent Profiles of Parental Burnout During COVID-19: The Role of Child-Related Perceptions. Frontiers in Psychology12, [682642].

Vinni-Laakso J, Upadyaya K and Salmela-Aro K (2022) Associations between adolescent students’ multiple domain task value-cost profiles and STEM aspirations. Front. Psychol. 13:951309. doi:10.3389/fpsyg.2022.951309

Policy brief

Balance between school community’s well-being and digitalization

Growth Mindset

Laurell, J., Seitamaa, A., Sormunen, K., Seitamaa-Hakkarainen, P., Korhonen, T., & Hakkarainen, K. (2021). A Socio-Cultural Approach to Growth-Mindset Pedagogy: Maker-Pedagogy as a Tool for Developing a Next-Generation Growth Mindset. In E. Kuusisto, M. Ubani, P. Nokelainen, & A. Toom (Eds.), Good Teachers for Tomorrow’s Schools: Purpose, Values, and Talents in Education (pages 296-312).

Laurell, J. Gholami, K., Tirri, K. & Hakkarainen, K. (2022). How Mindsets, Academic Performance, and Gender Predict Finnish Students’ Educational Aspirations. Education Sciences 12(11):809.

Background publications

Dweck, C. S (2017). Mindset: The New Psychology of Success.(2nd ed.). Random House.

Laine, S., & Tirri, K. (2021). Finnish Conceptions of Giftedness and Talent. In R. Stenberg, & D. Ambrose (Eds.), Conceptions of giftedness and talent (pp. 235-249). Palgrave Macmillan, Cham.

Yeager, D.S., Hanselman, P., Walton, G.M. et al. A national experiment reveals where a growth mindset improves achievement. Nature 573, 364–369 (2019).

Additional information

Invention pedagogy

Bosch, N., Härkki, T., & Seitamaa-Hakkarainen, P. (2022). Design Empathy in Students’ Participatory Design Processes. Design and Technology Education, 27(1), 29-48.

Davies, S. M., Seitamaa-Hakkarainen, P., & Hakkarainen, K. (2023). Idea Generation and Knowledge Creation through Maker Practices in an Artifact-Mediated Collaborative Invention Project. Learning, Culture and Social Interaction2023(39).

Härkki, T., Vartiainen, H., Seitamaa-Hakkarainen, P., & Hakkarainen, K. (2021) Co-teaching in non-linear projects: A contextualized model of co-teaching to support educational changeTeaching and Teacher Education. 97(1),1-14.  Article 103188.

Korhonen, T., Kangas, K., & Salo, L. (Eds.) (2022). Invention PedagogyThe Finnish Approach to Maker Education. (1st ed.) (Routledge Research in STEM Education). Routledge

Mehto, V., Riikonen, S., Kangas, K., & Seitamaa-Hakkarainen, P. (2020). Sociomateriality of collaboration within a small team in secondary school maker centered learning. International Journal of Child Computer Interaction.

Mehto, V., Riikonen, S., Hakkarainen, K., Kangas, K., & Seitamaa-Hakkarainen, P. (2020). Epistemic roles of materiality within a collaborative invention project at a secondary school. British Journal of Educational Technology.

Paavola, T., Kangas, K., Kokko, S., Riikonen, S., Mehto, V., Hakkarainen, K., & Seitamaa-Hakkarainen, P. (2021). Video Data Analysis for Tracing Emotional Aspects of Collaborative Design and Making Processes. Techne Series: Research in Sloyd Education and Craft Science A21(3), 1-14.

Riikonen, S. M., Kangas, K., Kokko, S., Korhonen, T., Hakkarainen, K., & Seitamaa-Hakkarainen, P. (2020). The development of pedagogical infrastructures in three cycles of maker-centered learning projects. Design and Technology Education, 25(2), 29-49.

Riikonen, S., Seitamaa-Hakkarainen, P., & Hakkarainen, K. (2020). Bringing maker practices to school: tracing discursive and materially mediated aspects of student teams’ collaborative making processes. International Journal of Computer-Supported Collaborative Learning, 15(3), 319-349.

Silander, P., Riikonen, S., Seitamaa-Hakkarainen, P. & Hakkarainen K. (2022).  Learning Computational Thinking in Phenomenon-based Co-creation Projects – Perspectives from Finland. In S.C. Kong & H. Abelson (Eds.), Computational Thinking Education in K-12: Artificial Intelligence Literacy and Physical Computing. MIT Press.

Sinervo, S., Sormunen, K., Kangas, K., Hakkarainen, K., Lavonen, J., Juuti, K., Korhonen, T., & Seitamaa-Hakkarainen, P. (2020). Elementary school pupils’ co-inventions: products and pupils’ reflections on processes. International Journal of Technology and Design Education.

Tenhovirta, S., Korhonen, T., Seitamaa-Hakkarainen, P., & Hakkarainen, K. (2022). Cross-age peer tutoring in a technology-enhanced STEAM project at a lower secondary schoolInternational Journal of Technology and Design Education32(3), 1701–1723.

Game jams in teaching

Aurava, Riikka; Meriläinen, Mikko; Kankainen, Ville; Stenros, Jaakko (2021). Game Jams in General Formal Education. In the International Journal of Child-Computer Interaction.

Aurava, Riikka; Meriläinen, Mikko, Stenros, Jaakko (2020). Teacher Views on Game Jamming in General Formal Education. Proceedings of the 14th European Conference on Games Based Learning, 31–38. DOI: 10.34190/GBL.20.073

Aurava, Riikka; Kankainen, Ville; Murray, John (2020) Why won’t they jam? The reasons for general upper secondary school students for not attending a game jam. Proceedings of the 9th Irish Conference on Game Based Learning 2019, 26–36

Aurava, R., & Sormunen, K. (2023). Future-oriented skills and knowledge in game jams, a systematic literature review. Computers and Education Open

Meriläinen, Mikko; Aurava, Riikka; Kultima, Annakaisa; Stenros, Jaakko (2020). Game jams for learning and teaching: A review. International Journal of Game-Based Learning, Vol. 10, No 2, 54–71.

Meriläinen, Mikko; Aurava, Riikka (2018) Internal Barriers to Entry for First-Time Participants in the Global Game Jam. Proceedings of the 12th European Conference on Game-Based Learning.

Developing flexible mathematical skills

Flexible mathematical thinking

Halme, H., McMullen, J., Nanu, C. E., Nyman, A., Pipari Study Group, & Hannula-Sormunen, M. (2022). Mathematical skills of 11-year-old children born very preterm and full-term. Journal of Experimental Child Psychology, 219. ​

Halme, H., Trezise, K., Hannula-Sormunen, M., & McMullen, J. (2022). Characterizing Mathematics Anxiety and Its Relation to Performance in Routine and Adaptive Tasks. Journal of Numerical Cognition, 8(3), 414-429.​

McMullen, J., Hannula-Sormunen, M. M., Lehtinen, E., & Siegler, R. S. (2020). Distinguishing adaptive from routine expertise with rational number arithmetic. Learning and Instruction, 68(June 2019), 101347.

Mathematical focusing

Hannula-Sormunen, M., Nanu, C., Luomaniemi, K., Heinonen, M., Sorariutta, A., Södervik, I., & Mattinen, A. (2020). Promoting spontaneous focusing on numerosity and cardinality-related skills at day care with one, two, how many and count, how many programs. Mathematical Thinking and Learning, 22(4), 312-331.

McMullen, J., Verschaffel, L., & Hannula-Sormunen, M. M. (2020). Spontaneous mathematical focusing tendencies in mathematical development. Mathematical Thinking and Learning, 22(4), 249–257.

McMullen, J., Hannula-Sormunen, M. M., Kainulainen, M., Kiili, K., & Lehtinen, E. (2019). Moving mathematics out of the classroom: Using mobile technology to enhance spontaneous focusing on quantitative relations. British Journal of Educational Technology, 50(2), 562–573.

Määttä, S., Hannula-Sormunen, M., Halme, H., & McMullen, J. (2022). Guiding Students’ Attention Towards Multiplicative Relations Around Them: A Classroom Intervention. Journal of Numerical Cognition, 8(1), 36-52. ​

Nanu, C., Laakkonen, E., & Hannula-Sormunen, M. (2020). The Effect of First School Years on Mathematical Skill Profiles. Frontline Learning Research, 8(1), 56-75.

Math-games supporting learning

Bui, P., Rodríguez-Aflecht, G., Brezovszky, B., Hannula-Sormunen, M., Laato, S., & Lehtinen, E. (2020) Understanding students’ game experiences throughout the developmental process of the number navigation game. Educational Technology Research and Development, 1-27.

Brezovszky, B., McMullen, J., Veermans, K., Hannula-Sormunen, M., Rodriguez-Aflecht, G., Pongsakdi, N., Laakkonen, E., & Lehtinen, E. (2019). Effects of a mathematics game-based learning environment on primary school students’ adaptive number knowledge. Computers & Education, 128, 63-74.

Learning analytics

Apiola, Mikko; Sutinen, Erkki. Mindset and Study Performance: New Scales and Research Directions. Koli Calling ’20 Proceedings of the 20th Koli Calling International Conference on Computing Education Research. 2020.

Apiola, Mikko; Laakso, Mikko. The Role of Implicit Theories in Computer Science and Engineering Studies: First Findings and Review. IEEE 2019 Frontiers in Education Conference Proceedings. 2020.

Apiola, Mikko-Ville; Sutinen, Erkki. Design science research for learning software engineering and computational thinking: Four cases. Computer Applications in Engineering Education 29(1), 83-101. 2020.

Kajasilta, Henri; Apiola, Mikko-Ville; Lokkila, Erno; Veerasamy, Ashok; Laakso, Mikko. Measuring Students’ Stress with Mood Sensors: First Findings. Lecture Notes In Computer Science (Advances in Web-Based Learning – ICWL 2019). 2019.

Apiola, Mikko; Laakso, Mikko. The Impact of Self-Theories to Academic Achievement and Soft Skills in Undergraduate CS Studies: First Findings. Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE). 2019.

Apiola, Mikko; Karunaratne, Thashmee; Kaila, Erkki; Laakso, Mikko. Experiences from Digital Learning Analytics in Finland and Sweden: A Collaborative Approach. 42nd International Convention on Information and Communication Technology, Electronics and Microelectronics. 2019.

Holistic school development

Changes in school operational culture

Ahonen, H.,  Franska, N., Palonen, T., Reinius, H., Tiippana N., & Hakkarainen, Kai (2023). From autonomous actors to collaborative professionals: perceptions of co-teaching in a Finnish school community, Scandinavian Journal of Educational Research, DOI: 10.1080/00313831.2023.2250376

Härkki, T., Vartiainen, H., Seitamaa-Hakkarainen, P. & Hakkarainen, K. (2021). Co-teaching in non-linear projects: A contextualised model of co-teaching to support educational change. Teaching and Teacher Education 97, 14.

Korhonen, T., Juurola, L., Salo, L., & Airaksinen, J. (2021). Digitisation or Digitalisation: Diverse Practices of the Distance Education Period in Finland. CEPS Journal11 (Sp.Issue (2021): Education in the Covid-19 Era), 165-193.

Reinius, H., Hakkarainen, K., Juuti, K., & Korhonen, T. (2023, E-pub ahead of print). Teachers’ perceived opportunity to contribute to school culture transformation. Journal of Educational Change

Reinius, H., Kaukinen, I., Korhonen, T., Juuti, K., & Hakkarainen, K. (2022). Teachers as transformative agents in changing school culture. Teaching and Teacher Education120, 103888.

Reinius, H., Korhonen, T. & Hakkarainen, K. (2021). The design of learning spaces matters: perceived impact of the deskless school on learning and teaching. Learning Environment Research.

Tiippana, N. M., Korhonen, T., & Hakkarainen, K. (2022). Joining networked society: integrating Academic Service-Learning into formal school. Pedagogy, Culture and Society

Viilo, M., Seitamaa-Hakkarainen, P. & Hakkarainen, K. (2018). Long-Term Teacher Orchestration of Technology-mediated Collaborative Inquiry. Scandinavian Journal of Educational Research 62, 3, 407-432.

Innovative professional activity

Messmann, G., Mulder, R. H., & Palonen, T. (2018). Vocational education teachers’ personal network at school as a resource for innovative work behaviour. Journal of Workplace Learning, 30(3), 174-185.

Korhonen, T. & Lavonen, J. (2017). A New Wave of Learning in Finland: Get Started with Innovation! In S. Choo, D. Sawch, A. Willanueva & R. Vinz (eds.) Educating for the 21st Century: Perspectives, Policies and Practicies from Around the World (pp. 447-467). Singapore: Springer.

Teacher well-being

Lammassaari, H. M. W., Hietajärvi, L., Salmela-Aro, K., Hakkarainen, K., & Lonka, K. (2022). Exploring the relations among teachers’ epistemic theories, work engagement, burnout and the contemporary challenges of the teacher profession. Frontiers in Psychology13, [861437].

Background publications

Lavonen, J. (2018). Educating Professional Teachers in Finland through the Continuous Improvement of Teacher Education Programmes. In Y. Weinberger, & Z. Libman (eds.). Contemporary Pedagogies in Teacher Education and Development (pp. 3-22). London: IntechOpen.

Lavonen, J. & Korhonen, T. (2017). Towards Twenty-First Century Education: Success Factors, Challenges, and the Renewal of Finnish Education. In S. Choo, D. Sawch, A. Willanueva & R. Vinz (eds.) Educating for the 21st Century: Perspectives, Policies and Practicies from Around the World (pp. 243-264). Singapore: Springer.