Kristiina Lappalainen - Academia.edu (original) (raw)

Papers by Kristiina Lappalainen

Co-teaching and mathematics motivation Developmental relations between mathematics self-concept, ... more Co-teaching and mathematics motivation Developmental relations between mathematics self-concept, interest, and achievement: A comparison of solo-and co-taught classes

This study investigated the role of co-teaching in the development of students' mathematics m... more This study investigated the role of co-teaching in the development of students' mathematics motivation and achievement. More specifically, we examined how sixth-grade students’ (N = 146) mathematics self-concept and individual interest changed over one school year, how these changes were related to each other and to mathematics achievement, and, most importantly, whether they differed between co-teaching and solo-teaching conditions. The co-teaching condition included 70 students in three classes with mathematics taught by pairs of teachers, while the solo-teaching condition included 76 students in four classes with mathematics taught by individual class teachers. The design included three repeated measures of mathematics self-concept and interest as well as pre- and post-measures of mathematics test performance and teacher-rated mathematics grades. A series of latent growth curve analyses showed both self-concept and individual interest to decline over time, and these changes t...

Bloomsbury Publishing eBooks, 2020

Nuorisotutkimus, Oct 25, 2022

Elämänkulussa kriittisinä nuoruusikään liittyvinä siirtyminä näyttäytyvät koulutusvalinnat ja työ... more Elämänkulussa kriittisinä nuoruusikään liittyvinä siirtyminä näyttäytyvät koulutusvalinnat ja työelämään siirtyminen. Aiemmassa tutkimuksessa on kiinnitetty huomiota siihen, kuinka nuorten aikuisten toimijuutta määrittävät yhteiskunnalliset ja kulttuuriset odotukset ja täytyminen. Tässä artikkelissa tarkastelemme korkeakouluopintoihin pyrkivien välivuosia viettäneiden nuorten toimijuutta koulutussiirtymässä. Tutkimuksen keskeinen käsite on toimijuus elämänkulussa. Tutkimukseen haastateltiin 28:aa nuorta aikuista, joilla on takanaan toisen asteen koulutus sekä sen jälkeisiä suunniteltuja tai suunnittelemattomia välivuosia ennen korkeakouluun hakeutumista tai pääsyä. Haastateltavat olivat osallistuneet Korkeakoulustartti-hankkeen järjestämään toimintaan, jonka tavoitteena oli tukea uravalintaan liittyvää päätöksentekoa ja korkeakouluun hakeutumista. Aineisto kerättiin vuosina 2019–2021. Analysoimme toimijuuden modaliteettien avulla nuorten toimijuutta heidän tsensä kokemana voimisen, haluamisen, tuntemisen, osaamisen, kykenemisen ja täytymisen monimuotoisena dynamiikkana. Tulokset kertovat potentiaalista, joka rakentuu toimijuuden kokemuksista, mutta myös toimijuutta rajoittavista yhteiskunnallisista odotuksista. Erityisesti rajoittava täytyminen näyttäytyi työvoimapoliittisten toimenpiteiden velvoittavana pakkona mutta myös sisäistettyinä kulttuurisina odotuksina. Asiasanat: elämänkulku, toimijuus, modaliteetit, koulutussiirtymät *** The agency of young adults taking a gap year in a delayed educational transition Educational choices and the transition to working life appear to be critical events related to adolescence in the life course. Previous research has produced information on how social and cultural expectations and fulfillment determine the agency of young adults. In this article, we examine the agency of young adults who have spent gap years before the transition to higher education. The main concept of the research is agency in the life course. Twenty-eight young adults who had spent planned or unplanned gap years after upper secondary education and before applying to or entering university were interviewed for the study. The interviewees had taken part in activities organized by the Korkeakoulustartti project. The aim of the project was to support decision-making related to career choice and applying for higher education. The data were collected during the years 2019–2021. Utilizing the modalities of agency, we analyzed how young adults experienced themselves through a multifaceted dynamic of power, desire, feeling, competence, ability, and fulfillment. The results showed that potential is built from individual experiences of agency, but also from social expectations that limit agency. In particular, restrictive fulfillment appeared to be both an obligatory compulsion of labor policy measures, but also an internalized cultural expectation. Keywords: life course, agency, modalities, educational transitions

Learning and Individual Differences, May 1, 2023

Educational Psychology, Apr 4, 2022

Psychology in the Schools

Learning and Individual Differences

Nuorisotutkimus

Contemporary Approaches to Behaviour and Mental Health in the Classroom, 2021

Educational Psychology, 2016

Positive student-teacher relationships are related to students' academic achievement and behavior... more Positive student-teacher relationships are related to students' academic achievement and behavioral and emotional adjustment. How a student's behavioral and emotional strengths are associated with these relationships and how the relationships influence students' academic performance remains unknown. We examined this framework using a cross-lagged panel model with a group of Finnish students and their parents from Grade 5 to Grade 7. The results revealed that the parents rated behavioral and emotional strengths are stable over a one-year (r=.78) and two-year (r=.71) period and that students' perceptions of student-teacher relationships demonstrated greater change over time (r's=.54, .35). Behavioral and emotional strengths demonstrated a positive relationship with student-teacher relationships as well as academic achievement (β = .39, p < .01). Strengths were also indirectly associated with academic achievement via student-teacher relationships. Study limitations, implications and future research are discussed.

International Journal of School & Educational Psychology, 2014

This study investigated the cross-informant agreement among student self-report, teacher report, ... more This study investigated the cross-informant agreement among student self-report, teacher report, and parent report on the Strengths and Difficulties Questionnaire translated into Finnish (SDQ-Fin) and estimated mean convergent and divergent correlations with a sample of fifth-grade Finnish students (N = 588) and the cross-informant agreement among student-teacher-parent informants separately for those with and without special education support. In addition, the study estimated the within-rater stabilities of SDQ subscales for students with and without special education support between two measurements at a one year interval. The cross-informant agreement on SDQ-Fin subscales was moderate with cross-informant correlations ranging from .12 to .42. The cross-informant agreement between teachers and students was in general higher for students with special education (SE) support than students without special education (NSE) support. The mean convergent correlations were higher than the mean divergent correlations across raters. The rater stabilities of SDQ subscales for NSE students and SE students between fifth and sixth grade as indicated by stability correlations were all statistically significant. Our findings provide additional evidence of the usefulness of the SDQ in school environments, and underline the importance of a multi-informant approach to the evaluation of emotional and behavioral problems.

International Journal of Disability, Development and Education, 2010

During a 15-year longitudinal study, 31 Finnish students (risk group) who had been identified as ... more During a 15-year longitudinal study, 31 Finnish students (risk group) who had been identified as having deficiencies in reading and writing readiness at pre-school through the German Breuer-Weuffen Differentiation Test were compared with their peers (n = 62) in order to ...

Journal of International Special Needs Education, 2013

In previous research the Finnish version of the Behavioral and Emotional Rating Scale-2 (Epstein,... more In previous research the Finnish version of the Behavioral and Emotional Rating Scale-2 (Epstein, 2004) has demonstrated adequate internal consistency and reliability. The purpose of the present study was to examine the convergent validity of the Finnish BERS-2 by comparing it with the Finnish version of the Strengths and Difficulties Questionnaire, with teachers and parents as the raters. The results add to the research base to suggest that the Finnish BERS-2 is a valid and reliable instrument for assessing the emotional and behavioral strengths of children and youth.

Scandinavian Journal of Educational Research, 2012

Journal of Child and Family Studies, 2009

Journal of Child and Family Studies, 2011

ABSTRACT Information from multiple sources is recommended when assessing students’ emotions and b... more ABSTRACT Information from multiple sources is recommended when assessing students’ emotions and behaviors. Relatively few studies about cross informant agreement of behavioral and emotional strengths exist, especially for students with special education needs. The purpose of this study was to extend the cross informant agreement research of the Behavioral and Emotional Rating Scale (BERS-2) with a sample of Finnish parents, teachers and students. First, we studied the cross informant agreement of students’ behavioral and emotional strengths between informants. Second, we explored the agreement separately for students with and without special education needs. Finally, we studied the convergent and divergent (discriminant) correlations of the Finnish BERS-2. The results show that the cross informant agreement of students’ behavioral and emotional strengths were small to large with correlation coefficients ranging from .11 to .58 between different informants. The cross informant correlations, however, were higher in magnitude for students who receive special education support (r = .29 to .78) than for those students who do not receive support (r = −.02 to .45). Mean convergent correlations were higher than mean divergent correlations. The results suggest that the Finnish BERS-2 is a reliable measure in assessing student strengths across informants. The limitations, future research directions, and implications are discussed.

European Journal of Psychology of Education, 2013

ABSTRACT When rating scales are used in different countries, thorough investigation of the psycho... more ABSTRACT When rating scales are used in different countries, thorough investigation of the psychometric properties is needed. We examined the internal structure of the Finnish translated Behavioral and Emotional Rating Scale-2 (BERS-2) using Rasch and confirmatory factor analysis approaches with a sample of youth, parents, and teachers. The results suggested that the Finnish translated BERS-2 has acceptable measurement properties and is suitable for use in Finnish schools. Results highlighted the issue that there is a need to consider cross-cultural aspects when introducing new measures in another culture. Directions for future research are also discussed in light of present findings.