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Jari-Erik Nurmi

ORCID link: http://orcid.org/0000-0002-1576-0710

No active affiliation

Projects as Principal investigator

Nordplus Network in Psychology/2016-2017
- Centre for International Mobility CIMO
01/08/2016-31/10/2017

Publications

Early Cognitive Precursors of Children's Mathematics Learning Disability and Persistent Low Achievement : A 5-Year Longitudinal Study (2020) Zhang, Xiao; et al.; A1
Maternal Affection Moderates the Associations Between Parenting Stress and Early Adolescents’ Externalizing and Internalizing Behavior (2020) Silinskas, Gintautas; et al.; A1; OA
Temperamentally inhibited children are at risk for poorer maths performance : self-concept as mediator (2020) Viljaranta, Jaana; et al.; A1; OA
The home literacy model in a highly transparent orthography (2020) Silinskas, Gintautas; et al.; A1; OA
Changes in Students' Psychological Well-Being during Transition from Primary School to Lower Secondary School : A Person-Centered Approach (2019) Virtanen, Tuomo; et al.; A1; OA
Longitudinal associations of first-grade teaching with reading in early primary school (2019) Tang, Xin; et al.; A1; OA
Longitudinal Latent Profiles of Work-Family Balance : Examination of Antecedents and Outcomes (2019) Moazami-Goodarzi, Ali; et al.; A1
Motivaatio, tunteet ja oppiminen (2019) Aro, Tuija; et al.; D2
Prematurity and Overlap Between Reading and Arithmetic : The Cognitive Mechanisms Behind the Association (2019) Korpipää, Heidi; et al.; A1; OA
Reading comprehension from grade 1 to 6 in two shallow orthographies : comparison of Estonian and Finnish students (2019) Soodla, Piret; et al.; A1; OA
Supportive Parenting Buffers the Effects of Low Peer Acceptance on Children’s Internalizing Problem Behaviors (2019) Zarra-Nezhad, Maryam; et al.; A1; OA
Teacher-student interaction and lower secondary school students’ situational engagement (2019) Pöysä, Sanni; et al.; A1; OA
Verbal counting skill predicts later math performance and difficulties in middle school (2019) Koponen, Tuire; et al.; A1; OA
Word Reading Skills and Externalizing and Internalizing Problems from Grade 1 to Grade 2 : Developmental Trajectories and Bullying Involvement in Grade 3 (2019) Turunen, Tiina; et al.; A1; OA
A child’s psychological adjustment impacts teachers’ instructional support and affective response (2018) Nurmi, Jari-Erik; et al.; A1
Adolescents' Domain-Specific Self-Concepts of Ability Predict Their Domain-Specific Causal Attributions: A Longitudinal Study (2018) Clem, Anna-Leena; et al.; A1
A Validation Study of Classroom Assessment Scoring System-Secondary in the Finnish School Context (2018) Virtanen, Tuomo; et al.; A1; OA
Children’s shyness moderates the associations between parenting behavior and the development of children’s pro-social behaviors (2018) Zarra-Nezhad, Maryam; et al.; A1
Comorbid Fluency Difficulties in Reading and Math : Longitudinal Stability Across Early Grades (2018) Koponen, Tuire; et al.; A1; OA
Cross-lagged associations between problem behaviors and teacher-student relationships in early adolescence (2018) Pakarinen, Eija; et al.; A1; OA