The role of learning difficulties, temperament, and interpersonal relationships in early adolescents' academic adjustment: A multilevel and experimental study
Main funder
Funder's project number: 266851
Funds granted by main funder (€)
- 583 312,00
Funding program
Project timetable
Project start date: 01/09/2013
Project end date: 31/08/2017
Principal Investigator
Primary responsible unit
Related publications and other outputs
1 of 4
- A guided online ACT intervention may increase psychological well-being and support school engagement in adolescents (2023) Hämäläinen, Tetta; et al.; A1; OA
- Dropout intentions in secondary education : Student temperament and achievement motivation as antecedents (2023) Anttila, Satu; et al.; A1; OA
- A person-oriented approach to maternal homework involvement during the transition to lower secondary school (2022) Tunkkari, Mari; et al.; A1; OA
- Associations Between Adolescents' Subjectively Experienced Emotions and Psychophysiological Reactions in Achievement Situations (2022) Kiuru, Noona; et al.; A1; OA
- How are learning experiences and task properties associated with adolescents’ emotions and psychophysiological states? (2022) Kiuru, Noona; et al.; A1; OA
- How students’ motivational profiles change during the transition from primary to lower secondary school (2022) Raufelder, Diana; et al.; A1
- Longitudinal and situational associations between math anxiety and performance among early adolescents (2022) Sorvo, Riikka; et al.; A1; OA
- Reciprocal Relationships Between Perceived Supportive School Climate and Self-reported Truancy : A Longitudinal Study from Grade 6 to Grade 9 (2022) Virtanen, Tuomo; et al.; A1; OA
- The role of psychological inflexibility in adolescent satisfaction with the educational track and school dropout intentions (2022) Liinamaa, Sara; et al.; A1; OA
- The Role of Teacher Closeness in Emotions and Achievement for Adolescents With and Without Learning Difficulties (2022) Sainio, Petra J.; et al.; A1; OA
