Terkko Navigator / Contemporary educational psychology

Do the Processes Engaged During Mathematical Word-Problem Solving Differ Along the Distribution of Word-Problem Competence?

Emotion Regulation, Homework Completion, and Math Achievement: Testing Models of Reciprocal Effects

Enhancing Evidence-based Argumentation in a Mainland China Middle School

Role of Generated and Provided Visuals in Supporting Learning from Scientific Text

The contribution of classroom exams to formative evaluation of concept-level knowledge

Longitudinal reciprocal effects between teachers’ judgments of students’ aptitude, students’ motivation and grades in math

A race re-imaged, intersectional approach to academic mentoring: Exploring the perspectives and responses of womxn in science and engineering research

Verbal counting skill predicts later math performance and difficulties in middle school

Family socioeconomic status and Chinese children’s early academic development: Examining child-level mechanisms

Investigating effects of reading medium and reading purpose on behavioral engagement and textual integration in a multiple text context

Does an integrated focus on fractions and decimals improve at-risk students’ rational number magnitude performance?

When do mastery and performance goals facilitate academic achievement?

The paradox of positive self-concept and low achievement among Black and Latinx youth: A test of psychological explanations

Development of low-stakes mathematics and literacy test scores during lower secondary school – A multilevel pattern-centered analysis of student and classroom differences

I’ve got this: Fostering topic and technology-related emotional engagement and queer history knowledge with a mobile app

The conceptualization of costs and barriers of a teaching career among Latino preservice teachers

Examining engagement in context using experience-sampling method with mobile technology

A wearables-based approach to detect and identify momentary engagement in afterschool Makerspace programs

Succeeding at junior high school: Students’ reasons, their reach, and the teaching that h(inders)elps their grasp

Exploring the Pygmalion effect: The role of teacher expectations, academic self-concept, and class context in students’ math achievement

Math homework: Parental help and children’s academic outcomes

Developing a thirst for knowledge: How uncertainty in the classroom influences curiosity, affect, learning, and transfer

Putting “mobile” into mathematics: Results of a randomised controlled trial

Testing for invariance in a structural model of academic achievement across underachieving and non-underachieving students

Bidirectional relationships between children’s executive functioning, visual skills, and word reading ability during the transition from kindergarten to primary school

Personal and collective perceptions of social support: Implications for classroom engagement in early adolescence

How handwriting behaviors during problem solving are related to problem-solving success in an engineering course

Effects of perceived autonomy support from social agents on motivation and engagement of Chinese primary school students: Psychological need satisfaction as mediator

Training higher education teachers’ critical thinking and attitudes towards teaching it

Processes of students’ effort exertion, competence beliefs and motivation: Cyclic and dynamic effects of learning experiences within school days and school subjects

Number lines, but not area models, support children’s accuracy and conceptual models of fraction division

Theoretical and methodological implications of associations between executive function and mathematics in early childhood

Effects of different sequences of examples and problems on motivation and learning

Under threat but engaged: Stereotype threat leads women to engage with female but not male partners in math

Toward a typology of integration: Examining the documents model framework

Growth orientation predicts gains in middle and high school students’ mathematics outcomes over time

The developmental interplay of academic self-concept and achievement within and across domains among primary school students

Teacher self-efficacy profiles: Determinants, outcomes, and generalizability across teaching level

To teach or not to teach the conceptual structure of mathematics? Teachers undervalue the potential of Principle-Oriented explanations

Family-support goals drive engagement and achievement in a collectivist context: Integrating etic and emic approaches in goal research

A Person-Centered Approach to Homework Behavior: Students’ Characteristics Predict Their Homework Learning Type

Sense of relatedness boosts engagement, achievement, and well-being: a latent growth model study

Lessons Learned From Experience With Over 100 Consecutive HeartMate II Left Ventricular Assist Devices