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Salla Fjällström; Maiju Paananen; Kirsti Karila – Scandinavian Journal of Educational Research, 2024
This study investigates neighborhood-based predictors of attending early childhood education and care (ECEC) in a universal ECEC system. We used child-specific data (N = 1409) from a parent survey conducted in 2019 in Finland combined with zip code data to examine the extent to which neighborhood urbanicity and socioeconomic status (SES) are…
Descriptors: Neighborhoods, Predictor Variables, Attendance, Early Childhood Education
Kason Ka Ching Cheung – Research in Science Education, 2024
The purpose of this study is to examine the predictive effects of epistemological beliefs about science and informal reading of scientific texts on students' future-oriented optimism on the issue of climate change. Future-oriented climate change optimism is defined as encompassing "hope" and "anticipation" about the climate…
Descriptors: Environmental Education, Foreign Countries, Achievement Tests, International Assessment
JiYoon Kim; Sojin Yoon; Sehee Hong – SAGE Open, 2024
The main purpose of this study was to explore major factors at student and teacher/school levels affecting middle-school students' science self-efficacy among countries with high science academic performance levels in PISA 2015 data by using various regression algorithms of machine learning and multilevel latent profile analysis (MLPA). Out of…
Descriptors: Influences, Science Education, Self Efficacy, Middle School Students
Julia Hormuth; Marlene Ferencz; Jutta Heikkilä; Taija Ihamäki – Research in Comparative and International Education, 2025
Student academic success plays an important role in higher education institutions, as it is often used as a core measure of university performance. Internationally, there is an extensive literature on the predictors of academic success. In addition to intellectual variables, the effects of psychological factors have received increased attention.…
Descriptors: Self Efficacy, Personality Traits, Student Motivation, Predictor Variables
Jenni Sullanmaa; Lotta Tikkanen; Sanna Ulmanen; Kirsi Pyhältö – Social Psychology of Education: An International Journal, 2025
Transition to upper secondary education can represent a challenge for students' wellbeing. In this study, we examined how the social support from guardians, peers, and teachers experienced before transition predicts study engagement, sense of relatedness and overall life satisfaction after transition. Survey data (n = 280) were collected from…
Descriptors: Life Satisfaction, Social Support Groups, School Transition, Sense of Belonging
Tuija Aro; Ahmet Bilal Özbek; Minna Torppa – Annals of Dyslexia, 2024
We studied the associations between childhood-identified learning disabilities and adult-age mental health and whether adult-age reading and math skills, coping styles, or resilience influenced the associations. The participants were 159 Finnish adults (60.4% males). Of them, 48 (30%) had a reading disability (RD), 22 (14%) had a math disability…
Descriptors: Adults, Foreign Countries, Learning Disabilities, Intelligence Quotient
Harri Pitkäniemi; Riikka Hirvonen; Johanna Heikka; Katja Suhonen – Early Childhood Education Journal, 2025
The aim of the study is to comprehensively analyze the interrelationships between teacher efficacy, the sources of self-efficacy, and implementation of early childhood education (ECE). The assumption is that according to socio-cognitive theory, source categories predict the self-efficacy of educational staff. According to a few previous research…
Descriptors: Teacher Effectiveness, Self Efficacy, Early Childhood Education, Early Childhood Teachers
Minna Torppa; Tuija Aro; Kenneth Eklund; Rauno Parrila; Anna-Kaija Eloranta; Timo Ahonen – Reading and Writing: An Interdisciplinary Journal, 2024
This study examines longitudinal associations among reading skills, math skills and emotional well-being in a Finnish sample (n = 586) followed from the end of comprehensive school (Grade 9, age 15-16) to age 20. In particular, we determine whether the associations between skills and well-being are mediated by self-concept beliefs. In Grade 9, the…
Descriptors: Foreign Countries, Adolescents, Predictor Variables, Reading Skills
Pessi Lyyra; Sanna Anttonen; Tomi Waselius – European Journal of Open, Distance and E-Learning, 2024
A major challenge for distance learning in higher education is supporting course completion. Counteracting completion risk factors requires investigating their significance across (non)completion stages. We tested the predictability of known risk factors at each completion stage. Not initiating was explained by available time, low motivation and…
Descriptors: Distance Education, Open Education, Higher Education, Online Courses
Tuire Koponen; Kenneth Eklund; Kaisa Aunola; Anna-Maija Poikkeus; Marja-Kristiina Lerkkanen; Minna Torppa – Journal of Learning Disabilities, 2025
The long-term negative consequences of learning difficulties have been acknowledged. Nonetheless, research is still scarce regarding the prediction of adolescent difficulties in reading and arithmetic skills. The present study examines at which age phase and with what kind of constellation of parent- and child-related factors can adolescent…
Descriptors: Predictor Variables, Reading Difficulties, Mathematics Skills, Reading Skills
Solveig Cornér; Lotta Tikkanen; Henrika Anttila; Kirsi Pyhältö – Studies in Graduate and Postdoctoral Education, 2024
Purpose: This study aims to advance the understanding on individual variations in PhD candidates' personal interest in their doctorate and supervisory and research community support, and several individual and structural attributes potentially having an impact on the profiles. Design/methodology/approach: The authors explored the interrelationship…
Descriptors: Foreign Countries, Doctoral Students, Doctoral Programs, Student Motivation
Tuire Koponen; Tuija Aro; Markku Leskinen; Pilvi Peura; Helena Viholainen; Mikko Aro – Journal of Experimental Education, 2024
We examined the associations of cognitive skills, math-related emotions and beliefs, and gender with responses to an arithmetic fluency intervention. Elementary school children with dysfluent arithmetic skills (N=69) participated in an arithmetic fluency intervention (with and without self-efficacy support) implemented in small groups in schools…
Descriptors: Arithmetic, Thinking Skills, Intervention, Beliefs
Pongprapan Pongsophon – British Educational Research Journal, 2024
This study investigates the student- and school-level predictors of reading performance across five top-performing countries in the Progress in International Reading Literacy Study (PIRLS) 2021. Utilising a multilevel analysis, the research examines the influence of cognitive development, socio-cultural contexts and educational environments on…
Descriptors: Reading Achievement, Predictor Variables, Foreign Countries, Cognitive Development