People

Principal investigators

Associate professor Noona Kiuru, JYU

Professor emeritus Timo Ahonen, JYU

Researchers

Post-doctoral researcher Riikka Hirvonen, JYU

Senior lecturer Kenneth Eklund, JYU

Post-doctoral researcher Laura Pesu, JYU

Post-doctoral researcher Päivi Lappalainen, JYU

Professor Raimo Lappalainen, JYU

Professor Saija Mauno, JYU and UTA

Associate professor Jaana Viljaranta, UEF

Adjunct professor Jukka Kaartinen, JYU

University researcher PhD Jarno Mikkonen, JYU

Technical assistant Petri Kinnunen, JYU

Professor Asko Tolvanen, JYU

Project researcher Kaisa Kanerva, HU

Junior researcher Anna-Leena Clem, JYU

Junior researcher Petra Sainio, JYU

Junior researcher Mari Tunkkari, JYU

 

Project secretary

Tarja Honkanen, JYU

stairwaylogo.jpg

Overview

Research goals and focuses

The transition from primary school to lower secondary school occurs in early adolescence at a time of rapid biological changes. This transition also requires the student to face new academic challenges and adjust to a larger and more impersonal educational context, including new peers and a variety of new academic subject teachers. These changes are stressful for some students, and previous research, though mainly carried out in the US, has observed declines in well-being, motivation, and school grades across the transition. The aim of the STAIRWAY study is to broaden our understanding of the individual- and environment-related factors that promote learning, school well-being and successful transition from primary school to lower secondary school. An intensive longitudinal data across this transition will be collected during 2014-2016 regarding individual dispositions, environmental factors, academic skills, motivation, learning-related emotions, and school well-being (n ~ 800). A subsample of students (n ~ 180) participates in an experiment, which provides real-time information on emotional and motivational processes. Some key aims of the project are to examine:

  • How do emotion, motivation, and cognition in challenging vs. non-challenging achievement situations jointly contribute to students’ learning and adjustment?
  • To what extent do student characteristics such as learning difficulties and temperament, students’ social relationships, and the interactions between these contribute to the students’ functioning in challenging vs. non-challenging achievement situations?
  • Via what mechanisms do students’ characteristics, interpersonal relationships, and functioning in actual achievement situations promote vs. hinder the students’ successful transition from primary school to lower secondary school in regards to learning outcomes and adjustment?

Keywords and themes

early adolescents, home and school environments, learning and learning difficulties, motivation, learning-related emotions, psychophysiological states and reactions, temperament and individual differences, school well-being, educational transitions

Methods

Individual and group tests; questionnaires for students, parents, teachers, and observers; multiple informants; psychophysiological measurements (e.g., HR, HRV, EDA); FaceReader

Collaborators

National collaborators

Senior Researcher Virpi Kalakoski, Finnish Institute of Occupational Health

Software Developer Ilkka Kiistala, Geanis Oy

Software Developer Mikko Tyrväinen, University of Jyväskylä

Research Director Tuija Tammelin, LIKES

Researcher PhD Heidi Syväoja,  LIKES

Research Coordinator Virpi Inkinen, LIKES

Associate Professor Minna Hannula-Sormunen, University of Turku

Collegium Postdoctoral Researcher Jake McMullen, University of Turku

Professor Erno Lehtinen, University of Turku

Professor Lasse Kannas, University of Jyväskylä

Professor Katri Räikkönen-Talvitie, University of Helsinki

The First Steps study

eSeek project

International collaborators

Professor Frederick Morrison, University of Michigan

Associate professor Bridget Hamre, University of Virginia

Professor Brett Laursen, Florida Atlantic University

Professor Birgit Spinath, Heidelberg University

Professor Eve Kikas, Tallinn University

Senior research fellow Katrin Mägi, Tallinn University

Associate professor Ming-Te Wang, University of Pittsburgh

Contact

Prof. Timo Ahonen, timo.p.s.ahonen@jyu.fi

Adj. Prof. Noona Kiuru, noona.h.kiuru@jyu.fi

Funding

Academy of Finland project funding (2013–2017)

Publications

Journal articles:

Hirvonen, R., Väänänen, J., Aunola, K., Ahonen, T., & Kiuru, N. (in press). Adolescents’ and mothers’ temperament types and their roles in early adolescents’ socioemotional functioning. International Journal of Behavioral Development. doi:10.1177/0165025417729223

Mauno, S., Hirvonen, R., & Kiuru, N. (2018). Children’s life satisfaction: The roles of mothers’ work engagement and recovery from work. Journal of Happiness Studies, 19, 1373–1393. doi:10.1007/s10902-017-9878-6

Nurmi, J.-E., & Kiuru, N. (2015). Students’ evocative impact on teacher instruction and teacher-child relationships: Theoretical background and an overview of previous research. International Journal of Behavioral Development, 39, 445-457. doi:10.1177/0165025415592514

Pesu, L., Aunola, K., Viljaranta, J., Hirvonen, R., & Kiuru, N. (2018). The role of mothers' beliefs in students' self-concept of ability development. Learning and Individual Differences, 65, 230-240. doi:10.1016/j.lindif.2018.05.013

 

Posters:

Kanerva, K., Kiistala, I., & Kiuru, N. (2015). Using tablets to assess working memory capacity in school settings. Poster presented at The 5th Conference of the European Societies of Neuropsychology on September 9-11, Tampere, Finland. doi:10.5281/zenodo.32573

 

Examples of upcoming publications:

- the role of learning difficulties and temperament in adolescents' academic emotions and motivation

- the psychophysiology of adolescents' academic emotions and motivation

- adolescents' school well-being and the goodness-of-fit between adolescents' and their teachers' temperaments

 

Publications in Finnish:

Kajovaara, L., Raivio, M., Ahonen, T., & Kiuru, N. (2016). Opettaja ja koulukiusaamisen osallistujaroolien tunnistaminen. Kasvatus, 47, 298-312.

Kiuru, N. (2018). Kaveriverkostot ja oppimismotivaatio. In K. Salmela-Aro (Ed.), Motivaatio ja oppiminen (s. 123-140). PS-Kustannus: Keuruu.

Kiuru, N., Hirvonen, R., & Ahonen, T. (2018). Alakoulusta yläkouluun yhtenäis- ja erilliskouluissa. Ruusupuiston kärkiuutiset, 3/2018.

Kiuru, N., Kalliomäki K., Metsäpelto, R.-L., Ahonen, T., & Hirvonen, R. (in press). Nuorten harrastuneisuuden, koulun vaihtamisen ja sukupuolen yhteydet subjektiiviseen hyvinvointiin siirtymävaiheessa alakoulusta yläkouluun. Psykologia.

Kyllönen, S., Hirvonen, R., Ahonen, T., & Kiuru, N. (2017). Yksinäisyyden, omaehtoisen yksinolon ja vanhemmille uskoutumisen yhteydet varhaisnuorten kouluviihtyvyyteen. Oppimisen ja oppimisvaikeuksien erityislehti - NMI Bulletin, 27(3), 25-39.

Rautiainen, O., Rissanen, L., Kiuru, N., & Hirvonen, R. (2017). Siirtymä alakoulusta yläkouluun yhtenäis- ja erilliskouluissa - siirtymään liittyvät huolet nuorilla. Oppimisen ja oppimisvaikeuksien erityislehti - NMI Bulletin, 27(4), 12-31.

Tunkkari, M., Aunola, K., & Kiuru, N. (2018). Vanhempien osallistuminen kuudesluokkalaisten kotitehtävien tekemiseen. Oppimisen ja oppimisvaikeuksien erityislehti – NMI Bulletin, 28, 12-32.

 

More publications in Finnish (theses)