Kiuru Noona, Yliopistotutkija / Senior Researcher

Kiuru Noona, Yliopistotutkija / Senior Researcher
Short number:
KÄRKI Aa367.1.


MA in Psychology, University of Jyväskylä, 2003
MA in Science (statistics), University of Jyväskylä, 2007   
PhD in Psychology, University of Jyväskylä, 2008
Adjunct professor (title of Docent), special field “social development and its statistical modeling”, University of Jyväskylä, 2012

Areas of Interest

developmental psychology, personality psychology, educational psychology, psychophysiology, statistical methods

Research Areas

children and adolescents, relationships with peers, parents, and teachers, learning and learning difficulties, motivation, well-being, learning-related emotions, psycho-physiological states and reactions in learning situations, temperament and individual differences, educational transitions, methodological issues

Research Groups


Selected recent publications:

Aunola, K., Tolvanen, A., Kiuru, N., Kaila, S., Mullola, S., & Nurmi, J.-E. (2015). A person-oriented approach to diary data: Children´s temperamental negative emotionality increases susceptibility to emotion transmission in father-child-dyads. Journal of Person-Oriented Research, 1, 72-86.

Ciarrochi, J., Parker, P.D., Sahdra, B.K., Kashdan, T., Kiuru, N., Conivgrave, J (in press). When empathy matters: The role of gender and empathy in close friendships. Journal of Personality.

DeLay, D., Laursen, B., Kiuru, N., Poikkeus, A.-M., & Nurmi, J.-E. (2015). Stable same-sex friendships with higher achieving partners promote mathematical reasoning in lower achieving primary school children. British Journal of Developmental Psychology, 33, 519-532.

Kiuru, N., Aunola, K., Lerkkanen, M.-K., Pakarinen, E., Poskiparta, E., Ahonen, T., Poikkeus, A.-M., & Nurmi, J.-E. (2015). Positive teacher and peer relations combine to predict primary school students’ academic skill development. Developmental Psychology, 51, 434-446.

Kiuru, N., Laursen, B., Aunola, K., Zhang, X., Lerkkanen, M.-K., Leskinen, E., Tolvanen, A., & Nurmi, J.-E. (in press). Positive teacher affect and maternal support facilitate adjustment after the transition to first grade. Merrill-Palmer Quarterly.

Kiuru, N., Pakarinen, E., Vasalampi, K., Silinskas, G., Aunola, K., Poikkeus, A.-M., Metsäpelto, R.-M., Lerkkanen, M.-K., & Nurmi, J.-E. (2014). Task-focused behavior mediates the associations between supportive interpersonal environments and students’ academic performance. Psychological Science, 25, 1018-1024.

Lepola, J., Lynch. J., Kiuru, N., Laakkonen, E., & Niemi, P. (in press) Early oral language comprehension, task orientation and foundational reading skills as predictors of Grade 3 reading comprehension. Reading Research Quarterly.

Marion, D., Laursen, B., Kiuru, N., Nurmi, J-E., & Salmela-Aro. K. (2014). Maternal affection moderates friend influence on schoolwork engagement. Developmental Psychology, 50, 766-771.

Metsäpelto, R.-L., Pakarinen, E., Kiuru, N., Lerkkanen, M.-K., Poikkeus, A.-M., & Nurmi, J.-E. (2015). Developmental dynamics between children’s externalizing problems, task-avoidant behavior, and academic performance in early school years: A four-year longitudinal study. Journal of Educational Psychology, 107, 246-257.

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.

Pakarinen, E., Aunola, K., Kiuru, N., Lerkkanen, M.K., Poikkeus, A-M., Siekkinen, M., & Nurmi, J.-E. (2014). The cross-lagged associations between classroom interactions and children’s achievement behaviors. Contemporary Educational Psychology, 39, 248-261.

Parker, P.D., Ciarrochi, J., Heaven, P., Marshall, S., Sahdra, B., & Kiuru, N. (2015). Hope, friends, and subjective well-being: A social network approach to peer group contextual effects. Child Development, 86, 642-650.

Sentse, M., Kiuru, N., Veenstra, R., & Salmivalli, C. (2014). A social network approach to the interplay between adolescents’ bullying and likeability over time. Journal of Youth and Adolescence, 43, 1409-1420.

Sentse, M., Veenstra, R., Kiuru, N., & Salmivalli, C. (2015). A longitudinal multilevel study of individual characteristics and classroom norms in explaining bullying behaviors. Journal of Abnormal Psychology, 43, 943-955.

Silinskas, G., Kiuru, N., Aunola, K., Lerkkanen, M.-K., & Nurmi, J.-E. (2015). The developmental dynamics of children’s academic performance and mothers’ homework-related affect and practices. Developmental Psychology, 51, 419-433.

Suviste, R., Kiuru, N., Palu, A., & Kikas, E. (2016). Classroom management practices and their associations with children’s math skills in two different cultural groups. Educational Psychology, 36, 216-235.

Zarra-Nezhad, M., Kiuru, N., Aunola, K., Zarra-Nezhad, M., Ahonen, T., Poikkeus, A.-M., Lerkkanen, M.-K. & Nurmi, J.-E. (2014). Children’s social withdrawal moderates the associations between parenting styles and the children’s socio-emotional development. Journal of Child and Adolescent Psychiatry, 55, 1260-1269.

For all publications, see:

Google Scholar

Research Gate

Publications in TUTKA


developmental psychology, statistical methods