Publications

  • Journals

    Pakarinen, E., Silinskas, G., Hamre, B. K., Metsäpelto, R.-L., Lerkkanen, M.-K., Poikkeus, A.-M., & Nurmi, J.-E. (in press). The cross-lagged associations between problem behaviors and teacher–student relationships in early adolescence. The Journal of Early Adolescence.

    Pakarinen, E., Lerkkanen, M.-K., Poikkeus, A.-M., Salminen, J., Silinskas, G., Siekkinen, M., & Nurmi, J.-E. (2017). The longitudinal associations between kindergarten teacher-child interactions and academic skills in elementary school. Journal of Applied Developmental Psychology, 52, 191–202.

    Pakarinen, E., Lerkkanen, M.-K., Poikkeus, A.-M., Rasku-Puttonen, H., Eskelä-Haapanen, S., Siekkinen, M., & Nurmi, J.-E. (2017). Associations among teacher–child interactions, teacher curriculum emphases, and reading skills in grade 1. Early Education and Development, 28, 858–879.

    Malmberg, L.-E., Pakarinen, E., Vasalampi, K., & Nurmi, J.-E. (2015). Students’ school performance, task-focus, and situation-specific motivation. Learning and Instruction, 39, 158–167.

    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.