TY  - JOUR
A1  - Lazarides, Rebecca
A1  - Viljaranta, Jaana
A1  - Aunola, Kaisa
A1  - Nurmi, Jari-Erik
T1  - Teacher ability evaluation and changes in elementary student profiles of motivation and performance in mathematics
JF  - Learning and individual differences
N2  - The aim of this person-centered study is to identify the profiles of interest value, self-concept, and performance in the domain of mathematics among elementary school students and to examine the stability and changes in these profiles from grade 1 to grade 2. Teacher-reported evaluations of students' mathematical ability and gender were examined as predictors of changes in the student profiles. The sample consisted of 237 students (46.8% girls). The latent profile analysis identified four profiles: 1) low levels of interest value, medium levels of self-concept and performance; 2) low levels of interest value, self-concept and performance; 3) high levels of interest value, self-concept and performance; 4) low levels of self-concept and performance, and medium interest value. Boys and students whose teachers evaluated their abilities as high compared to others were less likely to change from profiles with high levels of interest value or self-concept to profiles with low levels of these factors.
KW  - Interest value
KW  - Self-concept
KW  - Performance
KW  - Latent profile analysis;
Y1  - 2018
U6  - https://doi.org/10.1016/j.lindif.2018.08.010
SN  - 1041-6080
SN  - 1873-3425
VL  - 67
SP  - 245
EP  - 258
PB  - Elsevier
CY  - Amsterdam
ER  - 
TY  - JOUR
A1  - Lazarides, Rebecca
A1  - Viljaranta, Jaana
A1  - Aunola, Kaisa
A1  - Pesu, Laura
A1  - Nurmi, Jari-Erik
T1  - for educational aspirations
JF  - Learning and individual differences
KW  - Motivational profiles
KW  - Educational plans
KW  - Motivational development
KW  - Task values
KW  - Self-concept
Y1  - 2016
U6  - https://doi.org/10.1016/j.lindif.2016.08.024
SN  - 1041-6080
SN  - 1873-3425
VL  - 51
SP  - 29
EP  - 36
PB  - Elsevier
CY  - Amsterdam
ER  - 
TY  - JOUR
A1  - Lazarides, Rebecca
A1  - Viljaranta, Jaana
A1  - Ranta, Mette
A1  - Salmela-Aro, Katariina
T1  - Adolescents’ preparedness and motivation across the transition to  post-comprehensive education
JF  - Contemporary educational psychology
N2  - This longitudinal study aims to test the concept of transition preparedness in the context of educational transitions. The study investigates how adolescents’ transition preparedness, conceptualized as their self-efficacy beliefs and their inoculation against setbacks, before an educational transition affect the adolescents’ school value and effort related to educational goals after the transition through the effects on achievement goal orientations. Student data from three waves of a longitudinal study are used, first collected in 2004 (before the students’ transition from comprehensive school to upper secondary education) and then collected twice after the transition. The students included in the analyses are those who participated at all three measurement points (N = 588; 49.5% girls; age MT1 = 15.01, SD = 0.13). Longitudinal structural equation modeling revealed that adolescents’ self-efficacy beliefs (Time 1) positively predicted school value and effort (Time 3) through their effect on mastery goal orientation (Time 2). Furthermore, self-efficacy moderated the relation between performance-approach goal orientation (Time 1) on school value (Time 2). Results are discussed in terms of their relevance for enhancing adolescents’ adaptive motivational development across educational transitions.
KW  - Educational transitions
KW  - Transition preparedness
KW  - Self-efficacy beliefs
KW  - Inoculation against setbacks
KW  - Achievement goal orientations
KW  - School value
Y1  - 2017
U6  - https://doi.org/10.1016/j.cedpsych.2017.01.008
SN  - 0361-476X
SN  - 1090-2384
VL  - 49
SP  - 151
EP  - 159
PB  - Elsevier
CY  - San Diego
ER  -