ORCID Profile
0000-0003-1901-4712
Current Organisation
University of Helsinki
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Psychology | Computer Vision | Educational Psychology | Developmental Psychology and Ageing
Behaviour and Health | Learner Development | Expanding Knowledge in Psychology and Cognitive Sciences |
Publisher: Public Library of Science (PLoS)
Date: 08-07-2022
DOI: 10.1371/JOURNAL.PONE.0270976
Abstract: Given that skill variety is widely regarded a key component of entrepreneurial human capital, gender differences in entrepreneurship could be rooted in the formation of such skill variety. Analyzing 12-year longitudinal data following 1,321 Finnish adolescents into adulthood, we study whether gender differences in skill variety open up early in the vocational development of entrepreneurs vs. non-entrepreneurs, thereby contributing to the persisting gender gap in entrepreneurship in adulthood. Specifically, structural equation modeling was used to test and compare the mediating effect of early skill variety in adolescence vs. education- and work-related skill variety in early adulthood on the gender gap in entrepreneurial intentions in adulthood. We find that education- and work-related skill variety indeed operate as an obstacle for women entrepreneurship, despite women outperforming men in early skill variety in adolescence. Hence, we identify a critical turning point in early adulthood where women fall behind in their development of entrepreneurial human capital.
Publisher: Wiley
Date: 28-01-2021
DOI: 10.1111/CDEV.13525
Abstract: Given the detrimental effects associated with problematic internet use (PIU) and the need to better understand its nature and evolution, the present study examined the development of PIU in a s le of 1,750 adolescents (aged 16–19) from Finland over a 3‐year period. We documented the social (loneliness, perceived maternal and paternal behaviors) and in idual (sex) antecedents, as well as the outcome implications (depressive symptoms, substance use, academic achievement) of PIU trajectories. Outcomes also predicted PIU trajectories. Latent curve modeling revealed an initially moderate, and subsequently decreasing trajectory of PIU. PIU was predicted by loneliness, paternal neglect, maternal care, depressive symptoms, and being male. In turn, PIU trajectories predicted increases in depressive symptoms and substance use, but decreases in academic achievement.
Publisher: American Psychological Association (APA)
Date: 10-2017
DOI: 10.1037/DEV0000364
Abstract: To what extent does maternal and paternal autonomy support enhance well-being across the major transitions of high school? We tested the degree to which perceived autonomy supportive parenting facilitated positive changes in self-esteem and life satisfaction and buffered against negative changes in depressive symptoms and school related burnout in 3 Finnish longitudinal studies, each with a measurement point before and after a major transition (middle school, N1 = 760, 55.7% girls high school, N2 = 214, 51.9% girls post high school, N3 = 858, 47.8% girls). Results showed that perceived parental autonomy support was negatively related to depressive symptoms and positively related to self-esteem. The findings for the effects on depressive symptoms were replicated across all 3 transitions, while effects on self-esteem were only found for the high school and post high school transitions. Moreover, evidence of coregulation was found for depressive symptoms. Depressive symptoms before the transition were found to decrease autonomy support after the transition for both the high school and post high school transitions. Maternal and paternal autonomy support was of equal importance. Importantly, the effects on depressive symptoms increased as children developed, suggesting the continual importance of parents throughout high school and into emerging adulthood. (PsycINFO Database Record
Publisher: Elsevier
Date: 2015
Publisher: Wiley
Date: 18-01-2021
DOI: 10.1111/APPS.12295
Abstract: The purpose of the present four‐wave longitudinal study was to examine the differentiation and reciprocal associations between burnout and depression, and their associations with a series of correlates related to employees’ physical and psychological health (sleep disturbances, somatic symptoms, self‐rated subjective health, and life satisfaction). A total of 542 early career Finnish workers filled out questionnaires four times over a period of 8 years. First, our results supported the superiority of a bifactor exploratory structural equation modeling (bifactor‐ESEM) representation of employees’ burnout ratings, and the empirical differentiation between burnout and depression ratings over each measurement occasion. These results further revealed moderate cross‐sectional associations between burnout and depression, supporting their inter‐related character but also their empirical distinctiveness. Second, autoregressive cross‐lagged analyses revealed that both constructs presented a moderate level of stability over time and reciprocal associations that generalized to all time intervals considered. Finally, relations between depression and all correlates measures during the last wave of the study were in the expected direction, whereas burnout was found to be more weakly related to only a subset of these correlates. Taken together, these results thus support the distinctiveness of burnout and depression, and the presence of mutually reinforcing relations between them.
Publisher: Elsevier BV
Date: 10-2022
Publisher: Springer Science and Business Media LLC
Date: 13-07-2018
DOI: 10.1007/S10964-018-0894-6
Abstract: Friends provide important social contexts for student development. Research has shown that adolescent friends are similar to each other in their interest and values for different school subjects. Yet our current understanding does not extend to knowing whether selection, deselection, or socialization processes are responsible for this phenomena. Without this knowledge, it is very difficult for parents, teachers, and schools to know how and when to intervene. This study investigated selection, deselection, and socialization effects on adolescent students' task values for academic (languages, math and science, and social sciences) and non-academic subject areas (the arts and physical education). A social network approach was used to examine two waves of annual data collected from school-based networks of adolescents in the first and second years of high school education in Finland (N = 1419 female = 48.6% mean age at first measurement point = 16). The results revealed that adolescents tended to select friends with similar levels of task values (friend selection) for the arts and physical education, but friends did not become more similar in these areas over time (friend socialization). In contrast, there was evidence of friend socialization, but not friend selection, for the academic school subjects. Across all subjects, differences in task values did not predict friendship dissolution (friend deselection). These findings suggest that to a significant extent, students make agentic choices in developing friendship with schoolmates based on their task values in non-academic subjects. The resultant friend contexts that in iduals created, in turn, affected their task values in academic subject areas. These results shed light on the complexity of friend effect mechanisms on task values at the subject domain-specific level.
Publisher: Springer Science and Business Media LLC
Date: 16-02-2021
DOI: 10.1007/S12144-021-01385-4
Abstract: Climate change threatens mental health via increasing exposure to the social and economic disruptions created by extreme weather and large-scale climatic events, as well as through the anxiety associated with recognising the existential threat posed by the climate crisis. Considering the growing levels of climate change awareness across the world, negative emotions like anxiety and worry about climate-related risks are a potentially pervasive conduit for the adverse impacts of climate change on mental health. In this study, we examined how negative climate-related emotions relate to sleep and mental health among a erse non-representative s le of in iduals recruited from 25 countries, as well as a Norwegian nationally-representative s le. Overall, we found that negative climate-related emotions are positively associated with insomnia symptoms and negatively related to self-rated mental health in most countries. Our findings suggest that climate-related psychological stressors are significantly linked with mental health in many countries and draw attention to the need for cross-disciplinary research aimed at achieving rigorous empirical assessments of the unique challenge posed to mental health by negative emotional responses to climate change.
Publisher: Center for Open Science
Date: 05-11-2021
Abstract: Although social-emotional skills are more malleable than cognitive skills and have potential benefits for a range of academic and life outcomes, previous studies on the topic have suffered from many issues (e.g., consideration of only a small subset of skills, single-informant and single-cohort design). To address these limitations, this study used a multi-informant (self, teacher, and parent) and multi-cohort (ages 10 and 15 from Finland, N = 5,533) perspective to study the association between 15 social-emotional skills and 20 educational (e.g., school grades), social (e.g., relationships with teachers), psychological health (e.g., life satisfaction), and physical health outcomes (e.g., sleep trouble). Results showed that (a) there was a modest level of inter-rater agreement on social-emotional skills, with the highest agreement between students and parents (mean r = .41) (b) inclusion of multi-informant ratings substantially enhanced the ability of social-emotional skills in predicting outcome variables, with parent- and self-rated skills playing important, unique roles (c) by modeling skills at the facet-level rather than at the domain-level, we identified the key skills for different outcomes and found significant variation in facets’ predictive utility even within the same domain (d) although the old cohort showed lower levels of most social-emotional skills (9/15), there were only minor changes in the inter-rater agreement and predictive utility on outcomes. Overall, Self-Control, Trust, Optimism, and Energy were found among the four most important skills for academic and life success. We further identified unique contribution of each skill for certain outcomes, pointing the way to effective and precise interventions.
Publisher: Informa UK Limited
Date: 04-08-2020
Publisher: American Psychological Association (APA)
Date: 11-2012
DOI: 10.1037/A0030188
Abstract: The transition from general education (e.g., high school) to vocational and tertiary education (e.g., college, vocational school) or to the labor market presents a number of developmental challenges. These challenges include making career choices and, more broadly, managing the transition. Coping with these challenges depends on the in idual, their social network, and wider societal, cultural, and institutional conditions. This article discusses the informative value of developmental regulation, career development, and identity theories, for conceptualizing phase-adequate engagement at the post-school transition. Although previous psychological research has focused on in iduals' career and transition-related engagement and its outcomes, we suggest this picture is limited because little is known about how young people's engagement is complemented and affected by the behavior of significant others and shaped by structural constraints and opportunities. Implications for future developmental research are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved).
Publisher: Elsevier BV
Date: 03-2023
Publisher: Elsevier BV
Date: 12-2022
Publisher: Elsevier BV
Date: 08-2018
Publisher: Frontiers Media SA
Date: 02-07-2018
Publisher: Springer Science and Business Media LLC
Date: 05-03-2019
DOI: 10.1007/S10964-019-01003-4
Abstract: People's motivation to engage in studying and working is an important precursor of participation and attainment. However, little is known about how motivation and the lack of motivation develops normatively across adolescence and young adulthood. Furthermore, there is no comparison of motivation and amotivation development across sequential age-graded transitions such as the mid-schooling transition in adolescence and the school-to-work transition in young adulthood. The current study explored trajectories of motivation and amotivation development in Finland, using piecewise growth curve modelling to analyze five waves of data (age 15-22 years) from a s le of 878 youth (52% male). Indicators of amotivation (disinterest, futility and inertia) decreased, whilst the indicator of motivation (attainment value) increased across both transitions. Reductions in disinterest and inertia were steeper for youth transferring into vocational education at the mid-schooling transition and for youth transferring from an academic track to higher education at the school-to-work transition. Amotivation and motivation shifted most at the school-to-work transition, signaling the importance of this period for motivation development. Overall, the results suggest that young people became more motivated and less amotivated as they aged from adolescence through young adulthood, in line with normative maturational and gradual social changes and transfer into increasingly personalized environments.
Publisher: American Psychological Association (APA)
Date: 03-2015
DOI: 10.1037/A0038667
Abstract: Existing gap-year research indicates a number of benefits of a gap-year at the end of school and before university enrollment. Life span theory of control, however, suggests that direct goal investment, rather than delay, at developmental transitions is associated with more adaptive outcomes. Comparing these perspectives, the authors undertook 2 studies: 1 in Finland (N = 384, waves = 3) and 1 in Australia (N = 2,259, waves = 5) both with an initial time wave in the last year of high school. The authors explored the effects of a gap-year on both psychological and attainment outcomes using an extensive propensity score matching technique. The Finnish study found no difference in growth in goal commitment, effort, expectations of attainment and strain, or in actual university enrollment in those planning to enter university directly versus those who plan to take a gap-year. The Australian study found no difference in growth in outlooks for the future and career prospects, and life satisfaction between gap-year youth and direct university entrants. However, the study did find that gap-year students were more likely to drop out of a university degree. Implication for theory and practice are discussed.
Publisher: Springer Science and Business Media LLC
Date: 10-2021
DOI: 10.1007/S11187-021-00555-9
Abstract: Given that recent research on entrepreneurial behavior and success has established skill variety as a central human capital factor, researchers, educators, and policymakers have turned their interest to a deeper understanding of the formation of skill variety. Based on human capital theory and the competence growth approach in developmental psychology (highlighting long-term, age-appropriate, and cumulative skill-growth processes), we hypothesize that a broad, early variety orientation in adolescence is a developmental precursor of such entrepreneurial human capital in adulthood. This was confirmed in an analysis of prospective longitudinal data via structural equation modeling and serial mediation tests. We also find that an entrepreneurial constellation of personality traits, but not entrepreneurial parents, predicts early variety orientation, skill variety, and entrepreneurial intentions. By shedding new light on the long-term formation of entrepreneurial human capital, the results suggest that establishing and benefiting from an early variety orientation is not only an important developmental mechanism in entrepreneurial careers but gives those with an entrepreneurial personality an early head start in their vocational entrepreneurial development. Implications for future research and practice are discussed.
Publisher: Elsevier BV
Date: 10-2018
Publisher: Informa UK Limited
Date: 07-05-2018
DOI: 10.1080/02646838.2018.1462477
Abstract: The changes in emotions, subjective fear of childbirth, and personal goals were examined during a group intervention to treat fear of childbirth (FOC). The objective was to gain a more detailed understanding of the changes occurring during the group intervention of FOC. The changes in emotions, subjective FOC, and personal goals were studied in primiparous pregnant women with severe FOC participating in a group intervention (n = 105). The group intervention contained six sessions during pregnancy and one after childbirth. At every session, the participants filled in a questionnaire regarding their experiences of current positive and negative emotions and the subjective FOC. The participants also set and reported their personal goals in their preparation for childbirth and parenthood. The negative emotions decreased from the beginning of the intervention. The change became significant after the fourth session. The amount of positive emotions increased but became statistically significant only after the delivery. The subjective FOC decreased significantly from the beginning of the intervention. Personal goals shifted from being mainly self-related to being mostly related to parenthood. The group intervention decreased FOC and promoted changes in emotions and personal goals that foster emotional preparedness for childbirth. It seems that the decrease in FOC was made possible through gaining a better capacity to regulate emotions, especially negative emotions. As negative emotions and fear decreased, personal goals simultaneously changed in the direction known to be adaptive for the new life situation as a parent of a newborn.
Publisher: Elsevier BV
Date: 04-2011
Publisher: Springer Science and Business Media LLC
Date: 10-09-2016
Publisher: Center for Open Science
Date: 03-11-2019
Abstract: We provide a conceptualization of in idual people’s engagement in tasks as a momentary, situated, and embodied psychological-behavioral experience. We describe how momentary engagement is a complex dynamic system comprising parts (emotion, motivation, mental action, and physical action), structure (coactions between parts) and process (how parts and the whole develop through a sequence of engagement triggers and non-linear action). Momentary engagement can be studied at the microlevel grain sizes of agent (an in idual person), task (e.g., video gaming) and time (across seconds and minutes), providing a contrast to research on other forms of engagement occurring at higher level grain sizes (e.g., the participation of a large group of students in schooling across months and years). We overview methodologies for researching momentary engagement complexity, emergence and dynamics and end with a call for more research on non-linear psychological processes.
Start Date: 12-2020
End Date: 12-2025
Amount: $658,544.00
Funder: Australian Research Council
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