Showing items with similar title or keywords.

• Longitudinal associations of physical activity and pubertal development with academic achievement in adolescents 

  Haapala, Eero A.; Haapala, Henna L.; Syväoja, Heidi; Tammelin, Tuija H.; Finni, Taija; Kiuru, Noona (Shanghai University of Sport, 2020)

  Objective. To investigate the longitudinal associations of moderate-to-vigorous physical activity (MVPA) and pubertal development with academic achievement in adolescents. Methods. A total of 635 adolescents (283 boys, ...

• Cognitive consequences of the timing of puberty 

  Koerselman, Kristian; Pekkarinen, Tuomas (Elsevier, 2018)

  In this paper, we use British cohort data to study the degree to which children at different stages of pubertal development at age 11 and 16 differ in their cognitive and behavioral outcomes at age 16 as well as in their ...

• Teenage Time Use and Educational Attainment in Adulthood in Finland 

  Ojala, Satu; Kan, Man-Yee; Oinas, Tomi (MDPI AG, 2021)

  We investigated the role of teenage everyday social ties in educational outcomes by examining the association between teenage time use and educational attainment in adulthood. The sample consisted of young people aged 10–18 ...

• Associations of temperament types and gender of early adolescents and teachers with adolescents’ school well‐being 

  Puonti, Ville; Hirvonen, Riikka; Kiuru, Noona (Wiley, 2021)

  This study examined the role of temperament type and gender of adolescents and teachers in adolescents’ well‐being in school. The sample consisted of 677 Finnish students and 56 classroom teachers. Parents rated adolescent ...

• Cognitive Skills, Math-Related Emotions, and Beliefs Explaining Response to Arithmetic Fluency Intervention 

  Koponen, Tuire; Aro, Tuija; Leskinen, Markku; Peura, Pilvi; Viholainen, Helena; Aro, Mikko (Routledge, 2023)

  We examined the associations of cognitive skills, math-related emotions and beliefs, and gender with responses to an arithmetic fluency intervention. Elementary school children with dysfluent arithmetic skills (N=69) ...