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Marja-Kristiina Lerkkanen

Professor

University of Jyväskylä

Finland

Research Interests

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About

Marja-Kristiina Lerkkanen is a Professor at the University of Jyvaskyla, Finland. Her research primarily focuses on teacher interactions and student engagement, examining factors that influence reading fluency and comprehension. Recent articles explore the connections between teachers' professional vision and classroom dynamics, as well as the impact of teacher emotions on student interactions. Additionally, she investigates teachers' occupational well-being in relation to educational outcomes.

Articles (37)

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Collaborators (36)

Tuire Koponen

Senior reseracher

University of Jyväskylä

FINLAND

Marja-Kristiina Lerkkanen

Research Interests

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About

Articles (37)

ADHD symptoms and learning difficulties: co‐occurrence and directionality from Grades 1 to 9

Bidirectional Associations Between Perceived Social Support and Internalizing and Externalizing Behavior Problems in Lower Secondary School

Understanding dyadic student-teacher relationships from two perspectives and their association with self-concept of ability

Teachers’ Occupational Well-Being in the Finnish Two-Year Pre-Primary Education Trial: A Person-Oriented Approach

Cross-Lagged Associations Between Teacher–Child Relationships and Children’s Social Competence in Kindergarten: Achievement Strategies as a Moderator

Cross-cultural differences in preschool teachers’ perceptions of student-teacher emotional dependency: evidence from seven European countries

Validation Study of the Classroom Assessment Scoring System – Secondary in the Norwegian Upper Secondary School Context

From externalizing problems across primary school to dropout of upper secondary education: A cycle of maladaptation and social support

Longitudinal associations between parental depressive symptoms and child behavior: A random intercept cross-lagged panel model.

Kaksivuotisen esiopetuksen kokeilun seurannan ja arvioinnin tuloksia 2021-2023 : Osaraportti 4: Varhaiskasvatuksen opettajien ja viranhaltijoiden kyselytutkimusten tuloksia kokeilun ajalta

Kaksivuotisen esiopetuksen kokeilun seurannan ja arvioinnin tuloksia : Osaraportti 5: Tuen järjestelyt ja toteutuminen toimintakaudella 2022–2023

Laskevat oppimistulokset : Oppilaiden näkemyksiä laskun syistä ja ratkaisuista

24-hour movement behaviors in association with academic performance in children and adolescents: cross-sectional compositional data analysis

Change and transmission of students' and teachers’ lesson-specific emotions

Cross-Lagged Associations Between Motivation and Reading Skills in Finnish Primary School Children: COVID-19 as a Moderator

Observing children’s self-regulation across play situations and peer effects on self-regulation during play in preschool classrooms

Pre-primary teachers’ perceptions of the implementation of inclusive pedagogy for literacy acquisition in Tanzania

The associations between teachers' lesson‐specific emotions and observed teacher–student interactions and student engagement

Directional associations in reading and arithmetic fluency development across grades 1 to 9: A random intercept cross-lagged panel model.

Promotive and Protective Effects of Cognitive, Motivational, and Parental Factors on Reading Fluency and Reading Comprehension in Grade 9

Teacher nonverbal immediacy: a validation study of the TeNOI observation scale

Is teachers' professional vision visible in the classroom? Exploring the links between teachers’ knowledge-based reasoning and observed classroom interactions

Teachers’ occupational well-being in relation to teacher–student interactions in primary school

Profiles of teachers’ resilience and work burnout: the role of individual and contextual factors

Reading development among monolingual Swedish-speaking and bilingual Finnish–Swedish children from Grade 1 to Grade 3

Associations between students’ reading performance and literacy instruction in first grade: a cross-lagged study

Parental influences on the development of single and co-occurring difficulties in reading and arithmetic fluency

Work-related stress of elementary school principals in Finland: Coping strategies and support

Process Quality in Toddler Classrooms in Four European Countries

Development of silent reading fluency and reading comprehension across grades 1 to 9: unidirectional or bidirectional effects between the two skills?

Reading Development from Kindergarten to Age 18: The Role of Gender and Parental Education

Investigating applicability of ratings of indicators of the CLASS Pre-K instrument

Kaksivuotisen esiopetuksen kokeilun seurannan ja arvioinnin tuloksia 2021–2022. Osara-portti 2: Kokeilun järjestämistavat, toiminta lapsiryhmissä sekä oppimisen polun jatkumot ja siirtymät

Kaksivuotisen esiopetuksen kokeilun seurannan ja arvioinnin tuloksia 2021–2022. Osaraportti 1: Kokeiluasiakirjojen laadinta, arviointi ja käyttöönotto

Kaksivuotisen esiopetuksen kokeilun seurannan ja arvioinnin tuloksia 2021–2022. Osaraportti 3: Tuen järjestelyt ja toteutuminen

Educational dialogue of preschool teachers experiencing different levels of stress

Teachers’ occupational well-being in relation to teacher–student interactions at the lower secondary school level

Collaborators (36)

Tuire Koponen

Elsje van Bergen

Pekka Niemi

Naska Goagoses

Anna-Maija Poikkeus

Sanni Pöysä

Martti Siekkinen

Matilda Sorkkila

Sirke Seppänen

Kaisa Aunola

M. Clara Barata

Kati Vasalampi

Jantine Spilt

Eija Sevón

Tapio Toivanen

Eija Pakarinen

Tiago Ferreira

Olli-Pekka Heinimäki

Heidi J Syväoja

Andrea Otero-Mayer

Sirpa Eskelä-Haapanen

Tuomo Erkki Virtanen

Karine Verschueren

Maarit Alasuutari

Asko Tolvanen

ATHANASIOS GREGORIADIS

Jenni Salminen

Helena Rasku-Puttonen

Mikko Aro

Noona Kiuru

Lotta Saranko

Maria Psyridou

Lars-Erik Malmberg

Joana Cadima

Minna Torppa

Cecília Aguiar