Relations between teacher students’ approaches to learning, cognitive and attributional strategies, well-being, and study success

By Annamari Heikkilä, Kirsti Lonka, Juha Nieminen, Markku Niemivirta. 2012

139 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/65912874efca31bdb21cfa867347fe274da46dd5

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Sari Lindblom-Ylänne
2. Telle Hailikari
3. J. Pietarinen
4. Liisa Postareff
5. K. Pyhältö
6. T. Soini

In Developmental and Educational Psychology

1. Auli Toom
2. K. Pyhältö
3. J. Pietarinen
4. T. Soini
5. Sari Lindblom-Ylänne
6. Telle Hailikari
7. Liisa Postareff

In Education

1. Liisa Postareff
2. Sari Lindblom-Ylänne
3. Auli Toom
4. K. Pyhältö
5. J. Pietarinen
6. T. Soini
7. Telle Hailikari
8. Markus T Mattsson

Citations in the corpus

• What contributes to first-year student teachers’ sense of professional agency in the classroom? (2015, background): “The key experiences affect student teacher learning in subsequent years (Heikkilä et al., 2012; Van Petegem & Donche, 2006).”
• The complex relationship between emotions, approaches to learning, study success and study progress during the transition to university (2016, background): “These students also seemed actively to apply an ‘optimistic task-focused cognitive strategy’ to cope with the challenges in their studies (Eronen et al. 1998; Heikkilä et al. 2012).”