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Introduction
Anna Rawlings works as a post-doctoral researcher at the School of Applied Educational Science and Teacher Education at the University of Eastern Finland. Anna has a PhD in Education, with a focus on Educational Psychology, from the Faculty of Educational Sciences, University of Helsinki, Finland.
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January 2015 - June 2021
Publications
Publications (14)
Oppilaiden väliset erot sekä motivaation ja suorituksen yhteydet korostuvat matematiikassa muita aineita enemmän. Matematiikan opintomenestys ennustaa lukioon siirtymistä, mutta motivaatio enemmän kurssivalintoja. Motivaation muutoksesta ja merkityksestä opintojen alussa tiedämme kuitenkin vähän, joten tässä tutkimuksessa tarkastelimme latentin muu...
Working memory (WM) capacity influences students' mathematics performance together with their emotional and motivational tendencies. The negative relationship between math anxiety and both WM and performance is well-established, and some studies have also found WM to mediate the effect of math anxiety on mathematics performance. However, much less...
The present longitudinal study examined the prevalence and stability of Finnish primary-school students' (N = 2000) motivational profiles, and their links with gender, SES, and arithmetic achievement. Participants self-rated their motivation in the 2 nd , 3 rd , and 4 th grades (Mage = 8.74 at first measurement point). Time-constrained arithmetic t...
This study investigated the developmental trajectories and interrelationships of mathematics-related achievement emotions and arithmetic fluency from first to third grade, and the effects of these on third grade mathematics performance. Participants were 232 Norwegian students. Students' emotions and arithmetic fluency were measured four times and...
This report gives an overview of the main findings from the iSeeNumbers project, (Eye) Tracking individual differences in numeracy development. Interplay between skills,
motivation and well-being (2018–2022), and some recommendations that could be considered in early grades mathematics teaching.
This study investigated the developmental trajectories and interrelationships of mathematics-related achievement emotions and arithmetic fluency from first to third grade, and the effects of these on third grade mathematics performance. Participants were 232 Norwegian students. Students’ emotions and arithmetic fluency were measured four times and...
Psykologia [Psychology], 56(6), 600–616. Oppilaiden väliset erot sekä motivaation ja suorituksen yhteydet korostuvat matematiikassa muita aineita enemmän. Matematiikan opintomenestys ennustaa lukioon siirtymistä, mutta motivaatio enemmän kurssivalintoja. Motivaation muutoksesta ja merkityksestä lukio-opintojen alussa tiedetään kuitenkin vasta vähän...
The purpose of this thesis was to increase understanding about the infuence temperamental reward and punishment sensitivities may exert on motivation in a learning context. Following theory and findings from temperament research, reward sensitivity was viewed as diferentiated into dimensions defined by the source of reward. Accordingly, an instrume...
The present research examined the connections between temperament (punishment sensitivity; interindividual reward sensitivity; intraindividual reward sensitivity), students' domain-and course-specific motivational appraisals (interest, strain, effort), and performance, in two studies. Study 1 explored the relationships between temperamental sensiti...
The present research examined the connections between temperament (punishment sensitivity; interindividual reward sensitivity; intraindividual reward sensitivity), students' domain-and course-specific motivational appraisals (interest, strain, effort), and performance, in two studies. Study 1 explored the relationships between temperamental sensiti...
Students’ goal strivings are known to be connected with important outcomes, both academically and with regard to individual well-being. In spite of their importance, our knowledge of factors contributing to their early development is rather limited. In this longitudinal study on school beginners (N= 212), we focused on the interrelationships betwee...
Although temperament and motivation both reflect individual differences in what is perceived as rewarding or threatening, and what is to be approached and what avoided, respectively, we know rather little about how they are connected in educational settings. In this study, we examined how different aspects of temperament (reward and punishment sens...
