Junlin Yu

Junlin Yu
University of Helsinki | HY · Faculty of Educational Sciences

PhD

About

14
Publications
5,188
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210
Citations
Introduction
Dr Junlin Yu is an Academy Research Fellow at the University of Helsinki. His research centres on motivation in educational settings, with a particular focus on growth mindset, achievement goals, and the impact of gender. Currently, he leads a Finnish Research Council-funded project on creating classroom contexts that foster students' growth mindset (2023-27). Before joining the University of Helsinki, he received his PhD and MPhil from the University of Cambridge.
Skills and Expertise

Publications

Publications (14)
Article
Full-text available
Background: Studies have traditionally assessed students’ achievement goals as stable individual orientations, thereby missing moment-to-moment fluctuations across situations. Furthermore, students may pursue more than one goal at a given moment. Aims: To capture the dynamic nature of achievement goal pursuit, this study combined real-time assessm...
Article
Full-text available
Research on achievement goals has primarily focused on mastery and performance goals. This four-year study used an expanded goal framework to compare the prevalence, trajectories, and influence of mastery, performance, outcome, and work-avoidance goals across and beyond the middle school transition. Participants were 1072 Finnish students assessed...
Article
Full-text available
To effectively cultivate students’ growth mindset, it is important to identify contextual factors that may communicate mindset messages to students. The present study examined the association of students’ growth mindset with various dimensions of teacher beliefs (mindset, self-efficacy), teaching practices (guided inquiry, group work, task differen...
Article
Full-text available
Growth and fixed mindsets have been linked to distinct effort beliefs, goals, and behaviours, creating a seemingly dichotomous pattern of motivation. Yet, students holding the same mindset are unlikely a homogenous group and may further differ in their motivational patterns. The current study employed a person-centred approach to investigate how mi...
Article
Full-text available
Research on gender gaps in school tends to focus on average gender differences in academic outcomes, such as motivation, engagement, and achievement. The current study moved beyond a binary perspective to unpack the variations within gender. It identified distinct groups of adolescents based on their patterns of conformity to different gender norms...
Article
Full-text available
Students routinely compare their achievement across different subjects (dimensional comparison) and against that of their peers (social comparison). Yet, it is unclear how these comparison processes influence their task values (intrinsic, attainment, utility, cost) and the observed gender differences in these values. Utilizing structural equation m...
Article
Full-text available
Background According to Dweck's mindset theory, implicit beliefs (a.k.a. mindset) have an organizing function, bringing together mindset, achievement goals and effort beliefs in a broader meaning system. Two commonly described meaning systems are a growth‐mindset meaning system with mastery goals and positive effort beliefs, and a fixed‐mindset mea...
Preprint
To effectively cultivate students' growth mindset, it is important to identify contextual factors that may communicate mindset messages to students. The present study examined the association of students' growth mindset with various dimensions of teacher beliefs (mindset, self-efficacy), teaching practices (guided inquiry, group work, task differen...
Preprint
Research on gender gaps in school tends to focus on average gender differences in academic outcomes, such as motivation, engagement, and achievement. The current study moved beyond a binary perspective to unpack the variations within gender. It identified distinct groups of adolescents based on their patterns of conformity to different gender norms...
Preprint
Growth and fixed mindsets have been linked to distinct effort beliefs, goals, and behaviours, creating a seemingly dichotomous pattern of motivation. Yet, students holding the same mindset are unlikely a homogenous group and may further differ in their motivational patterns. The current study employed a person-centred approach to investigate how mi...
Thesis
Boys lag behind girls in school across many western industrialised countries. On average, boys tend to be less engaged and perform worse than girls in secondary school. Yet efforts to close the gender gap may not be successful until we gain a precise understanding of the mechanisms contributing to the gender gap. This thesis presents three studies...
Article
Full-text available
Boys show less adaptive behaviour and engagement than girls at school. Much research has examined gender differences in academic motivation to explain gender differences in school engagement. However, students engage in schools both academically and socially, and gender differences in social motivation may further contribute to the gender gap in ac...
Preprint
Boys show less adaptive behaviour and engagement than girls at school. Much research has examined gender differences in academic motivation to explain gender differences in school engagement. However, students engage in schools both academically and socially, and gender differences in social motivation may further contribute to the gender gap in ac...

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