Katja Upadyaya

• PhD
• Associate professor of educational psychology at University of Helsinki

Tämän tutkimuksen tarkoituksena oli tarkastella peruskoulun 8-luokkalaisten oppilaiden sosioemotionaalisten taitojen profiileja ja niiden eroja kouluinnossa koronasyksynä 2020. Tutkimukseen osallistui 981 oppilasta (40 % tyttöjä, 38 % poikia, 2 % muu, 20 % ei kertonut sukupuoltaan) Helsingin alueen kouluista. Kaksivaiheisen klusterianalyysin avulla...

This study investigated the development of study engagement from the end of upper secondary school through the first and second years of higher education. The participants experienced the challenges related to the first wave of the COVID-19 pandemic while they were either university students or preparing for university entrance exams. The study emp...

The well-being of school principals is paramount, as they play a central role in school operations and education (Beausaert et al., 2023). According to Job Demands-Resources (JD-R) theory (Bakker & Demerouti, 2017), job characteristics (job demands and resources) and employees’ personal characteristics (personal resources) are key determinants of e...

In this article, we apply complex dynamic systems theory to the concept of student engagement, to conceptualize how engaging momentarily in schools and colleges occurs as a complex system of motivation, emotion, cognition, and physical action, operating across seconds and minutes. We describe momentary student engagement as being comprised parts an...

School burnout, defined as prolonged feelings of exhaustion, cynical attitude and inadequacy feelings towards schoolwork, can lead to mental problems during adolescence. To find effective ways to prevent burnout, this study examined the synergistic role of two positive personal resources, a stress-is-enhancing mindset and academic buoyancy in relat...

The purpose of this study was to explore school principals’ job crafting profiles during the prolonged COVID-19 crisis in 2021, and investigate profile differences regarding principals’ own perceived servant leadership, stress and work meaningfulness. Methodological approach: Using latent profile analysis (LPA), two job crafting profiles were iden...

Purpose The purpose of this study was to explore school principals’ job crafting profiles during the prolonged COVID-19 crisis in 2021, and investigate profile differences regarding principals’ own perceived servant leadership, stress and work meaningfulness. Design/methodology/approach Using latent profile analysis (LPA), two job crafting profile...

This paper presents the results of cognitive interviews with 8-year-old children from four European countries – Croatia, France, Finland, and Ireland. The aim of the interviews was to pre-test a selection of well-being-related questions as a part of questionnaire development for the first European multinational birth cohort study – Growing up in Di...

Report of the PANDEMICS-research programme.

The present study identifies job crafting profiles of public sector employees and how they differ in terms of employees’ work engagement, workaholism, and approach to learning. Participants represent various occupations from educational field (e.g., teachers), technical field (e.g., ICT-experts), and administrative field (e.g., customer servants)....

The COVID-19 pandemic affected adolescents’ social interactions and mental health. However, it is still unclear how the developmental trajectories of individuals at higher risk of social exclusion and victimization changed during this challenging period. Using the Latent Growth Curve Analysis (LGCA), the present study aims to investigate whether be...

The present four-wave longitudinal study examines the cross-lagged associations between adolescent students’ intrinsic value, self-concept of ability, and expectations in social sciences during and after the transition from compulsory secondary education to the Spanish high school. 2.032 students enrolled in the last three years of secondary school...

Using variable- and person-oriented approaches, this study examined the association between school principals’ job crafting and their work-related well-being (work engagement and burnout) and personal resources (self-efficacy and resilience). Two samples of data were collected, before and during the 2019 coronavirus disease pandemic (2019: n = 525;...

Good practices in piloting large-scale birth cohort studies include a pre-pilot, instrument pilot, and a dress rehearsal. This paper is focused on the pre-piloting of the Europe's first multinational birth cohort study - Growing up in Digital Europe (GUIDE). Pre-pilots are typically performed on small scale, take the form of in-depth interviews, an...

Based on the integrative needs model of crafting (de Bloom et al., 2020), we introduce a concept of needs-based study crafting, which refers to students' proactive and self-initiated changes in their study that target psychological needs satisfaction. Specifically, this study aimed to develop an instrument to assess needs-based study crafting and t...

Theoretical background: Proactive behavior-self-initiating change, or "making things happen," with the aim of achieving a different future (Parker et al., 2010)-has been prized by organizations for its potential advantages to both employees and organizations. In particular, such behavior among leaders is of key importance for maintaining effective...

Goal and Theoretical background: The stress of the COVID-19 crisis is clearly taking a toll on school principals, who are already dealing with a large workload (Lien et al., 2022). It is important to take into account their well-being, as they play a crucial role in their school and beyond (Liebowitz & Porter, 2019). Job and off-job crafting, a sel...

According to the modern expectancy-value theory, students’ task values may differ across domains, manifesting as varying motivational patterns. In middle school, students’ motivation becomes increasingly apparent and may direct their future occupational aspirations. Using a person-oriented approach, this study examines students’ self-concept, and p...

Tässä tutkimuksessa tarkastellaan, miten opettajien työhyvinvointi (työn imu ja työuupumus) kehittyi koronapandemiassa keväästä 2020 kevääseen 2022 sekä miten kouluaste, stressi ja koronatartuntojen määrä olivat yhteydessä työhyvinvointiin. Lisäksi tutkitaan, missä määrin työn imu ja työuupumus olivat yhteydessä alanvaihtointentioihin. Opettajat (N...

To piece empirical studies on student engagement together, this chapter uses the framework presented in the Study Demands-Resources (SD-R) model. The SD-R model offers a comprehensive view on engagement, demands, resources, and outcomes, and on the interplay of various antecedents. Unlike previous frameworks , the SD-R model endorses the duality of...

The COVID-19 pandemic forced most universities to switch from in-person to remote teaching from May 2020 to May 2021. This period covered three semesters of studies, and due to these changes students experienced fundamental changes in their learning. The present research was carried out 3 times during the pandemic (e.g., May 2020, December 2020, an...

The assessment of student wellbeing has been often static and lagged behind for the intervention/diagnostic purpose. In this chapter, we aim to introduce an automated school wellbeing scoring dynamic real-time system, School Day Wellbeing Model. With Artificial Intelligence (AI)-based item sampling methods and answers scoring and reporting systems,...

The present study examined latent profiles of school principals’ stress concerning students’, teachers’, parents’, and principals’ own ability to cope during the COVID-19 pandemic. In addition, the role of job demands (workload, remote work stress, difficulty to detach from work, COVID-19 crisis, COVID-19 infections at school, impact of COVID-19 on...

This study examines how classroom activities, student gender and student personal interest in science studies and careers predict situational interest in physics learning. Teaching modules were designed based on the secondary physics curricula in Finland (Helsinki) and Chile (Santiago and Viña del Mar) emphasising students engagement in scientific...

This study investigates the associations between school principals’ job crafting and well-being. Drawing on the job demands-resources approach of the job crafting model and self-determination theory, we hypothesized that need satisfaction and need frustration act as likely mechanisms between the positive and negative effects of job crafting behavio...

The present study examined latent profiles of parental burnout dimensions (e.g., exhaustion in parental role, contrast with previous parental self, feelings of being fed up, and emotional distancing, measured with a shortened version of the parental burnout assessment scale) among Finnish parents of sixth and eighth grade children. In addition, the...

This longitudinal study examined school engagement and burnout profiles among early and middle adolescents before and during COVID-19, and within-class latent change and stability in students' socio-emotional skills the profiles. The longitudinal data were collected in fall 2019 and 2020 from 1381 5th to 6th, and 1374 7th to 8th grade students. Usi...

The present two studies with a 3-year longitudinal design examined the co-development of science, math, and language (e.g., Spanish/Finnish) interest among 1,317 Spanish and 804 Finnish secondary school students across their transition to post-compulsory secondary education, taking into account the role of gender, performance, and socioeconomic sta...

Situational engagement is a key element in promoting students’ maintained interest and focused attention in learning. Most research on students engagement has been variable-centered, and only few studies have examined situational patterns of student engagement. The present study used person-oriented approach (e.g., latent profile analysis with Mplu...

We systematically mapped and analyzed the longitudinal research on student engagement in adolescence published during 2010-20 to provide the review of how this topic has been covered conceptually, theoretically, and methodologically. A total of 104 studies, involving 104,304 adolescents, met inclusion criteria. Studies were mainly conducted in Nort...

Despite the large number of studies on study/work engagement, there is relatively little integrated discussion about how engagement develops in young adulthood (18–24 years old). Consequently, this chapter reviews this area using perspectives drawn from positive psychology and developmental science. The chapter begins by discussing conceptualizatio...

School-to-work (STW) pathways and transitions are key developmental processes in young adulthood. During this time, young adults face multiple choices and challenges. Young Adult Development at the School-to-Work Transition describes pathways for students to successfully transition to the work environment. The book examines social, economic, cultur...

Introduction The present study investigated whether grit can mitigate the associations between school burnout, loneliness, and depressive symptoms among adolescents. It also examined gender differences. Methods This study included 1296 seventh and 1166 eighth graders from Finland. The study variables were self‐reported and regression analysis was...

Tässä tutkimuksessa tarkasteltiin suomalaisten opettajien ja rehtoreiden työhyvinvointia työinnon ja työuupumuksen profiilien avulla koronakevään 2020 aikana. Kyselytutkimukseen osallistui 1182 opettajaa (83% naisia, keski-ikä 48 (kh 9.5) vuotta) ja 644 rehtoria (41% naisia, keski-ikä 50.6 (kh 7.7) vuotta) eri puolilta Suomea. Latentin profiilianal...

While expectancy-value-cost theory predicts that students' task values play an important part in academic engagement, these associations have rarely been tested in science education and are even less studied in authentic classroom situations. The present study examined to what extent momentary task-values, expectations and costs are associated with...

The present study investigated whether grit can mitigate the associations between school burnout, loneliness, and depressive symptoms among adolescents. It also examined gender differences. This study included 1296 seventh and 1166 eighth graders from Finland. The study variables were self-reported and regression analysis was performed. This study...

Tässä tutkimuksessa tarkasteltiin suomalaisten rehtorien työhyvinvointia työinnon ja työuupumuksen pro-fiilien avulla. Lisäksi työn vaatimusten ja voimavarojen mallin mukaisesti tutkimuksessa tarkasteltiin työn haasteiden (hallinnolliset tehtävät, työn määrä, uuden opetussuunnitelman (OPS) tuomat haasteet, mo-nikulttuurisuushaasteet) ja voimavaroje...

This study examined latent profiles of school burnout symptoms, studyholism, and engagement among high-school students. The dimensions of school burnout (e.g., exhaustion, cynicism, feelings of inadequacy), studyholism, and overall school engagement were examined as indicators of the latent profiles. The OECD socio-emotional skills framework (curio...

Background and Objectives: Latent profiles of employees’ job burnout (e.g., exhaustion, cynicism, feelings of inadequacy) and work engagement (e.g., energy, dedication, absorption) were examined. Moreover, the role of social work-related (multicultural, interpersonal, and project work demands) and personal demands (relationship demands) and social...

This article answers a call for increased scientific precision in the conceptualization of student engagement by contributing a definition of engagement at the microlevel grain size of individual students’ momentary involvement in academic tasks. We build on the Classroom Engagement Framework, and use a dynamic systems perspective to offer a concep...

Integrating the life-span approach with the Job-Demands-Resources (JD-R) model, this study examined the associations between personal and job demands and resources and work burnout and engagement during the early, mid, and late career stages. A further aim was to include novel job-related demands caused by digitalization, globalization and diversit...

The study followed 871 participants from age 17 to 25. Resources were related to lower cynical attitude towards studying and feelings of inadequacy, whereas demands were related to all three components of academic burnout. Family resources predicted higher educational aspirations. Co-development between educational aspirations and academic burnout...

Recent research shows an increased concern with well-being at school and potential problems associated with students' use of socio-digital technologies, i.e., the mobile devices, computers, social media, and the Internet. Simultaneously with supporting creative social activities, socio-digital participation may also lead to compulsive and addictive...

The present five-wave longitudinal study investigated the cross-lagged associations between young adults’ life satisfaction and study/work engagement over the transition from post-comprehensive studies to higher education or work during the second and third decades of life. Gender, educational track, academic performance and family socioeconomic st...

This study investigated the cross-lagged associations between work engagement and burnout, and life satisfaction and depressive symptoms, their demands (i.e., workload) and resources (i.e., servant leadership, self-efficacy, resilience) and relationships with occupational health outcomes (i.e., recovery, number of mental health diagnoses, workaholi...

The present two-wave longitudinal study investigated the accuracy or bias in students’ math self-concept of ability during the transition to high school from the last year of secondary compulsory education (10th grade). The role of students’ gender and parents’ educational level in predicting the accuracy or bias in math ability self-concepts was a...

The present five-wave longitudinal study examined the parallel development of career engage- ment and satisfaction among young adults over an eight-year period starting from the last stages of their secondary education and ending after the transition to higher education or working life. The research questions were analyzed with parallel process lat...

The present four-wave longitudinal study investigated the cross-lagged associations between three study and work engagement dimensions (e.g. energy, absorption, and dedication) over the transition from post-comprehensive studies to higher education or work. Various antecedents (e.g. gender, GPA) and consequences (e.g. satisfaction in life, educatio...

This study investigated to what extent primary school teachers’ perceptions of their students’ ability and effort predict developmental changes in children’s self-concepts of ability in math and reading after controlling for students’ academic performance and general intelligence. Three cohorts (N = 849) of elementary school children and their teac...

The aim of the present study is to investigate the associations between primary school teachers’ perceptions of ability and effort and children’s ability self-concepts and performance in math and reading. Moreover, special focus is put on the possible gender differences in teachers’ ability and effort perceptions. The study uses data from the Child...

To examine school burnout trajectories, in Study 1, 15-year-old adolescents (N = 614) completed the School Burnout Inventory twice during their final term of comprehensive school and twice after the transition to upper secondary high school or vocational school. In Study 2, school burnout in 17-year-old adolescents was measured twice annually (N =...

The present study investigated to what extent teachers’ beliefs about children’s achievement contribute to the development of children’s math interest. In addition, the extent to which other possible predictors, such as performance in math, gender, and race/ethnicity would contribute to the development of children’s math interest was examined. Thre...

A four-wave longitudinal study tested the demands-resources model in the school context. To examine the applicability of the demands-resources to the school context. Data of 1,709 adolescents were gathered, once during the transition from comprehensive to post-comprehensive education, twice during post-comprehensive education, and once 2 years late...

The present study investigated the developmental trajectories and the possible antecedents (e.g., gender, school track, academic achievement, self-esteem, parental affect, and monitoring) of 17- to 21-year-old young adults' engagement in their studies and work. The study is part of the longitudinal Finnish Educational Transitions (FinEdu) study inv...

This review examines the development of students’ engagement with school and how it may contribute to future academic success and individual well-being in different social contexts. The review discusses the two main approaches of school engagement research: one examines students’ behavioral, cognitive, and affective engagement (North American appro...

The present study investigated mathematics performance and related interest value as the antecedents and consequences of teachers’ causal attributions concerning children’s academic outcomes during their kindergarten year. Sixty-nine children 5–6years old at the baseline) and their teachers were examined twice during the indergarten year. Children...

This study introduces the Schoolwork Engagement Inventory (EDA), which measures energy, dedication, and absorption with respect to schoolwork. Structural equation modeling was used to assess the validity and reliability of the inventory among students attending postcomprehensive schools. A total of 1,530 (769 girls, 761 boys) students from 13 insti...

Recent international comparisons have revealed a gap between Finnish students’ academic success and their well-being (OECD, October 2009). According to a new report, Finland was again positioned in the 1st place on students achievements, while in school well-being the position has dropped. Recent evidence suggests that about 15% of students suffer...

The present study investigated whether kindergarten teachers' causal attributions would predict children's reading‐related task motivation and performance, or whether it is rather children's motivation and performance that contribute to teachers' causal attributions. To investigate this, 69 children (five to six years old at baseline) and their tea...

The present study investigated the cross-lagged associations between parents' attributions of ability and effort concerning their children's success and failure, and children's academic performance in kindergarten and primary school. Two hundred seven children and their parents were followed over three years. The parents completed a questionnaire c...

The present study analyzed data from the Jyväskylä Longitudinal Study of Dyslexia to investigate the factors to which mothers of children with and without familial risk for dyslexia attribute the causes of their first-grade children's reading achievement. Mothers' causal attributions were assessed three times during their children's first school ye...

The present study investigated the extent to which parents’ causal attributions predict the accuracy of, and bias in, their children’s self‐concept of maths ability. Participants were 207 children and their 182 mothers and 167 fathers, who were assessed during the children’s first and second primary school years. The results showed that the more pa...

The present study investigated the causes to which parents attribute their children's academic successes and failures during children's transition from preschool to primary school. It followed 182 mothers and 167 fathers of 207 children. The parents completed a questionnaire concerning their causal attributions, level of education, and parenting st...