Friend influence and susceptibility to influence on emotions towards math: The role of adolescent temperament.

Background And Aims: Peer relationships during adolescence play an important role in shaping academic outcomes. The present study examined friend influences on emotions towards math, as well as the role of temperament in these influences.

Sample: The sample consisted of 350 Finnish students (mean age 13.

Bidirectional associations between maternal homework involvement, adolescents' academic motivation, and school well-being.

This study examined bidirectional associations between mothers' homework involvement (autonomy support and psychological control in homework situations), Finnish adolescents' academic motivation (intrinsic motivation, extrinsic motivation, amotivation), and school well-being (school satisfaction, school-related stress) across the transitions to lower and upper secondary school. The sample consisted of Finnish adolescents ( = 841; 457 girls; age 12 at T1) and their mothers ( = 652; T1). The results showed that increased levels of maternal psychological control in Grade 7 predicted adolescents' decreased school satisfaction in Grade 9 but only indirectly via increased amotivation.

Adolescents' stress and depressive symptoms and their associations with psychological flexibility before educational transition.

Introduction: Relatively little is known about individual differences in adolescent psychological flexibility and its associations with symptoms of stress and depression. This study examined different profiles of adolescent stress and depressive symptoms and their associations with developing psychological flexibility before the critical educational transition.

Methods: The data were derived from a general sample of 740 Finnish ninth-grade adolescents (M  = 15.

Dropout intentions in secondary education: Student temperament and achievement motivation as antecedents.

Introduction: As early school leaving and dropping out from education pose a challenge for later life adjustment, it is important to identify antecedent factors for the risk of school dropout to tailor individual support for adolescents. Consequently, this study examines the role of adolescents' motivational beliefs and behaviors (i.e.

Associations of temperament types and gender of early adolescents and teachers with adolescents' school well-being.

This study examined the role of temperament type and gender of adolescents and teachers in adolescents' well-being in school. The sample consisted of 677 Finnish students and 56 classroom teachers. Parents rated adolescent temperament and teachers rated their own temperament in autumn of Grade 6.

The interplay between maternal homework involvement, task-avoidance, and achievement among adolescents.

This study examined three aspects of maternal homework involvement (i.e., the quantity, quality, and source of initiative) and their direct and indirect associations with adolescents' task-avoidant behavior in homework situations and academic achievement.

Associations between Adolescents' Interpersonal Relationships, School Well-being, and Academic Achievement during Educational Transitions.

A youth's ability to adapt during educational transitions has long-term, positive impacts on their academic achievement and mental health. Although supportive relationships with parents, peers, and teachers are protective factors associated with successful educational transitions, little is known about the reciprocal link between the quality of these interpersonal relationships and school well-being, with even less known about how these two constructs affect academic achievement. This longitudinal study examined how the quality of interpersonal relationships and school well-being worked together to affect academic achievement during the transition from primary school to lower secondary school.

The role of academic buoyancy and emotions in students' learning-related expectations and behaviours in primary school.

Background: Academic buoyancy refers to students' ability to come through ordinary challenges they face in the academic context, and it can positively contribute to students' beliefs and behaviours in learning situations. Although buoyancy has been found to be related to positive academic outcomes, previous studies have not examined how buoyancy influences academic emotions in learning situations and how these emotions further affect students' learning-related expectations and behaviours.

Aims: This study investigated to what extent academic buoyancy predicts students' failure expectations, avoidance behaviour, and task-oriented planning in learning situations, and to what extent academic emotions mediate the effect of academic buoyancy on these expectations and behaviours.

Reducing Stress and Enhancing Academic Buoyancy among Adolescents Using a Brief Web-based Program Based on Acceptance and Commitment Therapy: A Randomized Controlled Trial.

Acceptance and commitment therapy programs have rarely been used as preventive tools for alleviating stress and enhancing coping skills among adolescents. This randomized controlled trial examined the efficacy of a novel Finnish web- and mobile-delivered five-week intervention program called Youth COMPASS among a general sample of ninth-grade adolescents (n= 249, 49% females). The intervention group showed a small but significant decrease in overall stress (between-group Cohen's d = 0.

Adolescents' and mothers' temperament types and their roles in early adolescents' socioemotional functioning.

The present study examined adolescents' and mothers' temperament types and their roles in the socioemotional functioning of early adolescents. A total of 869 sixth-grade students and 668 mothers participated in the study. The students rated their temperament and socioemotional functioning and the mothers rated their own temperament.

Cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills.

Background: Task avoidance is a significant predictor of literacy skills. However, it remains unclear whether the relation between the two is reciprocal and whether it is affected by the type of literacy outcome, who is rating children's task avoidance, and the children's gender.

Aim: The purpose of this longitudinal study was to examine the cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills.

Children's Temperament and Academic Skill Development During First Grade: Teachers' Interaction Styles as Mediators.

The present study followed 156 Finnish children (M  = 7.25 years) during the first grade of primary school to examine to what extent parent- and teacher-rated temperament impacts children's math and reading skill development during the first grade, and the extent to which this impact would be mediated by teachers' interaction styles with the children. The results showed that the impact of children's low task orientation and negative emotionality on their math skill development was mediated via teachers' behavioral control and, among girls, also by psychological control.

Matrix metalloproteinase-2 (MMP-2) in T(1-2)N0 breast carcinoma.

Node-negative breast carcinoma is associated with favorable prognosis in breast carcinoma. Despite therapy some early stage breast carcinoma patients still die of metastatic disease. Prognostic factors are needed to define patients for new treatment modalities.