Heta Tuominen

Ph.D. Post-doctoral researcher.

Areas of Expertise: motivation, achievement goal orientations, well-being, school engagement, school burnout, educational transitions, person-oriented approach, longitudinal studies

Heta Tuominen is a post-doctoral researcher at the Institute of Behavioural Sciences, University of Helsinki, Finland, and a fellow in the Pathways to Adulthood -programme. She has been involved in the Finnish Educational Transitions (FinEdu) Study and in the Mind the Gap -project. She has published papers in leading journals such as Developmental Psychology, Learning and Instruction, Contemporary Educational Psychology, and Learning and Individual Differences.

Heta Tuominen is interested in exploring the relationships between student motivation and well-being. The findings of her dissertation demonstrated the importance of including measures of well-being when evaluating the role of achievement goal orientations in learning and achievement. Her present work will link the study of motivation with well-being and explore both during a phase of life that is full of age-graded developmental tasks, transitions, challenges, demands, and possibilities. More specifically, she will investigate individual differences in, and developmental dynamics between academic motivation and well-being among adolescents and young adults, by using a longitudinal person-oriented approach.

Heta Tuominen

The article “Cross-Lagged Associations between Study and Work Engagement Dimensions During Young Adulthood” published in The Journal of Positive Psychology has been included in an online article collection focusing on the psychology of work. The article will be freely available on the “Psychology of work” -website until the end of September 2015: http://bit.ly/psychology-of-work

The doctoral dissertation by Mette Ranta focused on young Finnish adults’ personal financial situation and individual agency across young adulthood and their concurrent and longitudinal effects on key developmental tasks related to career and social relations as well as life satisfaction development. The separate studies analyzed transitions of 18–25-year-olds in the context of the global economic downturn that has been taking place since 2008.

A new study utilizing the FinEdu -data, involving Professor Katariina Salmela-Aro, has been published in Developmental Psychology on the psychological and attainment outcomes of different post-school pathways. Existing gap-year research indicates a number of benefits of a gap-year at the end of school and before university enrollment. Life span theory of control, however, suggests that direct […]

This recent study examined whether high school students with different motivational (i.e., achievement goal orientation) profiles display different patterns of socio-digital participation. The results showed that adaptive motivational orientations towards school were also associated with higher ICT-skills and use of ICT for academic purposes. In turn, more maladaptive orientations were associated with being more likely to use social media intensively (especially so for girls), and with more intense gaming (especially for boys).

According to the doctoral thesis by Riikka Mononen, mathematics interventions can be used successfully to promote the early mathematics skills of children with low performance in mathematics, already before the onset of formal schooling and in the early grades. Identifying low performance in mathematics and providing sufficient support should be emphasised already in early childhood education.