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 […]

The debate on Digital Natives vs Digital Immigrants has been going on for a while now. This is our contribution from the viewpoint of what engages digital natives, published in new edition of the International Encyclopedia of the Social & Behavioral Sciences. Surveying the research literature, we present findings as to what pursuits digital natives […]

We won’t teach you how to use technology. Frances Valintine, CEO of The Mind Lab by Unitec, is opening a postgraduate certificate course by surprising her audience. However, she strongly encourages New Zealand teachers to bring “more technology-based practices into classroom.” The course is The Mind Lab’s effort to enhance digital literacy capability and implementation of contemporary practice in the teaching profession. […]

I had the opportunity to participate in a seminar held in Helsinki about education, innovation policy and pedagogies to enhance 21st century learning. A special focus was given to entrepreneurship and innovations in post-industrialised countries such as Finland. One of the keynote speakers was professor Colin Jones from the University of Tasmania. He specializes in entrepreneurship […]

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.

A new paper has just been published by the Mind the Gap -crew in The Finnish Journal of Education. The aim of this study was to examine how sixth-graders engage in socio-digital participation and whether there are differences between gender or students with different interests. Also, the aim was to investigate the relationships between socio-digital […]