References
- Äärelä, T., Määttä, K., & Uusiautti, S. (2018). The challenges of parent–teacher collaboration in the light of hospital school pedagogy. Early Child Development and Care, iFirst. doi: https://doi.org/10.1080/03004430.2016.1230108
- Aloe, A., Amo, L., & Shanahan, M. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational Psychology Review, 26(1), 101–126. doi: https://doi.org/10.1007/s10648-013-9244-0
- Aspinwall, L. (1998). Rethinking the role of positive affect in self-regulation. Motivation and Emotion, 22(1), 1–32. doi: https://doi.org/10.1023/A1023080224401
- Bethere, D., Pavitola, L., & Ulmane-Ozolina, L. (2014). Importance of positive pedagogical relationship in the context of nowadays teacher education. European Scientific Journal, 1, 528–536.
- Blakemore, S.-J., & Frith, U. (2005). The learning brain: Lessons for education: A precis. Developmental Science, 8(6), 459–465. doi: https://doi.org/10.1111/j.1467-7687.2005.00434.x
- Bolger, K., Patterson, C. J., & Kupersmidt, J. B. (1998). Peer relationships and self-esteem among children who have been maltreated. Child Development, 69(4), 1171–1197. doi: https://doi.org/10.1111/j.1467-8624.1998.tb06166.x
- Cohn, M. A., & Fredrickson, B. L. (2009). Positive emotions. In J. Lopez & C. R. Snyder (Eds.), The Oxford handbook of positive psychology (pp. 13–24). New York, NY: Oxford University Press.
- Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social-emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189–1204. doi: https://doi.org/10.1037/a0029356
- Darling-Churchill, K. E., & Lippman, L. (2016). Early childhood social and emotional development: Advancing the field of measurement. Journal of Applied Developmental Psychology, 45, 1–7. doi: https://doi.org/10.1016/j.appdev.2016.02.002
- Dawood, R. (2014). Positive psychology and child mental health; a premature application in school-based psychological intervention. Procedia, Social and Behavioral Sciences, 113, 44-53. doi: https://doi.org/10.1016/j.sbspro.2014.01.009
- Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life’s domains. Canadian Psychology, 49(1), 14–23. doi: https://doi.org/10.1037/0708-5591.49.1.14
- De Vaus, D. (2002). Surveys in social research (5th ed.). London: Routledge.
- Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D., Oishi, S., & Biswas-Diener, R. (2010). New well-being measures: Short scales to assess flourishing and positive and negative feelings. Social Indicators Research, 97(2), 143–156. doi: https://doi.org/10.1007/s11205-009-9493-y
- Duckworth, A. (2016). GRIT: The power of passion and perseverance. New York, NY: Scribner.
- Dupont, S., Galand, B., Nils, F., & Hospel, V. (2017). Social context, self-perceptions and student engagement: A SEM investigation of the self-system model of motivational development (SSMMD). Electronic Journal of Research in Education Psychology, 12(1), 5–32.
- Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. doi: https://doi.org/10.1111/j.1467-8624.2010.01564.x
- Emmons, R. A., & McCullough, M. E. (2003). Counting blessing versus burdens: An experimental investigation of gratitude and subjective well-being in daily life. Journal of Personality and Social Psychology, 84(2), 377–389. doi: https://doi.org/10.1037/0022-3514.84.2.377
- Finnish National Agency for Education. (2016a). Varhaiskasvatussuunnitelman perusteet 2016 [The core curriculum of early childhood education 2016]. Helsinki: Finnish National Agency for Education.
- Finnish National Agency for Education. (2016b). Esiopetussuunnitelman perusteet 2014 (3rd Edition) [The core curriculum for kindergarten 2014]. Helsinki: Finnish National Agency for Education.
- Forgeard, M. J. C., Jayawickreme, E., Kern, M. L., & Seligman, M. E. P. (2011). Doing the right thing: Measuring wellbeing for public policy. International Journal of Wellbeing, 1(1), 79–106.
- Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. doi: https://doi.org/10.1037/0003-066X.56.3.218
- Fredrickson, B. L., & Joiner, T. (2002). Positive emotions Trigger Upward Spirals toward emotional well-being. Psychological Science, 13(2), 172–175. doi: https://doi.org/10.1111/1467-9280.00431
- Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95(1), 148–162. doi: https://doi.org/10.1037/0022-0663.95.1.148
- Galindo, C., & Sheldon, S. B. (2012). School and home connections and children’s kindergarten achievements gains: The mediating role of family involvement. Early Childhood Research Quarterly, 27(1), 90–103. doi: https://doi.org/10.1016/j.ecresq.2011.05.004
- Gallagher, E. N., & Vella-Brodrick, D. A. (2008). Social support and emotional intelligence as predictors of subjective well-being. Personality and Individual Differences, 44, 1551–1561. doi: https://doi.org/10.1016/j.paid.2008.01.011
- Gilpin, J. M. (2008). Teaching happiness. Role of positive psychology in the classroom. Pell Scholars and Senior Theses, 12, 1–23.
- Heikkilä, T. (2008). Tilastollinen tutkimus [ Statistical research]. (7th ed.). Helsinki: Edita.
- Hill, B. D. (2011). Sequential Kaiser-Meyer-Olkin Procedure as an alternative for determining the number of factors in common-factor analysis: a Monte Carlo Simulation (Doctoral dissertation), Oklahoma State University.
- Hoyt, L. T., Chase-Lansdale, P. L., McDade, T. W., & Adam, E. K. (2012). Positive youth, healthy adults: Does positive well-being in adolescence predict better perceived health and fewer risky health behaviors in young adulthood? Journal of Adolescent Health, 50, 66–73. doi: https://doi.org/10.1016/j.jadohealth.2011.05.002
- Huebner, E. S., Gilman, R., Reschly, A. L., & Hall, R. (2009). Positive schools. In S. J. Lopez, & C. R. Snyder (Eds.), Oxford handbook of positive psychology (pp. 561–568). Oxford: Oxford University Press.
- Hyvärinen, S., & Uusiautti, S. (2014). Safe and encouraging home providing the countdown to leadership? Finnish female leaders’ childhood memories. Early Child Development and Care, 184(11), 1723–1740. doi: https://doi.org/10.1080/03004430.2013.876626
- Hyvärinen, S., Uusiautti, S., & Määttä, K. (2014). Having many irons in the fire — Finnish female leaders’ school memories. Journal of Education and Learning, 3(2), 1–13. doi: https://doi.org/10.5539/jel.v3n2p1
- Jennings, P. A. (2015). Early childhood teachers’ well-being, mindfulness, and self-compassion in relation to classroom quality and attitudes towards challenging students. Mindfulness, 6, 732–743. doi: https://doi.org/10.1007/s12671-014-0312-4
- Karlsson Lohmander, M., & Pramling Samuelsson, I. (2015). Play and learning in early childhood education in Sweden. Psychology in Russia: State of the Art, 8(2), 18–26. doi: https://doi.org/10.11621/pir.2015.0202
- Kimaro, A. R., & Machumu, H. J. (2015). Impacts of parental involvement in school activities on academic achievement of primary school children. International Journal of Education and Research, 3(8), 483–494.
- Kuhl, P. (2010). Brain mechanisms in early language acquisition. Neuron, 67(5), 713–727. doi: https://doi.org/10.1016/j.neuron.2010.08.038
- Kumpulainen, K., Mikkola, A., Rajala, A., Hilppö, J., & Lipponen, L. (2014). Positiivisen pedagogiikan jäljillä [Tracking positive pedagogy]. In L. Uusitalo-Malmivaara (Ed.), Positiivisen psykologian voima [ The power of positive psychology] (pp. 224–242). Jyväskylä: PS-kustannus.
- Layard, R., & Hagell, A. (2015). Healthy young minds: Transforming the mental health of children. In J. Helliwell, R. Layard, & J. Sachs (Eds.), World happiness report 2015 (pp. 106-131). Retrieved from https://goo.gl/r5GqWN
- Lerkkanen, M.-K., Kiuru, N., Pakarinen, E., Viljaranta, J., Poikkeus, A.-M., Rasku-Puttonen, H., … Nurmi, J.-E. (2012). The role of teaching practices in the development of children's interest in reading and mathematics in kindergarten. Contemporary Educational Psychology, 37, 266–279. doi: https://doi.org/10.1016/j.cedpsych.2011.03.004
- Leskisenoja, E., & Uusiautti, S. (2017). How to increase joy at school? Findings from a positive-psychological intervention at a Northern-Finnish school. Education in the North, 24(2), 36–55.
- Leskisenoja, E., & Uusiautti, S. (2019). Human strength-spotting at school as the future foundation of “us” in the Arctic. In S. Uusiautti & N. Yeasmin (Eds.), Human migration in the Arctic: The past, present, and future, (pp. 239-261). Singapore: Palgrave Macmillan. doi:https://doi.org/10.1007/978-981-13-6561-4_10
- Lyubomirsky, S., & Layous, K. (2013). How do simple positive activities increase well-being? Current Directions in Psychological Science, 22(1), 57–62. doi: https://doi.org/10.1177/0963721412469809
- Määttä, K., & Uusiautti, S. (2012a). Pedagogical authority and pedagogical love - Connected or incompatible? International Journal of Whole Schooling, 8(1), 21–39.
- Määttä, K., & Uusiautti, S. (2012b). Editorial: How do the Finnish family policy and early education system support the well-being, happiness, and success of families and children? Early Child Development and Care, 182(3-4), 291–298. doi: https://doi.org/10.1080/03004430.2011.646718
- Meevissen, Y. M. C., Peters, M. L., & Alberts, H. J. E. M. (2011). Become more optimistic by imagining a best possible self: Effects of a two week intervention. Journal of Behavior Therapy and Experimental Psychiatry, 42, 371–378. doi: https://doi.org/10.1016/j.jbtep.2011.02.012
- Melhuish, E., Ereky-Stevens, K., Petrogiannis, K., Ariescu, A., Penderi, E., Rentzou, K., Tawell, A., Leseman, P., & Broekhuisen, M., (2015). A review of research on the effects of Early Childhood Education and Care (ECEC) on child development. Retrieved from https://goo.gl/KCuxD3
- Noble, T., & McGrath, H. (2008). The positive educational practices framework: A tool for facilitating the work of educational psychologist in promoting pupil wellbeing. Educational & Child Psychology, 25(2), 119–134.
- Nokelainen, P. (2013). Luento 5: Faktori- ja pääkomponenttianalyysi [Lesson5: Factor and principal component analysis]. Tampere: University of Tampere. Retrieved from http://bit.ly/2EGwsSP
- Norrish, J. M., Robinson, P., O’Connor, M., & Robinson, J. (2013). An applied framework for positive education. International Journal of Wellbeing, 3(2), 147–161. doi:https://doi.org/10.5502/ijw.v3i2.2.
- Onnismaa, E.-L., Tahkokallio, L., & Kalliala, M. (2015). From university to working life: An analysis of field-based studies in early childhood teacher education and recently graduated kindergarten teachers’ transition to work. Early Years: An International Research Journal, 35(2), 197–210. doi: https://doi.org/10.1080/09575146.2015.1011065
- Paananen, M. (2017). Imaginaries of early childhood education: Societal roles of early childhood education in an era of accountability. Helsinki: University of Helsinki. Retrieved from http://bit.ly/2PImSDH
- Parviainen, P. (2019). The development of early mathematical skills – A theoretical framework for a holistic model. Journal of Early Childhood Education Research, 8(1), 162–191.
- Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M., Culkin, M. L., Howes, C., Kagan, S. L., & Yazejian, N. (2001). Relation of preschool child-care quality to children’s cognitive and social development trajectories through second grade. Child Development, 72(5), 1534–1553. doi: https://doi.org/10.1111/1467-8624.00364
- Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101(1), 115–135. doi: https://doi.org/10.1037/a0013383
- Pekrun, R., & Linnenbrink-Garcia, L. (2012). Academic emotions and student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 259–282). New York, NY: Springer. doi:https://doi.org/10.1007/978-1-4614-2018-7_12
- Pietarinen, J., Soini, T., & Pyhältö, K. (2014). Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school. International Journal of Educational Research, 67, 40–51. doi: https://doi.org/10.1016/j.ijer.2014.05.001
- Pölkki, P. L., & Vornanen, R. H. (2016). Role and success of Finnish early childhood education and care in supporting child welfare clients. Early Childhood Education Journal, 44(6), 581–594. doi: https://doi.org/10.1007/s10643-015-0746-x
- Pursi, A., & Lipponen, L. (2018). Constituting play connection with very young children: Adults’ active participation in play. Learning, Culture and Social Interaction, 17, 21–37. doi: https://doi.org/10.1016/j.lcsi.2017.12.001
- Pursi, A., Lipponen, L., & Sajaniemi, N. K. (2018). Emotional and playful stance taking in joint play between adults and very young children. Learning, Culture and Social Interaction, 18, 28–45. doi: https://doi.org/10.1016/j.lcsi.2018.03.002
- Pursiainen, J. (2018). “Kumpi oli positiivine? Hyvä vai huono?": vahvuuslähtöisen ja oppilaan sosioemotionaalista kompetenssia tukevan mallin luominen kouluyhteisöön [Developing a strength-based support model for the school community fosteringstudents’ socioemotional competence]. (Academic dissertation). University of Eastern Finland, Finland.
- Ranta, S. (2020). Academic dissertation, University of Lapland, Finland, in press.
- Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159–175. doi: https://doi.org/10.1080/00461520903028990
- Reeve, J., & Jang, H. (2006). What teachers say and do to support students’ autonomy during a learning activity. Journal of Educational Psychology, 98(1), 209–218. doi: https://doi.org/10.1037/0022-0663.98.1.209
- Repo, L., Paananen, M., Eskelinen, M., Mattila, V., Lerkkanen, M.-K., Gammelgård, L., Ulvinen, J., Marjanen, J., Kivistö, A., & Hjelt, H. (2019). Varhaiskasvatuksen laatu arjessa [The quality of early childhood education in everyday life]. Helsinki: Finnish Education Evaluation Centre. Retrieved from http://bit.ly/2OyMVys
- Roberts, A., & Friedman, D. (2013). The impact of teacher immediacy on student participation: An objective cross-disciplinary examination. International Journal of Teaching and Learnin in Higher Education, 25(1), 38–46.
- Rogers, M. A., Theule, J., Ryan, B. A., Adams, G. R., & Keating, L. (2009). Parental involvement and children's school achievement. Canadian Journal of School Psychology, 24(1), 34–57. doi: https://doi.org/10.1177/0829573508328445
- Roseth, C. J., Johnson, D. W., & Johnson, R. T. (2008). Promoting early adolescents’ achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structures. Psychological Bulletin, 134(2), 223–246. doi: https://doi.org/10.1037/0033-2909.134.2.223
- Ryan, R. M., Williams, G. C., Patrick, H., & Deci, E. L. (2009). Self-determination theory and physical activity: The dynamics of motivation in development and wellness. Hellenic Journal of Psychology, 6, 107–124.
- Sajaniemi, N., Suhonen, E., Kontu, E., Rantanen, P., Lindholm, H., Hyttinen, S., & Hirvonen, A. (2011). Children’s cortisol patterns and the quality of the early learning environment. European Early Childhood Education Research Journal, 19(1), 45–62. doi: https://doi.org/10.1080/1350293X.2011.548938
- Salmela, M., & Uusiautti, S. (2015). A positive psychological viewpoint for success at school – 10 characteristic strengths of the Finnish high-achieving students. High Ability Studies, 26(1), 117–137. doi: https://doi.org/10.1080/13598139.2015.1019607
- Schwartz, D., Gorman, A. H., Dodge, K. A., Pettit, G. S., & Bates, J. E. (2008). Friendships with peers who are low or high in aggression as moderators of the link between peer victimization and declines in academic functioning. Journal of Abnormal Child Psychology, 36, 719–730. doi: https://doi.org/10.1007/s10802-007-9200-x
- Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293–311. doi: https://doi.org/10.1080/03054980902934563
- Sheldon, K. M., & King, L. (2001). Why positive psychology is necessary. American Psychologist, 56(3), 216–217. doi: https://doi.org/10.1037/0003-066X.56.3.216
- Simmons, C. A., Graham, A., & Thomas, N. (2015). Imagining an ideal school for wellbeing: Locating student voice. Journal of Educational Change, 16(2), 129–144. doi: https://doi.org/10.1007/s10833-014-9239-8
- Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and Disaffection on the classroom: Part of a larger motivational dynamic. Journal of Educational Psychology, 100(4), 765–781. doi: https://doi.org/10.1037/a0012840
- Slavin, R. (2014). Cooperative learning and academic achievement: Why does groupwork work? Annals of Psychology, 30(3), 785–791.
- Sroufe, L. A. (2005). Attachment and development: A prospective, longitudinal study from birth to adulthood. Attachment & Human Development, 7(4), 349–367. doi: https://doi.org/10.1080/14616730500365928
- Suldo, S. M., Riley, K. N., & Shaffer, E. J. (2006). Academic correlates of children and adolescents’ life satisfaction. School Psychology International, 27(5), 567–582. doi: https://doi.org/10.1177/0143034306073411
- Uusiautti, S., Määttä, K., & Määttä, M. (2013). Love-based practice in education. International Journal About Parents in Education, 7(2), 134–144.
- Vannette, D. L., & Krosnick, J. A. (2014). Answering questions. A comparison of survey satisficing and mindlessness. In A. Ie, C. T. Ngnoumen, & E. J. Langer (Eds.), The Wiley Blackwell handbook of mindfulness (pp. 312–327). New York, NY: John Wiley & Sons.
- Veijalainen, J., Reunamo, J., Sajaniemi, N., & Suhonen, E. (2019). Children’s self-regulation and coping strategies in a frustrated context in early education. South African Journal of Childhood Education, 9(1), 724. doi: https://doi.org/10.4102/sajce.v9i1.724
- Ylitapio-Mäntylä, O., Uusiautti, S., & Määttä, K. (2012). Critical viewpoint to early childhood education teachers’ well-being at work. International Journal of Human Sciences, 9(1), 458–483.