Katja Upadyaya

Dr. Katja Upadyaya joined PATHWAYS in May 2009. Her current research focuses on the continuum of study and work engagement, and antecedents, consequences and interrelations of various engagement subdimensions. Katja has been also conducting research on parent-child and teacher-student interaction, and particularly how these relationships influence children’s and students’ learning and motivation at school. Katja wrote her Phd thesis in 2007 at the University of Jyväskylä, Finland concerning parents’ causal attributions and children’s academic achievement. Currently she is working at the University of Helsinki and continuing her research on study and work engagement using the FinEdu data.

In August 2011 Katja received the Jacobs Foundation fellowship award from excellent young researcher.

Publications

Salmela-Aro, K. and Upadyaya, K. (in press). School Burnout and Engagement in the Context of the Demands-Resources Model. British Journal of Educational Psychology.

Upadyaya, K. and Salmela-Aro, K. (2013). Engagement with studies and work: Trajectories from post-comprehensive school education to higher education and work. Emerging Adulthood, 1, 247-257.

Upadyaya, K. and Salmela-Aro, K. (2013). Development of School Engagement in Association with Academic Success and Well-Being in Varying Social Contexts: A Review of Empirical Research. European Psychologist, 18, 136-147.

Upadyaya, K. and Eccles, J.S. (in press). Teachers’ Perceptions, Children’s Ability Self-Concepts, and Gender Differences. Gender and Aspirations and Attainment across the Life Course.

Upadyaya, K., Viljaranta, J., Lerkkanen, M.-K., Poikkeus, A.-M., and Nurmi, J.-E. (2012). Cross-lagged relations between preschool teachers’ causal attributions and children’s interest value and performance in math. Social Psychology of Education: An International Journal, 15, 181-206.

Salmela-Aro, K. and Upadyaya, K. (2012). School engagement inventory: Reliability and validity. European Journal of Psychological Assessment, 28, 60-67.  

Natale, K., Viljaranta, J., Nurmi, J.-E., Lerkkanen, M.-K., and Poikkeus, A.-M. (2009). Cross-lagged associations between kindergarten teachers’ causal attributions and children’s task motivation and performance in readingEducational Psychology, 29, 603-619.

Upadyaya, K., Viljaranta, J., Nurmi, J.-E., Lerkkanen, M.-K., and Poikkeus, A.-M. (in press). Cross-lagged relations between preschool teachers’ causal attributions and children’s interest value and performance in math. Social Psychology of Education: An International Journal.

Natale, K., Aunola, K., and Nurmi, J.-E. (2009). The role of children's school performance in their parents' ability and effort attributions: A longitudinal study. Journal of Applied Developmental Psychology, 30, 14-22.