Jaana Viljaranta

2.0k total citations
59 papers, 1.4k citations indexed

About

Jaana Viljaranta is a scholar working on Education, Experimental and Cognitive Psychology and Social Psychology. According to data from OpenAlex, Jaana Viljaranta has authored 59 papers receiving a total of 1.4k indexed citations (citations by other indexed papers that have themselves been cited), including 37 papers in Education, 33 papers in Experimental and Cognitive Psychology and 29 papers in Social Psychology. Recurrent topics in Jaana Viljaranta's work include Education, Achievement, and Giftedness (27 papers), Motivation and Self-Concept in Sports (19 papers) and Early Childhood Education and Development (19 papers). Jaana Viljaranta is often cited by papers focused on Education, Achievement, and Giftedness (27 papers), Motivation and Self-Concept in Sports (19 papers) and Early Childhood Education and Development (19 papers). Jaana Viljaranta collaborates with scholars based in Finland, United States and Germany. Jaana Viljaranta's co-authors include Kaisa Aunola, Jari‐Erik Nurmi, Asko Tolvanen, Marja‐Kristiina Lerkkanen, Julia Moeller, Anna‐Maija Poikkeus, Julia Dietrich, Bärbel Kracke, Eija Pakarinen and Noona Kiuru and has published in prestigious journals such as SHILAP Revista de lepidopterología, Child Development and Frontiers in Psychology.

In The Last Decade

Jaana Viljaranta

53 papers receiving 1.3k citations

Peers

Jaana Viljaranta
Francisco Peixoto Portugal
Carol Freedman-Doan United States
Riikka Hirvonen Finland
Kati Vasalampi Finland
Florrie Fei‐Yin Ng Hong Kong
Carole Vezeau Canada
Diana Wright Guerin United States
Stephanie V. Wormington United States
Linda Kreger Silverman United States
Carlo Tomasetto Italy
Francisco Peixoto Portugal
Jaana Viljaranta
Citations per year, relative to Jaana Viljaranta Jaana Viljaranta (= 1×) peers Francisco Peixoto

Countries citing papers authored by Jaana Viljaranta

Since Specialization
Citations

This map shows the geographic impact of Jaana Viljaranta's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Jaana Viljaranta with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Jaana Viljaranta more than expected).

Fields of papers citing papers by Jaana Viljaranta

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Jaana Viljaranta. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Jaana Viljaranta. The network helps show where Jaana Viljaranta may publish in the future.

Co-authorship network of co-authors of Jaana Viljaranta

This figure shows the co-authorship network connecting the top 25 collaborators of Jaana Viljaranta. A scholar is included among the top collaborators of Jaana Viljaranta based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Jaana Viljaranta. Jaana Viljaranta is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Tuominen, Heta, et al.. (2025). Temporal dynamics of classroom goal structures in solo- and co-taught mathematics classes. LUMAT International Journal on Math Science and Technology Education. 13(1). 14–14.
2.
Moeller, Julia, et al.. (2025). Student motivation and instructional clarity: Linking experience sampling method data to objective behavioural observations. British Journal of Educational Psychology. 95(S1). S281–S299.
3.
Tuominen, Heta, et al.. (2025). Longitudinal relations between mathematics self-efficacy, test anxiety, and performance in co- and solo-taught classrooms. Scandinavian Journal of Educational Research. 1–18.
4.
Viljaranta, Jaana, et al.. (2025). Primary school students' profiles of self-regulatory efficacy sources—Transitions and association with self-regulatory efficacy. Learning and Individual Differences. 120. 102675–102675.
5.
Raufelder, Diana, et al.. (2024). A multigroup random-intercept cross-lagged panel model for Finnish secondary school students in frame of situated expectancy-value theory. Learning and Individual Differences. 116. 102555–102555.
6.
Viljaranta, Jaana, et al.. (2024). The development of exhaustion, cynicism, and inadequacy in general upper secondary education: perceived and received support, student engagement, and gender as predictors. Scandinavian Journal of Educational Research. 69(6). 1271–1287. 1 indexed citations
7.
Kang, Jingoo, et al.. (2024). Relationship between science teachers’ teaching motivations and career development aspirations. European Journal of Teacher Education. 49(2). 258–275. 4 indexed citations
8.
Niemivirta, Markku, Anna Tapola, Heta Tuominen, & Jaana Viljaranta. (2023). Developmental trajectories of school‐beginners' ability self‐concept, intrinsic value and performance in mathematics. British Journal of Educational Psychology. 94(2). 441–459. 1 indexed citations
9.
Viljaranta, Jaana, et al.. (2023). Student engagement profiles and the role of support in general upper secondary education. Learning and Individual Differences. 104. 102289–102289. 7 indexed citations
10.
11.
Pakarinen, Eija, Marja‐Kristiina Lerkkanen, Jaana Viljaranta, & Antje von Suchodoletz. (2020). Investigating Bidirectional Links Between the Quality of Teacher–Child Relationships and Children’s Interest and Pre-Academic Skills in Literacy and Math. Child Development. 92(1). 388–407. 25 indexed citations
12.
13.
Aunola, Kaisa, Matilda Sorkkila, Jaana Viljaranta, Asko Tolvanen, & Tatiana V. Ryba. (2018). The role of parental affection and psychological control in adolescent athletes’ symptoms of school and sport burnout during the transition to upper secondary school. Journal of Adolescence. 69(1). 140–149. 35 indexed citations
14.
Viljaranta, Jaana, Kaisa Aunola, & Riikka Hirvonen. (2016). Motivation and academic performance among first-graders: A person-oriented approach. Learning and Individual Differences. 49. 366–372. 21 indexed citations
15.
Viljaranta, Jaana, Rebecca Lazarides, Kaisa Aunola, Eija Räikkönen, & Jari‐Erik Nurmi. (2015). The Different Role of Mothers' and Fathers' Beliefs in the Development of Adolescents' Mathematics and Literacy Task Values. Jyväskylä University Digital Archive (University of Jyväskylä). 7(2). 8 indexed citations
16.
Viljaranta, Jaana, Rebecca Lazarides, Kaisa Aunola, Eija Räikkönen, & Jari‐Erik Nurmi. (2015). The Role of Parental Beliefs in the Development of Interest and Importance Value of Mathematics and Literacy from Grade 7 to Grade 9. International Journal of Gender, Science, and Technology. 7(2). 297–317. 3 indexed citations
17.
Viljaranta, Jaana, Kaisa Aunola, Sari Mullola, et al.. (2015). Children's Temperament and Academic Skill Development During First Grade: Teachers' Interaction Styles as Mediators. Child Development. 86(4). 1191–1209. 21 indexed citations
18.
Viljaranta, Jaana, Asko Tolvanen, Kaisa Aunola, & Jari‐Erik Nurmi. (2014). The Developmental Dynamics between Interest, Self-concept of Ability, and Academic Performance. Scandinavian Journal of Educational Research. 58(6). 734–756. 92 indexed citations
19.
Kiuru, Noona, Kaisa Aunola, Minna Torppa, et al.. (2012). The role of parenting styles and teacher interactional styles in children's reading and spelling development. Journal of School Psychology. 50(6). 799–823. 53 indexed citations
20.
Viljaranta, Jaana. (2010). The development and role of task motivation and task values during different phases of the school career. Jyväskylä University Digital Archive (University of Jyväskylä). 1 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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