Kati Vasalampi

1.8k total citations
46 papers, 1.2k citations indexed

About

Kati Vasalampi is a scholar working on Education, Social Psychology and Clinical Psychology. According to data from OpenAlex, Kati Vasalampi has authored 46 papers receiving a total of 1.2k indexed citations (citations by other indexed papers that have themselves been cited), including 29 papers in Education, 15 papers in Social Psychology and 11 papers in Clinical Psychology. Recurrent topics in Kati Vasalampi's work include Early Childhood Education and Development (19 papers), Parental Involvement in Education (13 papers) and Education, Achievement, and Giftedness (11 papers). Kati Vasalampi is often cited by papers focused on Early Childhood Education and Development (19 papers), Parental Involvement in Education (13 papers) and Education, Achievement, and Giftedness (11 papers). Kati Vasalampi collaborates with scholars based in Finland, Norway and Germany. Kati Vasalampi's co-authors include Anna‐Maija Poikkeus, Minna Torppa, Marja‐Kristiina Lerkkanen, Jari‐Erik Nurmi, Katariina Salmela‐Aro, Pekka Niemi, Kenneth Eklund, Tuomo Virtanen, Joona Muotka and Noona Kiuru and has published in prestigious journals such as SHILAP Revista de lepidopterología, Child Development and Scientific Reports.

In The Last Decade

Kati Vasalampi

40 papers receiving 1.1k citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Kati Vasalampi Finland 21 648 362 359 279 210 46 1.2k
Weihua Fan United States 17 1.1k 1.6× 299 0.8× 343 1.0× 405 1.5× 283 1.3× 50 1.6k
Hanke Korpershoek Netherlands 10 704 1.1× 251 0.7× 239 0.7× 195 0.7× 127 0.6× 48 1.0k
Francisco Peixoto Portugal 17 584 0.9× 189 0.5× 457 1.3× 224 0.8× 442 2.1× 60 1.2k
John Mark Froiland United States 19 1.0k 1.6× 283 0.8× 549 1.5× 490 1.8× 381 1.8× 34 1.7k
Isabel Piñeiro Spain 21 885 1.4× 218 0.6× 523 1.5× 275 1.0× 310 1.5× 75 1.4k
Fotini Polychroni Greece 11 528 0.8× 187 0.5× 375 1.0× 281 1.0× 139 0.7× 18 1.0k
Megan E. Welsh United States 15 617 1.0× 324 0.9× 314 0.9× 237 0.8× 265 1.3× 23 1.1k
Shaljan Areepattamannil United Arab Emirates 22 821 1.3× 267 0.7× 339 0.9× 128 0.5× 300 1.4× 57 1.3k
Fernando Justicia Justicia Spain 19 650 1.0× 370 1.0× 280 0.8× 264 0.9× 120 0.6× 121 1.2k
Malte Schwinger Germany 18 577 0.9× 448 1.2× 760 2.1× 455 1.6× 636 3.0× 63 1.6k

Countries citing papers authored by Kati Vasalampi

Since Specialization
Citations

This map shows the geographic impact of Kati Vasalampi'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 Kati Vasalampi with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Kati Vasalampi more than expected).

Fields of papers citing papers by Kati Vasalampi

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Kati Vasalampi. 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 Kati Vasalampi. The network helps show where Kati Vasalampi may publish in the future.

Co-authorship network of co-authors of Kati Vasalampi

This figure shows the co-authorship network connecting the top 25 collaborators of Kati Vasalampi. A scholar is included among the top collaborators of Kati Vasalampi 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 Kati Vasalampi. Kati Vasalampi 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.
Vasalampi, Kati, et al.. (2025). The associations between teachers' lesson‐specific emotions and observed teacher–student interactions and student engagement. British Journal of Educational Psychology. 95(S1). S153–S171.
2.
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.
3.
Torppa, Minna, et al.. (2024). Machine learning predicts upper secondary education dropout as early as the end of primary school. Scientific Reports. 14(1). 12956–12956. 5 indexed citations
4.
Hankonen, Nelli, et al.. (2024). Itsemääräämisteoria ymmärrettäväksi: pääteesit, suomennokset ja väärinkäsitysten oikaisua. Jyväskylä University Digital Archive (University of Jyväskylä). 58(4-6).
5.
Hirvonen, Riikka, et al.. (2023). Bidirectional associations between maternal homework involvement, adolescents’ academic motivation, and school well-being.. Journal of Family Psychology. 38(3). 421–432. 1 indexed citations
6.
Torppa, Minna, et al.. (2023). Reading Development from Kindergarten to Age 18: The Role of Gender and Parental Education. Reading Research Quarterly. 58(4). 505–538. 9 indexed citations
7.
Vesisenaho, Mikko, et al.. (2022). Learning Outcomes in HMD-VR: a Literature Review. SHILAP Revista de lepidopterología. 18(1). 4 indexed citations
8.
Torppa, Minna, Kati Vasalampi, Kenneth Eklund, & Pekka Niemi. (2021). Long-term effects of the home literacy environment on reading development: Familial risk for dyslexia as a moderator. Journal of Experimental Child Psychology. 215. 105314–105314. 44 indexed citations
9.
Jääskelä, Päivikki, Anna‐Maija Poikkeus, Päivi Häkkinen, et al.. (2020). Students’ agency profiles in relation to student-perceived teaching practices in university courses. International Journal of Educational Research. 103. 101604–101604. 24 indexed citations
10.
Vasalampi, Kati, Joona Muotka, Lars‐Erik Malmberg, Kaisa Aunola, & Marja‐Kristiina Lerkkanen. (2020). Intra‐individual dynamics of lesson‐specific engagement: Lagged and cross‐lagged effects from one lesson to the next. British Journal of Educational Psychology. 91(3). 997–1014. 10 indexed citations
11.
Vasalampi, Kati, et al.. (2020). Students' Positive Expectations and Concerns Prior to the School Transition to Lower Secondary School. Scandinavian Journal of Educational Research. 65(7). 1252–1265. 8 indexed citations
12.
Bergen, Elsje van, Kati Vasalampi, & Minna Torppa. (2020). How Are Practice and Performance Related? Development of Reading From Age 5 to 15. Reading Research Quarterly. 56(3). 415–434. 52 indexed citations
13.
Poikkeus, Anna‐Maija, et al.. (2020). Adolescents' engagement profiles and their association with academic performance and situational engagement. Learning and Individual Differences. 82. 101922–101922. 21 indexed citations
14.
Aunola, Kaisa, et al.. (2020). Symptoms of psychological ill-being and school dropout intentions among upper secondary education students: A person-centered approach. Learning and Individual Differences. 80. 101853–101853. 43 indexed citations
15.
Torppa, Minna, Pekka Niemi, Kati Vasalampi, et al.. (2019). Leisure Reading (But Not Any Kind) and Reading Comprehension Support Each Other—A Longitudinal Study Across Grades 1 and 9. Child Development. 91(3). 876–900. 95 indexed citations
16.
Virtanen, Tuomo, et al.. (2018). Changes in students' psychological well-being during transition from primary school to lower secondary school: A person-centered approach. Learning and Individual Differences. 69. 138–149. 75 indexed citations
17.
Metsäpelto, Riitta‐Leena, et al.. (2017). Opettajien kokemuksia dialogisen opetuksen toteuttamisesta perusopetuksessa. Jyväskylä University Digital Archive (University of Jyväskylä). 48(1). 1 indexed citations
18.
Jääskelä, Päivikki, et al.. (2016). Assessing agency of university students: validation of the AUS Scale. Studies in Higher Education. 42(11). 2061–2079. 91 indexed citations
19.
Malmberg, Lars‐Erik, Eija Pakarinen, Kati Vasalampi, & Jari‐Erik Nurmi. (2015). Students' school performance, task-focus, and situation-specific motivation. Learning and Instruction. 39. 158–167. 23 indexed citations
20.
Vasalampi, Kati. (2012). Appraisals of education-related goals during educational transitions in late adolescence : consequences for academic well-being and goal attainment. 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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