• Salmela-Aro, K., Moeller, J., Schneider, B., Spicer, J., & Lavonen, J. (in press). Integrating the light and dark sides of student engagement using person-oriented and situation-specific approaches. Learning and Instructions.
• Schneider, B., Krajcik, J., Lavonen, J., Salmela-Aro, K., Broda, M., Spicer, J., Bruner, J., Moeller, J., Linnansaari, J., Juuti, K., & Viljaranta, J. (2016). Investigating optimal learning moments in U.S. and Finnish science classes. Journal of Research in Science Teaching, 53(3), 400 – 421.
• Moeller, J., Salmela-Aro, K., Lavonen, J., & Schneider, B. (2015). Does anxiety in science classrooms impair math and science motivation? – Gender differences beyond the mean level. International Journal of Gender, Science and Technology, 7(2), 229 – 254.
• Linnansaari, J., Viljaranta, J., Lavonen, J., Schneider, B., & Salmela-Aro, K. (2015). Finnish students’ engagement in science lessons. NorDiNa: Nordisk tidsskrift i naturfagdidaktikk, 11(2), 192 – 206.

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Material is based upon work supported by the National Science Foundation under Grant No. DRL-1255807 and PIRE No.1450756 and by the Finnish Academy (no. 265915, 298323 & 293228).
PIs: Barbara Schneider; Joseph Krajcik, (Michigan State University, USA) and Jari Lavonen; Katariina Salmela-Aro (University of Helsinki, Finland).
The opinions expressed here are those of the authors and do not represent the views of the funding agencies.