This longitudinal study examined school engagement and burnout profiles among early and middle adolescents before and during COVID‐19, and within‐class latent change and stability in students’ socio‐emotional skills the profiles. The longitudinal data were collected in fall 2019 and 2020 from 1381 5th to 6th, and 1374 7th to 8th grade students. Using repeated measures latent profile analyses based on school engagement and burnout we identified five study well‐being change profiles in both samples showing structural similarity: normative (53% sample 1; 69% sample 2), moderate‐decreasing (4%; 5%), high‐decreasing (17%; 10%), low‐increasing (6%;7%) and moderate‐increasing (20%; 10%) groups. The groups with increasing study well‐being showed simultaneous increase in intrapersonal socio‐emotional competencies but showed less changes in interpersonal outcomes.

The present study examined latent profiles of school principals’ stress concerning students’, teachers’, parents’, and principals’ own ability to cope during the COVID-19 pandemic. In addition, the role of job demands (workload, remote work stress, difficulty to detach from work, COVID-19 crisis, COVID-19 infections at school, impact of COVID-19 on future teaching), resources (buoyancy, effective crisis leadership, social appreciation, successful transition to remote teaching), and occupational well-being (measured as job burnout and engagement) in predicting the latent profiles of stress sources was examined. The participants were 535 (59% women) school principals across Finland, who answered to a questionnaire concerning their sources of stress and occupational well-being during spring 2020. Three latent profiles were identified according to principals’ level of stress: high stress (41.4% of the school principals), altered stress (35.9%), and low stress (22.7%) profiles. Work burnout, workload, COVID-19 related concerns, and difficulty to detach from work increased the probability of principals belonging to the high or altered stress profile rather than to the low stress profile. Work engagement, buoyancy, and social appreciation increased the probability of principals belonging to the low rather than to the high or altered stress profile.

This study investigated to what extent primary school teachers’ perceptions of their students’ ability and effort predict developmental changes in children’s self-concepts of ability in math and reading after controlling for students’ academic performance and general intelligence. Three cohorts (N = 849) of elementary school children and their teachers were followed for four years. Children’s self-concepts and performance ability in math and reading were measured annually during Waves 2–4. Teachers rated the children’s ability and effort at each of the four waves. Domain-specific differences and developmental changes could be identified in the associations between teachers’ perceptions and children’s ability self-concepts. Teachers’ ability perceptions predicted children’s concurrent and subsequent ability self-concepts in math and reading, whereas teachers’ effort perceptions predicted children’s math ability self-concept only at Wave 4. Analyses with multi-sample procedure showed that these models were similar for boys and girls and for children in different cohort groups.

Background and Objectives: Latent profiles of employees’ job burnout (e.g., exhaustion, cynicism, feelings of inadequacy) and work engagement (e.g., energy, dedication, absorption) were examined. Moreover, the role of social work-related (multicultural, interpersonal, and project work demands) and personal demands (relationship demands) and social work-related resources (servant leadership, team climate) and personal resources (resilience, self-efficacy) in predicting the latent profiles were examined. Design: This study is a part of an Occupational Health Study in which 766 employees participated twice. Methods: The results were analyzed using latent profile analysis. Results: Two longitudinal profiles of burnout and engagement could be identified, namely high engagement (84% of the participants) and increasing burnout (16%) profiles. Employees who experienced high work-related social resources (servant leadership) and high personal resources (resilience, self-efficacy) were more likely to belong to the high engagement group than to the increasing burnout group. Employees who experienced high work-related social demands (multicultural, interpersonal, and project work demands) and personal social demands (relationship demands) more often belonged to the increasing burnout group. Conclusions: Social resources may help in promoting employees’ job engagement, whereas social demands are often associated with increasing burnout symptoms.

This study examines how classroom activities, student gender and student personal interest in science studies and careers predict situational interest in physics learning. Teaching modules were designed based on the secondary physics curricula in Finland (Helsinki) and Chile (Santiago and Viña del Mar) emphasising students engagement in scientific practices. The study was implemented in four classrooms in both countries. Data on situational interest and ongoing classroom activities were obtained using the experience sampling method, with measurements taken three times during a lesson. The process yielded a total of 1717 measurements in the Finnish schools and 1767 in the Chilean schools. Multilevel regression analyses with mixed effects and random intercept were conducted. Results showed a positive effect of scientific practices that required asking questions, designing scientific inquiry and interpreting data on situational interest. Student collaborative situations were more interesting for Chilean students than for Finnish ones. In terms of gender differences, on average, Finnish male and female students experienced the same level of situational interest, while the situational interest of Chilean female students was higher than the average of male students. Personal interest in science studies and careers was the best predictor of situational interest in both countries.