Hannu Savolainen
Biographic Data
| ID | 143767 |
|---|---|
| NAME | Hannu Savolainen |
| GIVEN NAMES | Hannu |
| FAMILY NAME | Savolainen |
| SIGNATURE | SAVOLAINEN H |
| AFFILIATIONS | University of Jyväskylä |
| ORCID | 0000-0002-1264-3746 |
| VERIFIED | Yes |
| TOTAL WORKS | 30 |
| TOTAL CITATIONS | 231 |
| AUTHOR COUNT | 30 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 9 |
Predictors of teachers’ inclusive practices: A longitudinal study using the theory of planned behaviour
We examined the longitudinal relationship between teachers’ affective attitudes towards inclusive education, subjective norms about inclusive practices, self-efficacy, intentions to use inclusive practices, and their inclusive practices. The study used Ajzen’s Theory of Planned Behaviour (TPB) and focused on two domains: personalised instructional practices and collaboration and assessment practices. We analysed longitudinal survey data consistin…
Will circular economy actions deliver what is promised? A comparative analysis using static and dynamic environmentally extended input-output simulation models
The circular economy (CE) has been suggested as a means to decouple economic growth from resource use and its negative environmental impacts. In this article, we analyze CE actions' potential economic and environmental impacts using two models: the dynamic, environmentally extended input-output (EEIO) simulation model ENVIMATscen and the static EEIO model ENVIMAT. We introduce the ENVIMATscen model, which addresses some static input-output (IO) m…
Exploring global, economy-wide material trajectories and associated environmental pressures under shared socioeconomic pathways
Material production is a major contributor to many environmental challenges, but has received limited attention in the global, long-term scenarios produced by integrated assessment models (IAMs) used to investigate humankind’s potential responses. Here, we quantify economy-wide material stocks and flows for the shared socio-economic pathways (SSPs) and a low material demand scenario (LMD) using a simplified but physically consistent approach deve…
Applying the theory of planned behaviour to examine teachers' intentions to teach in inclusive classrooms and their inclusive practices
Given the vital role of teachers in inclusive education, there has been growing interest in teacher‐related factors that influence their intentions to teach in inclusive classrooms and their inclusive practices. Based on Ajzen's theory of planned behaviour, we investigated the relationship between teachers’ affective attitudes towards inclusive education, subjective norms about inclusive practices, self‐efficacy beliefs, intentions to teach in in…
Let’s Learn About Emotions Program: Acceptability, Fidelity, and Students’ Mental Well-Being Outcomes for Finnish Primary School Children
Background/Objectives : School-based universal mental health interventions offer an inclusive and scalable approach to promote mental health and well-being among children. This study evaluates the Let's Learn About Emotions (Opitaan tunteista in Finnish) program, an evidence-based, teacher-led universal school-based intervention originally developed in Japan and culturally adapted for Finnish primary schools. Methods : A total of 512 fourth-grade…
Evidence-based development of inclusive schools – a review of European research
Swiss National Science Foundation 10.13039/501100001711
Teacher student-specific self-efficacy and its impact on students’ academic self-concept, emotional well-being and social inclusion
This study investigates the impact of teachers' student-specific self-efficacy (S-S TSE) on students' perceptions of inclusion, specifically emotional well-being, social inclusion, and academic self-concept, over time. Participants were 42 teachers and 576 students in Austrian inclusive classrooms. Teachers rated S-S TSE using a short form of the Teacher Sense of Efficacy Scale for each student. Students completed the Perceptions of Inclusion Que…
Cultural adaptation, content, and protocol of a feasibility study of school-based “Let’s learn about emotions” intervention for Finnish primary school children
The ethical board of the University of Turku gave ethics approval for this research. The educational board of the City of Hyvinkää accepted this study
Consultative roles of early childhood special education teachers: A modeler, an advisor, and a spontaneous practitioner
This study focused on the ways in which early childhood special education teachers (ECSETs) perform their consultative work and the prevailing structural factors that are connected to it. The significance and centrality of ECSETs’ consultative work have increased as a growing number of ECSETs provide consultative support to other personnel with the aim of enhancing support for children's daily lives in early childhood education and care (ECEC). H…
Exploring the role of teachers’ attitudes towards inclusive education, their self-efficacy, and collective efficacy in behaviour management in teacher behaviour
Using a sample of 384 Finnish teachers, in this study we explored how teachers' attitudes towards inclusive education, self-efficacy, and collective efficacy in behaviour management affect their behaviours in teaching appropriate behaviours to students, and how teachers' attitudes, self-efficacy, and collective efficacy mediate the effect of background variables on teacher behaviour. The results revealed that teachers’ self-efficacy and collectiv…
Exploring the potential of circular economy to mitigate pressures on biodiversity
The effects of circular economy on biodiversity are poorly understood. This study provides observations on approaches for assessing circular economy and illustrates, with a Finnish case study, the potential of circular economy to mitigate pressures on biodiversity. The case study focuses on the construction and real estate sectors, as well as the forest industry. The findings imply that circular economy actions that reduce the extraction of virgi…
Classroom behavioural climate in inclusive education – a study on secondary students’ perceptions
Previous studies pointed out that dealing with difficult behaviour is perceived by teachers as a major challenge in inclusive settings. However, research on the students' perception of the classroom behavioural climate (CBC) is rare. Therefore, this study aims to examine students’ perceptions of CBC and to identify predictors of CBC as well as associated variables. The sample consists of 650 German students from secondary schools (5th‐9th grade) …
Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education
This meta-study aims to examine the size of the relationship between teachers' self-efficacy and attitudes toward inclusive education of K-12 students with special educational needs and to identify potential moderators (publication, sample, and research procedure characteristics). We synthesized the research conducted from 1994 to 2018, and 41 studies were included. Bare-bones meta-analysis with random effect model revealed a sample size weighted…
Pre-service teachers’ self-efficacy in implementing inclusive practices and resilience in Finland
This study aims to explore Finnish pre-service teachers' self-efficacy in implementing inclusive education and their resilience. Survey data were collected from 105 pre-service teachers studying in a teacher education programme in one university in Finland. The relationships between pre-service teachers' self-efficacy in implementing inclusive practices, their perceived resilience, and background variables were examined using structural equation …
Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis
Over the past decades, an abundance of studies have assessed teacher attitudes and self-efficacy beliefs related to inclusive education. However, empirical evidence on the causal relationship between efficacy and attitudes is still rare and inconclusive. Therefore, the present study focused on identifying the interdependent relationship between teachers’ attitudes and their self-efficacy beliefs using a cross-lagged panel design path analysis. A …
Teachers' self-efficacy and the sources of efficacy: A cross-cultural investigation in Japan and Finland
Capability to be Educated—Inspiring and Inclusive Pedagogical Arrangements from Finnish Schools
The idea and concept of inclusive education have been debated, and different interpretations of what inclusion means and to whom it concerns have been presented. In this paper, we bring together notions of inclusive quality education, pedagogy, learning and teachers, and illustrate how the principle(s) of inclusion(s) has been enacted and translated into classroom practices in Finnish context. Drawing from Finnish teachers’ narratives, we highlig…
Academic achievement and self-concept of deaf and hard-of-hearing and hearing students transitioning from the first to second cycle of primary school in Ethiopia
This study was done to examine the transition of deaf and hard-of-hearing (DHH) and hearing students from the first cycle (Grade 4) to the second cycle (Grade 5) of primary education in Ethiopia. Academic achievement and self-concept were measured longitudinally with 103 DHH and hearing students. Participants were selected from three different settings (special schools, special classes and regular schools). Self-Description Questionnaire I (Marsh…
Teachers' attitudes and self-efficacy on implementing inclusive education in Japan and Finland: A comparative study using multi-group structural equation modelling
Inclusion of pupils with ADHD symptoms in mainstream classes with PBS
Inclusion is never only a practical issue of placement. School-wide systemic change, together with well-functioning, multi-tiered support, can promote the inclusion of all pupils. This paper draws on research conducted in two mainstream primary schools in Finland. The primary focus was to gain insight into practical solutions to facilitate the inclusion of pupils with attention-deficit hyperactivity disorder (ADHD) in mainstream teaching. Using a…
Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices
Making meaning of inclusive education: Classroom practices in Finnish and South African classrooms
This paper reports on the findings of an international comparative research project where the roles of teachers in the implementation of inclusive education in mainstream-classroom settings in South Africa and Finland were investigated. Inclusive education within this project is broadly defined as welcoming all students to general-education schools and classrooms and not segregating students on the basis of ability or other individual or sociocul…
Reducing disruptive behaviours and improving classroom behavioural climate with class‐wide positive behaviour support in middle schools
Disruptive behaviour in classrooms is a significant challenge for learning in schools and a risk factor for students’ academic achievement and a significant source of teachers’ work‐related stress. Earlier research shows that clear behavioural expectations, monitoring students’ adherence to them and behaviour‐specific praise are effective practices to reduce disruptive behaviour. Although behaviour problems are common in middle schools, most of t…
The Self-Concept of Deaf/Hard-of-Hearing and Hearing Students
The present study investigated the self-concept of deaf and hard-of-hearing (DHH) students in different educational settings compared with those of hearing students in Ethiopia. The research involved a sample of 103 Grade 4 students selected from 7 towns in Ethiopia. They were selected from a special school for the deaf, a special class for the deaf, and a regular school. The Self-Description Questionnaire I (Marsh, 1990) was used to measure the …
The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: A longitudinal study
Exploring teacher self-efficacy for inclusive practices in three diverse countries
The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: A longitudinal study
Beijing in-service teachers' self-efficacy and attitudes towards inclusive education
Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education
This meta-study aims to examine the size of the relationship between teachers' self-efficacy and attitudes toward inclusive education of K-12 students with special educational needs and to identify potential moderators (publication, sample, and research procedure characteristics). We synthesized the research conducted from 1994 to 2018, and 41 studies were included. Bare-bones meta-analysis with random effect model revealed a sample size weighted…
Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis
Over the past decades, an abundance of studies have assessed teacher attitudes and self-efficacy beliefs related to inclusive education. However, empirical evidence on the causal relationship between efficacy and attitudes is still rare and inconclusive. Therefore, the present study focused on identifying the interdependent relationship between teachers’ attitudes and their self-efficacy beliefs using a cross-lagged panel design path analysis. A …
Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices
Teachers' self-efficacy and the sources of efficacy: A cross-cultural investigation in Japan and Finland
Teachers' attitudes and self-efficacy on implementing inclusive education in Japan and Finland: A comparative study using multi-group structural equation modelling
Making meaning of inclusive education: Classroom practices in Finnish and South African classrooms
This paper reports on the findings of an international comparative research project where the roles of teachers in the implementation of inclusive education in mainstream-classroom settings in South Africa and Finland were investigated. Inclusive education within this project is broadly defined as welcoming all students to general-education schools and classrooms and not segregating students on the basis of ability or other individual or sociocul…
Depressive Symptoms and School Burnout During Adolescence: Evidence from Two Cross-lagged Longitudinal Studies
Pre-service teachers’ self-efficacy in implementing inclusive practices and resilience in Finland
This study aims to explore Finnish pre-service teachers' self-efficacy in implementing inclusive education and their resilience. Survey data were collected from 105 pre-service teachers studying in a teacher education programme in one university in Finland. The relationships between pre-service teachers' self-efficacy in implementing inclusive practices, their perceived resilience, and background variables were examined using structural equation …
Exploring the potential of circular economy to mitigate pressures on biodiversity
The effects of circular economy on biodiversity are poorly understood. This study provides observations on approaches for assessing circular economy and illustrates, with a Finnish case study, the potential of circular economy to mitigate pressures on biodiversity. The case study focuses on the construction and real estate sectors, as well as the forest industry. The findings imply that circular economy actions that reduce the extraction of virgi…
Exploring the role of teachers’ attitudes towards inclusive education, their self-efficacy, and collective efficacy in behaviour management in teacher behaviour
Using a sample of 384 Finnish teachers, in this study we explored how teachers' attitudes towards inclusive education, self-efficacy, and collective efficacy in behaviour management affect their behaviours in teaching appropriate behaviours to students, and how teachers' attitudes, self-efficacy, and collective efficacy mediate the effect of background variables on teacher behaviour. The results revealed that teachers’ self-efficacy and collectiv…
Capability to be Educated—Inspiring and Inclusive Pedagogical Arrangements from Finnish Schools
The idea and concept of inclusive education have been debated, and different interpretations of what inclusion means and to whom it concerns have been presented. In this paper, we bring together notions of inclusive quality education, pedagogy, learning and teachers, and illustrate how the principle(s) of inclusion(s) has been enacted and translated into classroom practices in Finnish context. Drawing from Finnish teachers’ narratives, we highlig…
Consultative roles of early childhood special education teachers: A modeler, an advisor, and a spontaneous practitioner
This study focused on the ways in which early childhood special education teachers (ECSETs) perform their consultative work and the prevailing structural factors that are connected to it. The significance and centrality of ECSETs’ consultative work have increased as a growing number of ECSETs provide consultative support to other personnel with the aim of enhancing support for children's daily lives in early childhood education and care (ECEC). H…
Reducing disruptive behaviours and improving classroom behavioural climate with class‐wide positive behaviour support in middle schools
Disruptive behaviour in classrooms is a significant challenge for learning in schools and a risk factor for students’ academic achievement and a significant source of teachers’ work‐related stress. Earlier research shows that clear behavioural expectations, monitoring students’ adherence to them and behaviour‐specific praise are effective practices to reduce disruptive behaviour. Although behaviour problems are common in middle schools, most of t…
Depressive Symptoms and School Burnout During Adolescence: Evidence from Two Cross-lagged Longitudinal Studies
Understanding teachers’ attitudes and self-efficacy in inclusive education: Implications for pre-service and in-service teacher education
Although there are clear differences in national policies regarding inclusive education, the international debate has not fully considered their impact on implementation within different countries, for example on teacher education. This paper reports on results from a comparative study of in-service teachers’ attitudes and self-efficacy in implementing inclusive practices in South Africa and Finland and its implications for teacher education in t…
Beijing in-service teachers' self-efficacy and attitudes towards inclusive education
Exploring teacher self-efficacy for inclusive practices in three diverse countries
Do reading disabilities explain the increase of depressive symptoms in late adolescence
The present study examined how depressive symptoms change in late adolescence and whether reading disabilities (RD) affect the level or change of the symptoms. The sample consisted of 293 Finnish adolescents (150 girls, 143 boys; 58 with RD). Participants completed a screening test for reading and spelling skills in ninth grade (age 15), and a depression screening test three times during upper secondary education (ages 16–18). Longitudinal data w…
The Self-Concept of Deaf/Hard-of-Hearing and Hearing Students
The present study investigated the self-concept of deaf and hard-of-hearing (DHH) students in different educational settings compared with those of hearing students in Ethiopia. The research involved a sample of 103 Grade 4 students selected from 7 towns in Ethiopia. They were selected from a special school for the deaf, a special class for the deaf, and a regular school. The Self-Description Questionnaire I (Marsh, 1990) was used to measure the …
The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: A longitudinal study
Inclusion of pupils with ADHD symptoms in mainstream classes with PBS
Inclusion is never only a practical issue of placement. School-wide systemic change, together with well-functioning, multi-tiered support, can promote the inclusion of all pupils. This paper draws on research conducted in two mainstream primary schools in Finland. The primary focus was to gain insight into practical solutions to facilitate the inclusion of pupils with attention-deficit hyperactivity disorder (ADHD) in mainstream teaching. Using a…
Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices
Making meaning of inclusive education: Classroom practices in Finnish and South African classrooms
This paper reports on the findings of an international comparative research project where the roles of teachers in the implementation of inclusive education in mainstream-classroom settings in South Africa and Finland were investigated. Inclusive education within this project is broadly defined as welcoming all students to general-education schools and classrooms and not segregating students on the basis of ability or other individual or sociocul…
Reducing disruptive behaviours and improving classroom behavioural climate with class‐wide positive behaviour support in middle schools
Disruptive behaviour in classrooms is a significant challenge for learning in schools and a risk factor for students’ academic achievement and a significant source of teachers’ work‐related stress. Earlier research shows that clear behavioural expectations, monitoring students’ adherence to them and behaviour‐specific praise are effective practices to reduce disruptive behaviour. Although behaviour problems are common in middle schools, most of t…
Capability to be Educated—Inspiring and Inclusive Pedagogical Arrangements from Finnish Schools
The idea and concept of inclusive education have been debated, and different interpretations of what inclusion means and to whom it concerns have been presented. In this paper, we bring together notions of inclusive quality education, pedagogy, learning and teachers, and illustrate how the principle(s) of inclusion(s) has been enacted and translated into classroom practices in Finnish context. Drawing from Finnish teachers’ narratives, we highlig…
Academic achievement and self-concept of deaf and hard-of-hearing and hearing students transitioning from the first to second cycle of primary school in Ethiopia
This study was done to examine the transition of deaf and hard-of-hearing (DHH) and hearing students from the first cycle (Grade 4) to the second cycle (Grade 5) of primary education in Ethiopia. Academic achievement and self-concept were measured longitudinally with 103 DHH and hearing students. Participants were selected from three different settings (special schools, special classes and regular schools). Self-Description Questionnaire I (Marsh…
Teachers' attitudes and self-efficacy on implementing inclusive education in Japan and Finland: A comparative study using multi-group structural equation modelling
Teachers' self-efficacy and the sources of efficacy: A cross-cultural investigation in Japan and Finland
Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis
Over the past decades, an abundance of studies have assessed teacher attitudes and self-efficacy beliefs related to inclusive education. However, empirical evidence on the causal relationship between efficacy and attitudes is still rare and inconclusive. Therefore, the present study focused on identifying the interdependent relationship between teachers’ attitudes and their self-efficacy beliefs using a cross-lagged panel design path analysis. A …
Classroom behavioural climate in inclusive education – a study on secondary students’ perceptions
Previous studies pointed out that dealing with difficult behaviour is perceived by teachers as a major challenge in inclusive settings. However, research on the students' perception of the classroom behavioural climate (CBC) is rare. Therefore, this study aims to examine students’ perceptions of CBC and to identify predictors of CBC as well as associated variables. The sample consists of 650 German students from secondary schools (5th‐9th grade) …
Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education
This meta-study aims to examine the size of the relationship between teachers' self-efficacy and attitudes toward inclusive education of K-12 students with special educational needs and to identify potential moderators (publication, sample, and research procedure characteristics). We synthesized the research conducted from 1994 to 2018, and 41 studies were included. Bare-bones meta-analysis with random effect model revealed a sample size weighted…
Pre-service teachers’ self-efficacy in implementing inclusive practices and resilience in Finland
This study aims to explore Finnish pre-service teachers' self-efficacy in implementing inclusive education and their resilience. Survey data were collected from 105 pre-service teachers studying in a teacher education programme in one university in Finland. The relationships between pre-service teachers' self-efficacy in implementing inclusive practices, their perceived resilience, and background variables were examined using structural equation …
Exploring the potential of circular economy to mitigate pressures on biodiversity
The effects of circular economy on biodiversity are poorly understood. This study provides observations on approaches for assessing circular economy and illustrates, with a Finnish case study, the potential of circular economy to mitigate pressures on biodiversity. The case study focuses on the construction and real estate sectors, as well as the forest industry. The findings imply that circular economy actions that reduce the extraction of virgi…
Exploring the role of teachers’ attitudes towards inclusive education, their self-efficacy, and collective efficacy in behaviour management in teacher behaviour
Using a sample of 384 Finnish teachers, in this study we explored how teachers' attitudes towards inclusive education, self-efficacy, and collective efficacy in behaviour management affect their behaviours in teaching appropriate behaviours to students, and how teachers' attitudes, self-efficacy, and collective efficacy mediate the effect of background variables on teacher behaviour. The results revealed that teachers’ self-efficacy and collectiv…
Cultural adaptation, content, and protocol of a feasibility study of school-based “Let’s learn about emotions” intervention for Finnish primary school children
The ethical board of the University of Turku gave ethics approval for this research. The educational board of the City of Hyvinkää accepted this study
Consultative roles of early childhood special education teachers: A modeler, an advisor, and a spontaneous practitioner
This study focused on the ways in which early childhood special education teachers (ECSETs) perform their consultative work and the prevailing structural factors that are connected to it. The significance and centrality of ECSETs’ consultative work have increased as a growing number of ECSETs provide consultative support to other personnel with the aim of enhancing support for children's daily lives in early childhood education and care (ECEC). H…
Let’s Learn About Emotions Program: Acceptability, Fidelity, and Students’ Mental Well-Being Outcomes for Finnish Primary School Children
Background/Objectives : School-based universal mental health interventions offer an inclusive and scalable approach to promote mental health and well-being among children. This study evaluates the Let's Learn About Emotions (Opitaan tunteista in Finnish) program, an evidence-based, teacher-led universal school-based intervention originally developed in Japan and culturally adapted for Finnish primary schools. Methods : A total of 512 fourth-grade…
Evidence-based development of inclusive schools – a review of European research
Swiss National Science Foundation 10.13039/501100001711
Psychology (24 works) · Mathematics education (17 works) · Social Psychology (15 works) · Medicine (12 works) · Pedagogy (12 works) · Self-efficacy (11 works) · Social Psychology (11 works) · Collaborative Teaching and Inclusion (10 works) · Teacher Education and Leadership Studies (10 works) · Developmental psychology (9 works)