Eero Laakkonen
Biographic Data
| ID | 2746387 |
|---|---|
| NAME | Eero Laakkonen |
| GIVEN NAMES | Eero |
| FAMILY NAME | Laakkonen |
| SIGNATURE | LAAKKONEN E |
| AFFILIATIONS | University of Turku |
| ORCID | 0009-0000-6763-5877 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 21 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Exploring the reliability and validity of multiple mini-interviews in admission to teacher education
This study addressed the need to explore the reliability and validity of the recently renewed aptitude test based on the multiple mini-interview (MMI) format in Finnish teacher education programmes. Utilising a nationwide dataset (N = 3306), we explored the reliability of the format using intraclass correlations and multilevel modelling. Furthermore, we validated the intended structure of the MMI with confirmatory factor analysis and contrasted t…
When “one, two, three” gains ordinal meaning
4.08 years; 51% boys, 49% girls) using a task in which children ordered sets of items from least to most. Growth mixture modeling revealed varying rates of development in numerical ordering skills. Steep development in numerical ordering skills was associated with higher cardinality skills and number sequence production. Video analysis showed that mainly children who performed well in numerical ordering tasks used their knowledge of the number se…
Estonian and Finnish early childhood education teachers’ views of well-being and changes at work during the Covid-19 pandemic
This study aimed to shed light on how the first wave of COVID-19 influenced well-being and changed the work of early childhood education and care (ECEC) teachers in Estonia and Finland and how well-being and changes are associated with each other. The data used in this quantitative study were gathered via nationwide online surveys of early childhood education teachers (N = 378). The results revealed that there was no major change in teachers’ wel…
Development and Validity Evaluation of a National Digital Entrance Examination Test for Higher Education Student Selection
Higher education institutions need to develop valid, fair, and objective selection methods. Current literature reporting the development and validation of new national large‐scale selection tests is scarce. This two‐phased study aimed to (1) develop and (2) evaluate the validity of the Finnish digital Universities of Applied Sciences Entrance Examination (UAS Exam). In phase 1 (years 2018–2019), the UAS exam sections were constructed using scopin…
Spontaneous Scientific Argumentation and Socially Shared Metacognitive Regulation of High‐ and Low‐Performing Small Groups in Virtual Collaborative Science Learning
The present study examines the interconnectedness of spontaneous scientific argumentation and socially shared metacognitive regulation (SSMR) during a collaborative inquiry in which students are tasked with working in a virtual learning environment for marine biological issues. From a larger dataset of 39 groups, four small student groups were selected for this specific study. Of the selected groups, two were high‐performing and two were low‐perf…
“I Have More Courage Now”
This study investigates students’ (n = 30) experiences of the pre-Diploma Programme (pre-DP) year in Finland. We examined how the students perceived the impact of English-medium teaching on their content learning, how their English self-concept had evolved during the year and what factors had contributed to this. The data were collected by initial and follow-up questionnaires and semi-structured interviews. The students’ content learning had beco…
Learning strategies, self-efficacy beliefs and academic achievement of first-year preservice teachers
As teacher profession can be seen as a learning profession, it is crucial that teacher education equips future teachers with high-level skills to update and increase their proficiency and expertise throughout their career. In this aim, cognitive processing strategies and metacognitive regulation strategies as well as academic self-efficacy beliefs play a crucial role. This study examined Finnish first-year preservice teachers’ ( N = 538) initial …
Student Teachers’ Study Profiles — Longitudinal Perspective to Research-Based Teacher Education
This study examined student teachers’ study profiles and achievement levels from selection through to the bachelor’s phase of their teacher education programmes. The latent profile analysis revealed two student teacher study profile subgroups associated with varying study achievement levels from the first three years of the teacher education programme. In a more detailed examination, the results revealed that the main differences occur during the…
Opportunities to Talk Matter in Shared Reading
Research Findings: The present study examined children’s listening comprehension during a two-semester-long dialogic reading. We explored the extent to which the development of children’s listening comprehension was accounted for by initial listening comprehension and whether children’s engagement and the amount and level of their verbal participation in shared reading contributed to their later listening comprehension. The opportunities provided…
High-School Students’ Topic-Specific Epistemic Beliefs about Climate Change
This study belongs to assessment-related research and aimed to investigate Finnish high-school students’ (n = 211) topic-specific epistemic beliefs about climate change and whether the Norwegian topic-specific epistemic beliefs questionnaire (TSEBQ) was also valid among Finnish respondents. Thus, research data were not only derived from the TSEBQ but also from topic knowledge tests and students’ views on their favorite school subjects and interes…
Student participatory role profiles in collaborative science learning
During collaborative learning, students tend to spontaneously enact different participatory roles that may significantly affect collaborative learning processes. Only few empirical studies to date have investigated groups as systems based on emerging roles and role profiles of the participating students, and how emerging role profile configurations affect achievement. This exploration of students' self-adopted roles investigated the relationship …
Psychological Adjustment of Expatriate Children in Cultural Transitions
The aim of the current study was to define the factorial structure of the psychological adjustment (PA) of Finnish expatriate children (EC) and to construct a model consisting of three child-level variables (age, school success, and attitude toward moving). Survey data concerning Finnish EC (N = 324) who had lived temporarily abroad were gathered from the EC’s parents. The mean age of the children was 4.8 years in the expatriation context and 8.2…
Early Oral Language Comprehension, Task Orientation, and Foundational Reading Skills as Predictors of Grade 3 Reading Comprehension
The present five-year longitudinal study from preschool to grade 3 examined the developmental associations among oral language comprehension, task orientation, reading precursors, and reading fluency, as well as their role in predicting grade 3 reading comprehension. Ninety Finnish-speaking students participated in the study. The students’ oral language comprehension (vocabulary knowledge, listening comprehension, and inference making) and task o…
The developmental trajectory of perceived self-regulation, personal interest, and general achievement throughout high school
BackgroundOur interest in perceived self-regulation of learning arose in the context of educational reform. After decades of stability, the Finnish high school system underwent reform in the 1990s, with a significant emphasis being placed on promoting student self-regulation of learning.AimsThe purposes of the study were (1) to evaluate changes in the mean level of perceived self-regulation throughout high school and (2) to evaluate the nature of…
Social Anxiety Scale for Adolescents (SAS-A)
The Role of Inference Making and Other Language Skills in the Development of Narrative Listening Comprehension in 4–6‐Year‐Old Children
In this two‐year longitudinal study, we sought to examine the developmental relationships among early narrative listening comprehension and language skills (i.e., vocabulary knowledge, sentence memory, and phonological awareness) and the roles of these factors in predicting narrative listening comprehension at the age of 6 years. We also sought to examine the role of inference‐making skills as longitudinal and concurrent predictors of other langu…
The Role of Inference Making and Other Language Skills in the Development of Narrative Listening Comprehension in 4–6‐Year‐Old Children
In this two‐year longitudinal study, we sought to examine the developmental relationships among early narrative listening comprehension and language skills (i.e., vocabulary knowledge, sentence memory, and phonological awareness) and the roles of these factors in predicting narrative listening comprehension at the age of 6 years. We also sought to examine the role of inference‐making skills as longitudinal and concurrent predictors of other langu…
Early Oral Language Comprehension, Task Orientation, and Foundational Reading Skills as Predictors of Grade 3 Reading Comprehension
The present five-year longitudinal study from preschool to grade 3 examined the developmental associations among oral language comprehension, task orientation, reading precursors, and reading fluency, as well as their role in predicting grade 3 reading comprehension. Ninety Finnish-speaking students participated in the study. The students’ oral language comprehension (vocabulary knowledge, listening comprehension, and inference making) and task o…
The developmental trajectory of perceived self-regulation, personal interest, and general achievement throughout high school
BackgroundOur interest in perceived self-regulation of learning arose in the context of educational reform. After decades of stability, the Finnish high school system underwent reform in the 1990s, with a significant emphasis being placed on promoting student self-regulation of learning.AimsThe purposes of the study were (1) to evaluate changes in the mean level of perceived self-regulation throughout high school and (2) to evaluate the nature of…
Spontaneous Scientific Argumentation and Socially Shared Metacognitive Regulation of High‐ and Low‐Performing Small Groups in Virtual Collaborative Science Learning
The present study examines the interconnectedness of spontaneous scientific argumentation and socially shared metacognitive regulation (SSMR) during a collaborative inquiry in which students are tasked with working in a virtual learning environment for marine biological issues. From a larger dataset of 39 groups, four small student groups were selected for this specific study. Of the selected groups, two were high‐performing and two were low‐perf…
Social Anxiety Scale for Adolescents (SAS-A)
The Role of Inference Making and Other Language Skills in the Development of Narrative Listening Comprehension in 4–6‐Year‐Old Children
In this two‐year longitudinal study, we sought to examine the developmental relationships among early narrative listening comprehension and language skills (i.e., vocabulary knowledge, sentence memory, and phonological awareness) and the roles of these factors in predicting narrative listening comprehension at the age of 6 years. We also sought to examine the role of inference‐making skills as longitudinal and concurrent predictors of other langu…
The developmental trajectory of perceived self-regulation, personal interest, and general achievement throughout high school
BackgroundOur interest in perceived self-regulation of learning arose in the context of educational reform. After decades of stability, the Finnish high school system underwent reform in the 1990s, with a significant emphasis being placed on promoting student self-regulation of learning.AimsThe purposes of the study were (1) to evaluate changes in the mean level of perceived self-regulation throughout high school and (2) to evaluate the nature of…
Early Oral Language Comprehension, Task Orientation, and Foundational Reading Skills as Predictors of Grade 3 Reading Comprehension
The present five-year longitudinal study from preschool to grade 3 examined the developmental associations among oral language comprehension, task orientation, reading precursors, and reading fluency, as well as their role in predicting grade 3 reading comprehension. Ninety Finnish-speaking students participated in the study. The students’ oral language comprehension (vocabulary knowledge, listening comprehension, and inference making) and task o…
Psychological Adjustment of Expatriate Children in Cultural Transitions
The aim of the current study was to define the factorial structure of the psychological adjustment (PA) of Finnish expatriate children (EC) and to construct a model consisting of three child-level variables (age, school success, and attitude toward moving). Survey data concerning Finnish EC (N = 324) who had lived temporarily abroad were gathered from the EC’s parents. The mean age of the children was 4.8 years in the expatriation context and 8.2…
High-School Students’ Topic-Specific Epistemic Beliefs about Climate Change
This study belongs to assessment-related research and aimed to investigate Finnish high-school students’ (n = 211) topic-specific epistemic beliefs about climate change and whether the Norwegian topic-specific epistemic beliefs questionnaire (TSEBQ) was also valid among Finnish respondents. Thus, research data were not only derived from the TSEBQ but also from topic knowledge tests and students’ views on their favorite school subjects and interes…
Student participatory role profiles in collaborative science learning
During collaborative learning, students tend to spontaneously enact different participatory roles that may significantly affect collaborative learning processes. Only few empirical studies to date have investigated groups as systems based on emerging roles and role profiles of the participating students, and how emerging role profile configurations affect achievement. This exploration of students' self-adopted roles investigated the relationship …
Opportunities to Talk Matter in Shared Reading
Research Findings: The present study examined children’s listening comprehension during a two-semester-long dialogic reading. We explored the extent to which the development of children’s listening comprehension was accounted for by initial listening comprehension and whether children’s engagement and the amount and level of their verbal participation in shared reading contributed to their later listening comprehension. The opportunities provided…
“I Have More Courage Now”
This study investigates students’ (n = 30) experiences of the pre-Diploma Programme (pre-DP) year in Finland. We examined how the students perceived the impact of English-medium teaching on their content learning, how their English self-concept had evolved during the year and what factors had contributed to this. The data were collected by initial and follow-up questionnaires and semi-structured interviews. The students’ content learning had beco…
Learning strategies, self-efficacy beliefs and academic achievement of first-year preservice teachers
As teacher profession can be seen as a learning profession, it is crucial that teacher education equips future teachers with high-level skills to update and increase their proficiency and expertise throughout their career. In this aim, cognitive processing strategies and metacognitive regulation strategies as well as academic self-efficacy beliefs play a crucial role. This study examined Finnish first-year preservice teachers’ ( N = 538) initial …
Student Teachers’ Study Profiles — Longitudinal Perspective to Research-Based Teacher Education
This study examined student teachers’ study profiles and achievement levels from selection through to the bachelor’s phase of their teacher education programmes. The latent profile analysis revealed two student teacher study profile subgroups associated with varying study achievement levels from the first three years of the teacher education programme. In a more detailed examination, the results revealed that the main differences occur during the…
Estonian and Finnish early childhood education teachers’ views of well-being and changes at work during the Covid-19 pandemic
This study aimed to shed light on how the first wave of COVID-19 influenced well-being and changed the work of early childhood education and care (ECEC) teachers in Estonia and Finland and how well-being and changes are associated with each other. The data used in this quantitative study were gathered via nationwide online surveys of early childhood education teachers (N = 378). The results revealed that there was no major change in teachers’ wel…
Development and Validity Evaluation of a National Digital Entrance Examination Test for Higher Education Student Selection
Higher education institutions need to develop valid, fair, and objective selection methods. Current literature reporting the development and validation of new national large‐scale selection tests is scarce. This two‐phased study aimed to (1) develop and (2) evaluate the validity of the Finnish digital Universities of Applied Sciences Entrance Examination (UAS Exam). In phase 1 (years 2018–2019), the UAS exam sections were constructed using scopin…
Spontaneous Scientific Argumentation and Socially Shared Metacognitive Regulation of High‐ and Low‐Performing Small Groups in Virtual Collaborative Science Learning
The present study examines the interconnectedness of spontaneous scientific argumentation and socially shared metacognitive regulation (SSMR) during a collaborative inquiry in which students are tasked with working in a virtual learning environment for marine biological issues. From a larger dataset of 39 groups, four small student groups were selected for this specific study. Of the selected groups, two were high‐performing and two were low‐perf…
Exploring the reliability and validity of multiple mini-interviews in admission to teacher education
This study addressed the need to explore the reliability and validity of the recently renewed aptitude test based on the multiple mini-interview (MMI) format in Finnish teacher education programmes. Utilising a nationwide dataset (N = 3306), we explored the reliability of the format using intraclass correlations and multilevel modelling. Furthermore, we validated the intended structure of the MMI with confirmatory factor analysis and contrasted t…
When “one, two, three” gains ordinal meaning
4.08 years; 51% boys, 49% girls) using a task in which children ordered sets of items from least to most. Growth mixture modeling revealed varying rates of development in numerical ordering skills. Steep development in numerical ordering skills was associated with higher cardinality skills and number sequence production. Video analysis showed that mainly children who performed well in numerical ordering tasks used their knowledge of the number se…
Psychology (15 works) · Mathematics education (9 works) · Pedagogy (8 works) · Developmental psychology (7 works) · Computer Science (5 works) · Innovative Teaching and Learning Methods (4 works) · Linguistics (4 works) · Reading and Literacy Development (4 works) · Structural equation modeling (4 works) · Cognition (3 works)