Akie Yada
Datos Biográficos
| ID | 5757986 |
|---|---|
| NOMBRE | Akie Yada |
| NOMBRES | Akie |
| APELLIDO | Yada |
| FIRMA | YADA A |
| AFILIACIONES | University of Jyväskylä |
| ORCID | 0000-0003-1944-6793 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAS | 80 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2017 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 5 |
Predictors of teachers’ inclusive practices
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…
Prospective Coparenting Among First-Time Expectant Parents
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…
Principal leadership practices for supporting teacher collaboration and collective teacher efficacy
Teacher collaboration and collective teacher efficacy are key factors in a school's capacity for improvement. Based on assumptions drawn from social capital theory, we posit that principals play a pivotal role in shaping teachers’ work environments, thereby enhancing collaboration and collective efficacy. However, evidence on the determinants of these factors and their dynamics as aspects of a school's social capital remains limited. Using longit…
Maternal Emotional Availability Supports Child Communicative Development Regardless of Child Temperament—Findings From the FinnBrain Birth Cohort Study
The interplay of emotional availability (EA) and child temperament in association with early language development is understudied. We explored associations between maternal EA and infant communicative development and possible moderations by child temperament. Participants were 151 mother‐child dyads from the FinnBrain Birth Cohort Study. Path models of associations between 8‐month maternal EA and 14‐month communicative development and moderation …
All ready for action in inclusive classrooms? Conceptions of the tiered support framework, professional roles, and collaboration among Finnish pre-service teachers
The idea of inclusive education became prevalent around the world. To implement inclusive education, some countries adopt a multi-tiered support framework to support children with special educational needs. Although Finland introduced this framework already in 2010, few studies have investigated how pre-service teachers understand its implementation and multi-professional collaboration. This study examined pre-service teachers’ conceptions of the…
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…
Reciprocal relationships between a child’s engagement with faces and mother–child interaction at 8, 30, and 60 months
Prioritized attention to faces can be viewed as an early-developing marker of social engagement. This behavior is closely linked with early interactions, but there has been little research examining the longitudinal associations between social engagement and parent-child interaction. We examined the reciprocal relations between mother-child interaction and child engagement with faces from infancy to preschool age. Participants of this study were …
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…
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 …
Teachers' self-efficacy and the sources of efficacy
Teachers' attitudes and self-efficacy on implementing inclusive education in Japan and Finland
Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices
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…
Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices
Teachers' self-efficacy and the sources of efficacy
Teachers' attitudes and self-efficacy on implementing inclusive education in Japan and Finland
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 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…
Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices
Teachers' attitudes and self-efficacy on implementing inclusive education in Japan and Finland
Teachers' self-efficacy and the sources of efficacy
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 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…
Principal leadership practices for supporting teacher collaboration and collective teacher efficacy
Teacher collaboration and collective teacher efficacy are key factors in a school's capacity for improvement. Based on assumptions drawn from social capital theory, we posit that principals play a pivotal role in shaping teachers’ work environments, thereby enhancing collaboration and collective efficacy. However, evidence on the determinants of these factors and their dynamics as aspects of a school's social capital remains limited. Using longit…
Maternal Emotional Availability Supports Child Communicative Development Regardless of Child Temperament—Findings From the FinnBrain Birth Cohort Study
The interplay of emotional availability (EA) and child temperament in association with early language development is understudied. We explored associations between maternal EA and infant communicative development and possible moderations by child temperament. Participants were 151 mother‐child dyads from the FinnBrain Birth Cohort Study. Path models of associations between 8‐month maternal EA and 14‐month communicative development and moderation …
All ready for action in inclusive classrooms? Conceptions of the tiered support framework, professional roles, and collaboration among Finnish pre-service teachers
The idea of inclusive education became prevalent around the world. To implement inclusive education, some countries adopt a multi-tiered support framework to support children with special educational needs. Although Finland introduced this framework already in 2010, few studies have investigated how pre-service teachers understand its implementation and multi-professional collaboration. This study examined pre-service teachers’ conceptions of the…
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…
Reciprocal relationships between a child’s engagement with faces and mother–child interaction at 8, 30, and 60 months
Prioritized attention to faces can be viewed as an early-developing marker of social engagement. This behavior is closely linked with early interactions, but there has been little research examining the longitudinal associations between social engagement and parent-child interaction. We examined the reciprocal relations between mother-child interaction and child engagement with faces from infancy to preschool age. Participants of this study were …
Predictors of teachers’ inclusive practices
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…
Prospective Coparenting Among First-Time Expectant Parents
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…
Psychology (10 obras) · Social Psychology (9 obras) · Social Psychology (7 obras) · Teacher Education and Leadership Studies (7 obras) · Collaborative Teaching and Inclusion (6 obras) · Mathematics education (6 obras) · Self-efficacy (6 obras) · Pedagogy (5 obras) · Inclusion (mineral (4 obras) · Inclusion and Disability in Education and Sport (4 obras)