Olli-Pekka Malinen
Biographic Data
| ID | 9085837 |
|---|---|
| NAME | Olli-Pekka Malinen |
| GIVEN NAMES | Olli-Pekka |
| FAMILY NAME | Malinen |
| SIGNATURE | MALINEN O |
| AFFILIATIONS | EduCluster Finland, University of Jyväskylä, Jyväskylä, Finland |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 145 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Knowledge Diplomacy in the De-Risking Context
The de-risking strategy rolled out by the European Union (EU) in 2023 was a major historical event for EU-China relations in higher education. In this study, 40 international education professionals from both China and the EU were interviewed to glean an understanding of what potential impact the policy may have on EU-China relations in higher education. Using knowledge diplomacy as a theoretical lens, this study aims to examine whether the highe…
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…
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
The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout
Exploring teacher self-efficacy for inclusive practices in three diverse countries
Beijing in-service teachers' self-efficacy and attitudes towards inclusive education
Understanding teachers’ attitudes and self-efficacy in inclusive 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…
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
Beijing in-service teachers' self-efficacy and attitudes towards inclusive education
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
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…
Understanding teachers’ attitudes and self-efficacy in inclusive 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
The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout
Teachers' self-efficacy and the sources of efficacy
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 …
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…
Knowledge Diplomacy in the De-Risking Context
The de-risking strategy rolled out by the European Union (EU) in 2023 was a major historical event for EU-China relations in higher education. In this study, 40 international education professionals from both China and the EU were interviewed to glean an understanding of what potential impact the policy may have on EU-China relations in higher education. Using knowledge diplomacy as a theoretical lens, this study aims to examine whether the highe…
Psychology (7 works) · Self-efficacy (7 works) · Social Psychology (7 works) · Social Psychology (6 works) · Teacher Education and Leadership Studies (5 works) · Inclusion and Disability in Education and Sport (4 works) · Medicine (4 works) · Political science (4 works) · China (3 works) · Collaborative Teaching and Inclusion (3 works)