Akie Yada

Principal leadership practices for supporting teacher collaboration and collective teacher efficacy: A random intercept cross-lagged panel model (2025)

Educational Management Administration and Leadership

Meyer, Andre; Yada, Takumi; Yada, Akie; Kempert, Sebastian; Richter, Dirk

(A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä )

Validation of the Student and Teacher Version of the Japanese Perceptions of Inclusion Questionnaire (PIQ) (2025)

European Journal of Psychological Assessment

Yada, Akie; Schwab, Susanne; Korenaga, Kanako; Zurbriggen, Carmen L. A.

(A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä )

Teacher student-specific self-efficacy and its impact on students' academic self-concept, emotional well-being and social inclusion (2025)

Teaching and Teacher Education

Eren, Erkan; Yada, Akie; Schwab, Susanne; Savolainen, Hannu

(A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä )

All ready for action in inclusive classrooms? Conceptions of the tiered support framework, professional roles, and collaboration among Finnish pre-service teachers (2025)

International Journal of Inclusive Education

Yada, Akie; Björn, Piia Maria; Savolainen, Pirjo; Kyttälä, Minna

(A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä )

Applying the theory of planned behaviour to examine teachers' intentions to teach in inclusive classrooms and their inclusive practices (2025)

British Educational Research Journal

Gülsün, İpek; Malinen, Olli-Pekka; Yada, Akie; Savolainen, Hannu

(A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä )

Latent Profiles of Early Language Development in a Large Finnish-Speaking Sample of the FinnBrain Birth Cohort Study (2025)

Journal of Speech, Language, and Hearing Research

Saloranta, Essi; Yada, Akie; Mccauley, Stewart; Yli-Savola, Aura; Savo, Satu; Renvall, Kati; Eskola, Eeva; Fernandes, Michelle; Korja, Riikka; Karlsson, Hasse; Karlsson, Linnea; Mainela-Arnold, Elina

(A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä )

Maternal Emotional Availability Supports Child Communicative Development Regardless of Child Temperament: Findings From the FinnBrain Birth Cohort Study (2025)

Infancy

Ollas-Skogster, Denise; Korja, Riikka; Yada, Akie; Mainela-Arnold, Elina; Karlsson, Hasse; Bridgett, David J.; Rautakoski, Pirkko; Karlsson, Linnea; Nolvi, Saara

(A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä )

Reciprocal relationships between a child’s engagement with faces and mother–child interaction at 8, 30, and 60 months (2024)

Developmental Psychology

Luotola, Aino; Korja, Riikka; Leppänen, Jukka; Yada, Akie; Eskola, Eeva; Häikiö, Tuomo; Lahtela, Hetti; Holmberg, Eeva; Nordenswan, Elisabeth; Nolvi, Saara; Karlsson, Hasse; Karlsson, Linnea; Kataja, Eeva-Leena

(A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä )

Exploring the role of teachers' attitudes towards inclusive education, their self-efficacy, and collective efficacy in behaviour management in teacher behaviour (2023)

Teaching and Teacher Education

Gulsun Ipek, Malinen Olli-Pekka, Yada Akie, Savolainen Hannu

(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))

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Principal leadership practices for supporting teacher collaboration and collective teacher efficacy: A random intercept cross-lagged panel model (2025)

Validation of the Student and Teacher Version of the Japanese Perceptions of Inclusion Questionnaire (PIQ) (2025)

Teacher student-specific self-efficacy and its impact on students' academic self-concept, emotional well-being and social inclusion (2025)

All ready for action in inclusive classrooms? Conceptions of the tiered support framework, professional roles, and collaboration among Finnish pre-service teachers (2025)

Applying the theory of planned behaviour to examine teachers' intentions to teach in inclusive classrooms and their inclusive practices (2025)

Latent Profiles of Early Language Development in a Large Finnish-Speaking Sample of the FinnBrain Birth Cohort Study (2025)

Maternal Emotional Availability Supports Child Communicative Development Regardless of Child Temperament: Findings From the FinnBrain Birth Cohort Study (2025)

Reciprocal relationships between a child’s engagement with faces and mother–child interaction at 8, 30, and 60 months (2024)

Exploring the role of teachers' attitudes towards inclusive education, their self-efficacy, and collective efficacy in behaviour management in teacher behaviour (2023)