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Becoming agentic teachers: Experiences of the home group approach as a resource for supporting teacher students' agency

Teaching and teacher education, 2018-11, Vol.76, p.116-125

2018

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Finnish pre-service teachers’ identity development after a year of initial teacher education: Adding, transforming, and defending

Teaching and teacher education, 2023-12, Vol.135, p.104354, Article 104354

2023

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National context and teacher characteristics: Exploring the critical non-cognitive attributes of novice teachers in four countries

Teaching and teacher education, 2018-05, Vol.72, p.64-74

2018

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Cross-Lagged Associations Between Problem Behaviors and Teacher-Student Relationships in Early Adolescence

The Journal of early adolescence, 2018-10, Vol.38 (8), p.1100-1141

2018

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Multiple mini-interviews as a selection tool for initial teacher education admissions

Teaching and teacher education, 2022-05, Vol.113, p.103660, Article 103660

2022

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Learning strategies, self-efficacy beliefs and academic achievement of first-year preservice teachers: a person-centred approach

European journal of psychology of education, 2024-06, Vol.39 (2), p.1161-1186

2024

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School grades as predictors of self-esteem and changes in internalizing problems: A longitudinal study from fourth through seventh grade

Learning and individual differences, 2020-01, Vol.77, p.101807, Article 101807

2020

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Developmental Dynamics Between Children's Externalizing Problems, Task-Avoidant Behavior, and Academic Performance in Early School Years: A 4-Year Follow-Up

Journal of educational psychology, 2015-02, Vol.107 (1), p.246-257

2015

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Long-term stability in the Big Five personality traits in adulthood

Scandinavian journal of psychology, 2007-12, Vol.48 (6), p.511-518

2007

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A multidimensional adapted process model of teaching

Educational assessment, evaluation and accountability, 2022-05, Vol.34 (2), p.143-172

2022

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Maternal Affection Moderates the Associations Between Parenting Stress and Early Adolescents’ Externalizing and Internalizing Behavior

The Journal of early adolescence, 2020-02, Vol.40 (2), p.221-248

2020

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Beginning student teachers' agency in teacher identity negotiations

Teacher development, 2024-03, Vol.28 (2), p.178-194

2024

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Personality profiles and health: Longitudinal evidence among Finnish adults

Scandinavian journal of psychology, 2012-12, Vol.53 (6), p.512-522

2012

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Relationships of young adults with foster care backgrounds: Tensions and management strategies

Child & family social work, 2021-08, Vol.26 (3), p.358-369

2021

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What's in a name: the effect of category labels on teachers' beliefs

European journal of special needs education, 2020-01, Vol.35 (1), p.115-127

2020

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Task-Focused Behavior Mediates the Associations Between Supportive Interpersonal Environments and Students' Academic Performance

Psychological science, 2014-04, Vol.25 (4), p.1018-1024

2014

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Externalizing behavior problems and interest in reading as predictors of later reading skills and educational aspirations

Contemporary educational psychology, 2017-04, Vol.49, p.324-336

2017

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Personality Types and Applicant Reactions in Real-life Selection

International journal of selection and assessment, 2013-03, Vol.21 (1), p.32-45

2013

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Socioemotional Behavior and School Achievement in Relation to Extracurricular Activity Participation in Middle Childhood

Scandinavian journal of educational research, 2012-04, Vol.56 (2), p.167-182

2012

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Measuring higher-order cognitive skills with multiple choice questions –potentials and pitfalls of Finnish teacher education entrance

Teaching and teacher education, 2023-02, Vol.122, p.103943, Article 103943

2023

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Positive Parenting and Parenting Stress Among Working Mothers in Finland, the UK and the Netherlands: Do Working Time Patterns Matter?

Journal of comparative family studies, 2017-04, Vol.48 (2), p.175-196

2017

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Sense of Coherence and Five-Factor Approach to Personality: Conceptual Relationships

European psychologist, 2007, Vol.12 (3), p.165-172

2007

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Personality traits and parenting: neuroticism, extraversion, and openness to experience as discriminative factors

European journal of personality, 2003-01, Vol.17 (1), p.59-78

2003

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Exploring the reliability and validity of multiple mini-interviews in admission to teacher education

European journal of teacher education, 2024-05, p.1-18

2024

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A school-based intervention program as a context for promoting socioemotional development in children

European journal of psychology of education, 2010-09, Vol.25 (3), p.381-398

2010

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Becoming agentic teachers: Experiences of the home group approach as a resource for supporting teacher students' agency

Finnish pre-service teachers’ identity development after a year of initial teacher education: Adding, transforming, and defending

National context and teacher characteristics: Exploring the critical non-cognitive attributes of novice teachers in four countries

Cross-Lagged Associations Between Problem Behaviors and Teacher-Student Relationships in Early Adolescence

Multiple mini-interviews as a selection tool for initial teacher education admissions

Learning strategies, self-efficacy beliefs and academic achievement of first-year preservice teachers: a person-centred approach

School grades as predictors of self-esteem and changes in internalizing problems: A longitudinal study from fourth through seventh grade

Developmental Dynamics Between Children's Externalizing Problems, Task-Avoidant Behavior, and Academic Performance in Early School Years: A 4-Year Follow-Up

Long-term stability in the Big Five personality traits in adulthood

A multidimensional adapted process model of teaching

Maternal Affection Moderates the Associations Between Parenting Stress and Early Adolescents’ Externalizing and Internalizing Behavior

Beginning student teachers' agency in teacher identity negotiations

Personality profiles and health: Longitudinal evidence among Finnish adults

Relationships of young adults with foster care backgrounds: Tensions and management strategies

What's in a name: the effect of category labels on teachers' beliefs

Task-Focused Behavior Mediates the Associations Between Supportive Interpersonal Environments and Students' Academic Performance

Externalizing behavior problems and interest in reading as predictors of later reading skills and educational aspirations

Personality Types and Applicant Reactions in Real-life Selection

Socioemotional Behavior and School Achievement in Relation to Extracurricular Activity Participation in Middle Childhood

Measuring higher-order cognitive skills with multiple choice questions –potentials and pitfalls of Finnish teacher education entrance

Positive Parenting and Parenting Stress Among Working Mothers in Finland, the UK and the Netherlands: Do Working Time Patterns Matter?

Sense of Coherence and Five-Factor Approach to Personality: Conceptual Relationships

Personality traits and parenting: neuroticism, extraversion, and openness to experience as discriminative factors

Exploring the reliability and validity of multiple mini-interviews in admission to teacher education

A school-based intervention program as a context for promoting socioemotional development in children

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