Papers by Markku Leskinen
Sisäkorvaistutetta käyttävien lasten sosiaalinen asema lähikoulussa luokilla 1-4
Tutkimuksen tarkoituksena oli kuvata sisäkorvaistutetta käyttävien oppilaiden (jatkossa SI-oppila... more Tutkimuksen tarkoituksena oli kuvata sisäkorvaistutetta käyttävien oppilaiden (jatkossa SI-oppilaiden) sosiaalista asemaa lähikouluissa luokilla 1–4. Tutkimuksen tavoitteena oli selvittää, oliko SI-oppilaille muodostunut ystävyyssuhteita ja vastavuoroisen torjunnan suhteita muiden luokkalaisten kanssa ja olivatko he osana kaveriryhmiä. Lisäksi tutkittiin, muuttuiko heidän sosiaalinen asemansa luokilla 1–4. Tutkimuksen kohteena oli kuusi lähikoulun luokkaa, joissa opiskeli SI-oppilas. Tutkimus tehtiin sosiometrisellä menetelmällä, jossa luokkien oppilaat valitsivat kolme mieluisinta ja kolme vähiten mieluista leikkitoveria. Tulokset analysoitiin muodostamalla nimeämisten perusteella sosiogrammeja. Lisäksi SI-oppilaille laskettiin standardoidut z-pistemäärät neljään kategoriaan: suosio, epäsuosio, sosiaalinen suosio ja sosiaalinen näkyvyys. Tutkimuksessa ilmeni, että lähes puolet (45,8 %) kaikista SI-oppilaiden sosiaalisen aseman statuksista oli torjutun statuksia. SI-oppilaiden sosia...
Rakenneyhtälömallinnuksen menetelmällisiä ja käsitteellisteoreettisia lähtökohtia käyttäytymistieteellisessä tutkimuksessa
Vertaisarvioit
The Growth of International Collaboration : Addressing Critical Issues
In line with the primary purpose of ISEI, to provide a framework and forum for professionals from... more In line with the primary purpose of ISEI, to provide a framework and forum for professionals from around the world to communicate about advances in the field of early intervention, this symposium a ...
Frontiers in Psychology, 2021
This study examined the malleability of math self-efficacy (SE) among children with poor calculat... more This study examined the malleability of math self-efficacy (SE) among children with poor calculation fluency via an intervention that targeted four sources of SE (mastery experiences, vicarious experiences, social persuasions, and emotional and physiological states). The effect of pure strategy training was contrasted with an intervention that integrated strategy training and explicit SE support. Moreover, the changes in SE source experiences and their relation with math SE, as well as the relation between math-SE profiles and calculation fluency development, were examined. In a quasi-experimental design, 60 Finnish children with calculation fluency problems in Grades 2 to 4 participated in strategy training (N = 38) or in an intervention that integrated SE support with strategy training (N = 32) for 12 weeks. The results showed that the explicit SE intervention integrated with strategy training enhanced math SE among children with poor calculation fluency and low SE (effect size, r...
Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education
Teaching and Teacher Education, 2022
This meta-study aims to examine the size of the relationship between teachers' self-efficacy ... more 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 correlation coefficient between teachers’ self-efficacy and attitudes as r¯ = 0.35 (CI = 0.31-0.39). The between-study variations were not associated with hypothesized publication and sample characteristics. However, the self-efficacy measurement method accounted for a statistically significant strength of association.peerReviewe
Disability and Rehabilitation, 2018
Purpose: This study examined the subjective quality of life among youth with severe physical disa... more Purpose: This study examined the subjective quality of life among youth with severe physical disabilities during the transition to adulthood. Method: A purposive sample of 74 youths (mean age 20.19) with severe physical disabilities completed World Health Organization Quality of Life-Br ef (WHOQOL-BREF) to measure the quality of life; the Severely Disabled Youths' Life Situation and Functioning of Service Systems in Finland to measure health issues. The data were analyzed using one-sample and independent-samples t-tests, and sequential multiple regression analysis. Results: Compared to youth without disabilities, the study youth scored lower values in physical, social, and environmental quality of life. No gender differences were found in the quality of life among youth with severe physical disabilities. Age, gender, and intensity of pain were associated with quality of life. Conclusions: This evidence-based knowledge can be used to provide guidance for policy issues such as providing health and social services for youth with severe physical disabilities in Finland.
European Journal of Special Needs Education, 2019
Prior studies have shown that young adults with severe physical and multiple disabilities are les... more Prior studies have shown that young adults with severe physical and multiple disabilities are less likely to complete upper secondary education. This study aimed to identify whether these students' type of multiple disability, gender, location and literacy skills were associated with completion of upper secondary education. The participants were 74 young adults with severe physical disabilities (aged 19-22, M age = 20.2, SD = 1.16), of whom 39 (52.70%) had multiple disabilities. The data was gathered via the healthcare professionals' instrument, Severely Disabled Youth's Life Situation and Functioning of Service Systems in Finland. The results of chi-squared tests of independence indicated that having severe physical disability (other than cerebral palsy) with intellectual disability, location, and literacy skills were associated with completion of upper secondary education. The binary logistic regression showed that urban location and moderate or good literacy skills predicted completion of upper secondary education.
Journal of Educational Psychology, 2017
Several studies have shown that rapid automatized naming (RAN) is a significant predictor of math... more Several studies have shown that rapid automatized naming (RAN) is a significant predictor of mathematics, but the nature of their relationship remains elusive. Thus, the purpose of this metaanalysis was to estimate the size of their relationship and determine the conditions under which they correlate. We used a random-effects model analysis of data from 38 studies (33 unique samples, 151 correlations, 7,135 participants) to examine the size of the RAN-mathematics relationship and the role of different moderators (i.e., math measure and variable, type of RAN task, math age, study design, and sample characteristics). The results showed a significant correlation between RAN and mathematics (r = .37; 95% confidence interval [CI] .33-.42) as well as a large heterogeneity of individual correlations. The results also revealed that RAN produced stronger correlations with arithmetic calculation tasks than with general achievement tests; stronger correlations with singledigit calculation tasks than multi-digit calculation tasks; and stronger correlations with math fluency tasks than math accuracy tasks. The effect of these moderators suggests that part of the reason why RAN predicts mathematics is that they both require quick access to and retrieval of phonological representations from long-term memory. Our findings also suggest that RAN objects or colors can be used as early predictors of mathematical skill, especially of arithmetic fluency.
Journal of Human Sciences, 2016
This study conducted a large-scale survey to investigate the satisfaction of Finnish primary scho... more This study conducted a large-scale survey to investigate the satisfaction of Finnish primary school teachers toward the current educational placement of their students with special educational needs (SEN). Teachers were asked to recommend the most suitable educational placement for each of their SEN students from a pool of six alternatives: a mainstream classroom, part-time special education, a special classroom in the mainstream school, a special school, a state special school, or an institution. Data were obtained from 980 students representing 68 schools. The results showed that, in the majority of cases, teachers recommended a different level to the current level of placement for their SEN students. Teachers in the mainstream classrooms mostly recommended special classrooms, while teachers of the special education classrooms frequently recommended special schools, and teachers of the special schools often recommended state special schools or special education classrooms. A less ...
Learning and Individual Differences, 2015
Infants & Young Children, 1996
Uploads
Papers by Markku Leskinen