Browsing by Subject "uupumus"

Goals. The aim of the study was to determine whether the classteachers’ relatedness was protectively associated with burnout during the phases of the corona pandemic. The aim was to examine whether the association between classteachers' relatedness and burnout varied according to the way of working or the stages of a corona pandemic. Relatedness was examined through the communal dimension of the self-determination theory. Relatedness was examined through the dimensions of satisfaction and frustration. Classteachers’ relatedness is associated with lower levels of burnout. The corona pandemic has brought new challenges and demands to teaching example new learning environments. The uncertainty surrounding the pandemic and the adaptation to new ways of working have increased the workload of classteachers. It is important to look at the links between relatedness, burnout, and way of working in order to protect classteachers’ well-being even in exceptional times. Methods. The data (N = 1286) was collected in cooperation with the OAJ at three measurement times in spring 2020, autumn 2020, and spring of 2021. Measurement times examined the different phases of the corona pandemic. Teachers filled out a questionnaire that measured relatedness, burnout, and way of working. Remote work percentage was divided into ways of working, which were classified as remote work, hybrid work, and face-to-face work. The relationship between relatedness and burnout was examined using hierarchical regression analysis. In addition, the interaction terms examined whether there was a variation according to the way of working or the phases of the corona pandemic. Results and conclusion. The relationship between classteachers' relatedness and burnout was protective during the corona pandemic. In addition, there was variation in the relationship between relatedness and burnout according to the way of working and the different stages of the corona pandemic. Hybrid work was associated with greater level of exhaustion than face-to-face work. In the spring of 2021, classteachers with high levels of relatedness satisfaction expected less exhaustion than in spring 2020. According to previous studies, the study confirms the importance of relatedness in protecting classteachers' from burnout. It would be important to continue to examine the effects of the corona pandemic on the well-being of teachers to better safeguard the well-being of teachers in similar exceptional times in the future.

Previous studies have shown that cognitive strategies and approaches to learning can be considered as central factors affecting studying. Although the role of different aspects in learning has been emphasised in previous studies, those aspects have mostly been studied separately. Therefore, it is important to examine the interaction between cognitive- motivational aspects of learning, exhaustion and conscientiousness. Based on previous studies, it has been indicated that cognitive strategies and approaches to learning are related to each other. In addition, the studies have shown that cognitive strategies are directly related to the well-being of students. Previous studies have also indicated that social strategies reflect cognitive strategies. The aim of this study was to explore what kind of cognitive-motivational profiles can be formed for students and how do these profiles differ from each other in exhaustion and conscientiousness. Previous studies concerning exhaustion have almost solely focused on work context although preliminary studies have shown that exhaustion also widely exists among students. For now there has been only few studies regarding conscientiousness at the university context. The first study results have shown that cognitive-motivational factors are related to conscientiousness. The data were collected during late fall 2012, spring 2013 and fall 2013 by using a questionnaire. The participants (n=203) were first-year students of bioscience, dentistry, mathematics and medicine at the University of Helsinki. A person-oriented approach was used in the analysis. K-Means clustering was used for clustering students into cognitive-motivational profiles based on the combinations of cognitive and attributional strategies and approaches to learning. One-way ANOVAs were conducted to explore group differences in exhaustion and conscientiousness. Three student groups with different profiles were identified. The results show that students with different cognitive-motivational profiles varied in terms of exhaustion and conscientiousness. Students, who showed task- avoidance and a surface approach to learning also showed the highest levels of exhaustion and the lowest levels of conscientiousness. Students, who showed the highest levels of optimistic strategy and optimism in social situations, displayed the lowest levels of exhaustion and the highest levels of conscientiousness. Students, who showed a deep approach to learning, displayed the average exhaustion and conscientiousness. The results imply that by recognising cognitive-motivational profiles of university students it is possible to identify students who need more support at the beginning of university studying. In order to develop teaching and learning environment the way that it supports students and the development of beneficial cognitive strategies and approaches to learning, there should be conducted more comprehensive and profound research regarding the nature and development of different aspects in learning and their relation to students’ well-being.