Browsing by Subject "Pystyvyysuskomukset"
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(2016)Goals. The most integral component of the theoretical background for this study is the concept of self-efficacy, which was first introduced by Albert Bandura in Social learning theory (1977). Self-efficacy is understood in this study in a holistic way to consist of the context-specific competence-beliefs one has concerning his or her capabilities. Self-efficacy beliefs have been found to have a wide spread influence on motivation, achievement, goal setting, persistence in achievements and choice of tasks. In addition to the concept of self-efficacy, this thesis will review the concept of self-concept and competence-beliefs on a more general level as well. The main aim of this study was to find out what the general level of academic self-efficacy of sixth graders in Helsinki is. Another question of interest was whether subject-specific self-efficacy in any certain subject correlates more strongly with a broader sense of school-related self-efficacy than self-efficacy in other subjects. The goal was also to examine how student`s self-efficacy beliefs vary between genders and between different classes. This study aims to produce information concerning the current level of students’ self-efficacy. Methods. The data were collected in March and April of 2015 and in April and May of 2016 from 11 different sixth grades (N 204) in Helsinki. The method for collecting the data was an electronic survey that was filled out by the students while the researcher was present. Aver-ages from the data were examined to find out the general level of self-efficacy, a Mann and Whitney’s U-test was conducted for finding out the differences between genders, a Kruskal-Wallis test was conducted in order to find out whether there was variety between the different classes, and correlations were looked for between the subject-specific and a more general sense of school-related self-efficacy. Results and conclusions. The results of the study were quite positive and showed that the level of sixth grader’s school-related and subject-specific self-efficacy is fairly high. Self-efficacy in math, Finnish and biology and geography correlated with the general school-related self-efficacy slightly more strongly than self-efficacy in the other subjects. The differences in self-efficacy between classes and genders were fairly small and statistically significant in only a few subjects.
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(2015)Objectives. Education for sustainable development related to efficacy beliefs has been studied in the past, for example, among the subject teachers, but among the class teachers, research-based information is still scarce. Aim of this study was to investigate the class teachers efficacy beliefs and their connection to school action culture in context of education for sustainable development. The study also surveyed the realization of education for sustainable development with classroom teaching and school action culture. In addition the study examined the class teachers and their schools, the differences between their efficacy beliefs and the implementation of education for sustainable development. Methods. The study was conducted utilizing SEED research, supported by the Academy of Finland, sub-project by University of Helsinki, Department of Teacher Education, collected survey data. The SEED projects (Sustainable Food Education for Self-Efficacy Development) aim has been to study and develop the education for sustainable development in Finnish basic education. Sub-project of University of Helsinki Department of Teacher Education surveyed teachers and students factors which influenced sustainable development actions. The questionnaires question sets were analyzed by statistical methods and the questionnaires open questions were analyzed utilizing content analysis. The study was conducted in spring 2010 with national stratified sampling and the questionnaire was answered by 231 class teachers from 80 schools. Results and conclusions. Class teachers described their efficacy beliefs in education for sustainable development as mediocre. Best known was ecological sustainability and the least known part was economic sustainability. The knowledge of the curriculums cross-curricularity of sustainable development was mediocre. From aspects of the Sustainable development the ecological point of view was best achieved in school culture and the worst one of them was the economic aspect. The school action culture which supports sustainable development was found to affect class teachers education for sustainable development positively. Between class teachers there did not show up any differences in sustainability education based on sex, age, class level, the school or the schools classification in the municipality. Schools showed differences in teaching of sustainable development, schoolwork and school culture influence, as well as in the implementation of sustainable development in socio-cultural dimension.
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(2021)This study did focus on examining the pharmacy students of Helsinki University and their own experi-ence of their self -efficacy, psychological flexibility and wellbeing through exhaustion. This study also focused on the connections of self-efficacy believes, psychological flexibility skills and exhaustion. The research material used in this study was prepared by the HowULearn survey that is prepared be re-search and development unit (YTY) of the university of Helsinki. The first research question examined pharmacy student’s own experience of their psychological flexi-bility, self- efficacy and experience of exhaustion. Answers to the first research question were found by using frequency analysis and basic numbers such as mode and median. The normality of the used data was tested whit Kolmogrov-sminov test. The second research question examined the connections between oself -efficacy, psychological flexibil-ity and exhaustion. Answers to this second research question were found by using correlation analysis and regression analysis. According to the results obtained in this research pharmacy students experienced having good psychological flexibility skills and experienced good self-efficacy believes. Better self-efficacy believes and better skills in psychological flexibility associated whit low exhaustion or no exhaustion at all and vice versa. Self -efficacy believes, skills in psychological flexibility seem to have an important connection to the well-being of pharmacy students. For this reason it is important to increase understanding of the relationships between self-efficacy, psychological flexibility and experience of exhaustion on students.
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(2021)This study did focus on examining the pharmacy students of Helsinki University and their own experi-ence of their self -efficacy, psychological flexibility and wellbeing through exhaustion. This study also focused on the connections of self-efficacy believes, psychological flexibility skills and exhaustion. The research material used in this study was prepared by the HowULearn survey that is prepared be re-search and development unit (YTY) of the university of Helsinki. The first research question examined pharmacy student’s own experience of their psychological flexi-bility, self- efficacy and experience of exhaustion. Answers to the first research question were found by using frequency analysis and basic numbers such as mode and median. The normality of the used data was tested whit Kolmogrov-sminov test. The second research question examined the connections between oself -efficacy, psychological flexibil-ity and exhaustion. Answers to this second research question were found by using correlation analysis and regression analysis. According to the results obtained in this research pharmacy students experienced having good psychological flexibility skills and experienced good self-efficacy believes. Better self-efficacy believes and better skills in psychological flexibility associated whit low exhaustion or no exhaustion at all and vice versa. Self -efficacy believes, skills in psychological flexibility seem to have an important connection to the well-being of pharmacy students. For this reason it is important to increase understanding of the relationships between self-efficacy, psychological flexibility and experience of exhaustion on students.
Now showing items 1-4 of 4