Browsing by Subject "introversion"
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(2019)How do we see the quiet students? Earlier studies show that these students are often relatively invisible in schools and their needs are omitted to the benefit of more active students. The aim of this study was to understand how teachers apprehend their quiet students and how they evaluate the need of scaffolding for these students. I was also interested in how these students were assessed, on whether or not their quietness affects their credentials? The quiet students can be more reserved by nature, be fearful or shy. The underlying causes for the quietness are important to understand for the best result when interventions are planned. Also, the lack of national assessment criteria puts the teachers in a quandary, the curriculum sets guidelines, but the final credential will be subjective. The study was executed by semi structured interviews with three primary school teachers. The transcribed interviews where then analyzed with a hermeneutic approach to understand and mediate the voices of the teachers how they experience their quiet students and their need for support but also the difficulties they encounter when assessing these students. The result show that there are no explicit types of scaffolding that will benefit all students. Every student is unique with their own reason for quietness. As a teacher you must be aware of the underlying reasons for the best outcome. While the study shows that some progress can be made by creating an understanding and safe environment both in the classroom and outside. On the question about assessment the study shows that the quietness effects the student’s credentials negatively.
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(2019)The aim of this study was to examine the validity and reliability of the social engagement scale among students at Finnish comprehensive schools. Another aim was to examine the interaction effect of social engagement and introversion on self-esteem, schoolwork engagement and burnout. The purpose of this was to understand how introverts with higher social engagement perform in terms of their self-esteem, schoolwork engagement and burnout in comparison to introverts with lower social engagement. The theory of this study focused on social engagement, which has been suggested the fourth dimension of school engagement. Social interactions help students’ learning, and enhance critical thinking and problem solving. Introversion was selected for this study as introverts are usually stereotypically seen as unsocial and unwilling to work with other people. The data for this study were collected through questionnaires of the Mind the Gap Research Group of the University of Helsinki in 2013–2016. Sample size was 862 students. The analytical methods were confirmatory factor analysis (CFA) and hierarchical multiple regression. The results indicated that a two-factor model best fit the social engagement scale. These two dimensions were named the social engagement approach and social engagement avoidance. When examining self-esteem, the interactions between the social engagement approach and introversion were significant. This suggests that introverts with high social engagement have higher self-esteem than introverts with low social engagement. Interaction terms for the social engagement approach and social engagement in terms of schoolwork engagement and burnout were not found.
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(2019)The aim of this study was to examine the validity and reliability of the social engagement scale among students at Finnish comprehensive schools. Another aim was to examine the interaction effect of social engagement and introversion on self-esteem, schoolwork engagement and burnout. The purpose of this was to understand how introverts with higher social engagement perform in terms of their self-esteem, schoolwork engagement and burnout in comparison to introverts with lower social engagement. The theory of this study focused on social engagement, which has been suggested the fourth dimension of school engagement. Social interactions help students’ learning, and enhance critical thinking and problem solving. Introversion was selected for this study as introverts are usually stereotypically seen as unsocial and unwilling to work with other people. The data for this study were collected through questionnaires of the Mind the Gap Research Group of the University of Helsinki in 2013–2016. Sample size was 862 students. The analytical methods were confirmatory factor analysis (CFA) and hierarchical multiple regression. The results indicated that a two-factor model best fit the social engagement scale. These two dimensions were named the social engagement approach and social engagement avoidance. When examining self-esteem, the interactions between the social engagement approach and introversion were significant. This suggests that introverts with high social engagement have higher self-esteem than introverts with low social engagement. Interaction terms for the social engagement approach and social engagement in terms of schoolwork engagement and burnout were not found.
Now showing items 1-3 of 3