Browsing by Subject "itsetunto"

Aims. The aim of my research was to study the use of social media of 15–17 year old Finnish teenagers and what effects social media has on them. Earlier studies have shown that an average Finnish teenager uses social media approximately 15 hours during a week. It has also been studied that the social media has an effect on self-esteem. I chose social media and it’s effects on teenagers as my research subject because as a phenomenom the social media is rather young, which is why there has not been done many Finnish studies focusing on the teenagers’ social media use. My research assignment is to find out what kind of social media users teenagers are and what kind of effects social media has on their self experiences. Methods. The study was qualitative and 45 teenagers from age 15 to 17 participated in it. The data was collected with an internet questionnaire which was shared through social media, and it contained mainly open questions. The data was analysed by using qualitative data-based content analysis. Results and conclusions. Most of the teenagers used social media 3–4 hours daily or more. It was used for entertainment, for finding information, communication, current affairs, sharing one’s own life experiences and for finding inspiration, among other things. Almost half of the teenagers were bullied over social media. Appearance was also essential in the social media. Social media created ideals for appearance for teenagers and set them under critique, gave them false image of reality and made the teenagers look for the acceptance through outlooks. 31 of them had gotten positive comments on their appearance from social media and 13 had gotten negative comments. Those comments had an impact on the teenagers’ self-esteem, mood and feelings. Teenagers had also objects of identification and admiration in social media, such as videobloggers, artists, models and their own friends, and they were influenced by them. They felt that social media had many positive and negative effects on their lives. Positive effects were the rise of self-esteem, being more brave in expressing one’s own opinion, the possibilities of keeping in touch with other people and being the source of inspiration, motivation and information, among other things. The negative effects were the social media taking too much time and creating pressure, its bad effect on physical condition and sleep, distortion of self-image, the mean people and the need to be always within reach, among other things. The results of this study implicate that the social media has a comprehensive effect on the lives of the teenagers and their self experiences.

The symptoms of ADHD can cause many challenges for children and adolescents in school. Today, traditional learning environments are challenged by more open, flexible learning environments. However, there is only little earlier research on classroom experiences in flexible learning environments and classroom experiences comparing traditional and flexible learning environments have not been studied from the perspective of students with ADHD symptoms. In addition, previous research has shown that students with symptoms of ADHD often experience lower self-esteem than their peers. It is also known that girls are more likely to report lower self-esteem than boys. The purpose of this study is to examine how students at risk for ADHD experience their self-esteem, engagement, autonomy, relatedness and competence in traditional and flexible learning environments. In addition, this study examines whether there is a gender difference in the above-mentioned experiences. The theoretical basis of the research is the self-determination theory, to which autonomy, competence, relatedness and engagement are essentially connected. The data was collected from students in grades 7 and 8 who had participated in the Learning, grouping, evaluation and well-being in large learning areas project of the city of Vantaa and the University of Helsinki Education Assessment Center in 2019–2020. Of all 7–8th graders (N 1446), students at risk of ADHD (n 113) were selected for the study. Spearman’s correlation coefficient was used to examine the connections between attention, self-esteem, and the components of self-determination theory. Next, the analysis of variance (ANOVA) was used to examine whether there is a difference between traditional and flexible learning environments in self-esteem, autonomy, competence, relatedness and student engagement in students at risk for ADHD. The same method of analysis was used again to examine whether there is a gender difference in self-esteem, autonomy, competence, relatedness and student engagement in students in the risk group of ADHD. The data was analyzed by using IBM SPSS Statistics 26. The results showed that the experiences of self-esteem and the components of self-determination theory (student engagement, autonomy, relatedness and competence) did not differ depending on the learning environment in students at risk of ADHD between traditional and open plan (flexible) learning environments. However, experiences of self-esteem, autonomy and engagement among at-risk students in ADHD differed between the sexes, with girls having lower self-esteem and experiencing less autonomy and engagement than boys.

This study is a qualitative descriptive literature review, the purpose of which is to describe the mental health factors, mental skills and methods of skills that can be supported in school. The purpose of the study was to obtain information on how school as an environment is connected with the development of mental health skills of primary school children, and how is it possible to support the skills. The thesis deals with mental health skills through concepts of self-esteem, social skills and emotional skills. As in previous studies, the projects and methods organized by the school have improved the students’ mental health. In addition, it has been found that good social and emotional skills are positively associated with children’s mental health. Mental health is an asset for human life, which is used and gathered throughout life. A human develops mental health skills constantly and they strengthen their mental health. The skills are also referred in the new 2016 curriculum, so the topic is very current for the students’ class teacher’s point of view and with the future of teaching in mind.  The nature of the thesis is a qualitative descriptive literature review. The secondary material consisted of information literature and primary material consisted of research articles on the subject. The data was collected from the databases of the University, Google Scholar and a library.  According to the study results, the school is and ideal environment for development of children’s mental skills. School reaches a large number of children and through various methods it is possible to support children’s mental health and mental skills. Methods which were found to produce positive results, included, for example, the creation of a supportive and safe learning environment, the organization of various activities, classes, re-learning material design, curriculum and influencing the improvement of the working climate of the school personnel. In addition, what was essential about getting a positive result, was that teachers, parents and pupils were informed about the mental health issues so that it was possible to respond to them. The implementation of mental health improvement involving parents was also positively associated with this. The results also showed improvement in mental processes was most efficient when placed into the school, taught as learning content, rather than issues should be considered as separate lessons. It may thus be seen that the methods of different mental skills development can positively influence the types of mental health in primary schools. It may thus be seen that the methods of different mental skills development can positively influence the types of mental health in primary schools. 

Aims. This study investigated how values are associated with subjective well-being, (e. g. life satisfaction, self-esteem and depressive symptoms) among young adults. Schwartz (1992) value theory was used as the theoretical framework of the study. Previously it has been found that values are associated with subjective well-being, however, the results of the previous studies have been mixed. Thus, the present study examined these associations further. Methods. This study is a part of FinEdu longitudinal study, in which participants were 28 years at the time of the study (N = 551). The participants filled in a questionnaire concerning values, life satisfaction and depressive symptoms. The data was analysed using hierarchical regression analysis. Results and conclusions. The results showed that of the ten values, universalism and conformity were statistically and significantly associated with life satisfaction and depressive symptoms among young adults. No statistically significant associations emerged between values and self-esteem. It can be concluded that more research would be needed to examine the associations between values and subjective well-being. Research should include a comprehensive value scale and specific questions relating to the topic.

The world of social media is changing rapidly and there are many different social media ap-plications for us to use. A blog is a social media platform that bloggers use for (many) differ-ent aims. According to the Finnish national core curriculum (2014), teaching should among other things be based on the child's own interests. That is why blogs should be considered to be used in classrooms. As a researcher I am particularly interested in the positive outcome of blogging, what motivates us to write a blog and how blogging can be used to develop self-esteem. The research is a literature review and the data is collected from Finnish, Swedish and Eng-lish researches. The aim of the study is to gain more understanding about what motivates people to blog and if the motives are connected to self-esteem. According to the results of the research the motives of blogging can be divided into six cate-gories. Fullwoods, Nicholls and Makichis (2015) model divides the motives in emotional out-let, social networking, advertising, personal revelation, creative outlet and selective disclo-sure. A person's motive for blogging can be one or several of above. There was no research done of the correlation between blogging and self-esteem. Although developing self-esteem through blogging can be found as a subconscious motive when comparing motivation theo-ries with the model of Fullwood et al (2015), for example in the categories of social network-ing, creative outlet, emotional outlet and selective disclosure.

Tämän laadullisen tutkielman tarkoitus on tutkia draamakasvatuksen merkitystä lasten kokonaiskehitykseen ja tunnetaitoihin varhaiskasvatuksessa. Lisäksi nostan esille draaman monivaltaiset keinot, sekä vaikutukset lasten kaveri-tunnetaitoihin. Miten draamakasvatuksen avulla voidaan ehkäistä syrjäytymistä ja eriarvoisuutta, sekä kuinka kaikilla lapsilla on mahdollisuudet olla osallisena draamakasvatuksessa. Miten varhaiskasvattajan rooli on merkityksellinen taidekasvatukseen kannustajana ja sen mahdollistajana. Tutkimuskysymykseni ovat: Miten lapsen kehittyvää itsetuntoa voidaan tukea varhaiskasvatuksen draaman keinoilla? Millaisia draaman keinoja voidaan hyödyntää varhaiskasvatuksessa syrjäytymisen ja eriarvoisuuden ehkäisemiseksi? Millaisena varhaiskasvattajat näkevät oman roolinsa varhaiskasvatuksessa? Tavoitteeni on herättää varhaiskasvattajat näkemään oman roolinsa merkityksen draamakasvatuksen toteuttajana ja havaitsemaan omaa toimintaansa varhaiskasvatussuunnitelmaan nojaten. Lähdeaineistoni nosti esille, miten lasten kehittyvää itsetuntoa voidaan tukea varhaiskasvatuksessa draamakasvatuksen avulla moninaisin keinoin, ja miten kokonaisvaltaista se on. Syrjäytymistä ja eriarvoisuutta voidaan ehkäistä taidekasvatuksen avulla, koska se mahdollistaa kaikkien osallisuuden toimintaan. Aikuisen rooli on olla innostaja ja hänen on ymmärrettävä draamakasvatuksen kokonaisvaltainen vaikutus lapsen kehitykseen. Menetelmät: Tämän tutkielman toteutin laadullisesti käyttäen sekä aineistoa, että teoriaohjaavaa sisällön-analyysia. Aineistoa löysin Google Scholarin avulla, sekä lukemalla kirjallisuutta. Tulokset nostivat esille miten moninaista ja kokonaisvaltaista draamakasvatus on ja kuinka sillä voidaan vaikuttaa lapsen kaveri-tunnetaitoihin ja omaan identiteettiin. Lisäksi draama-kasvatus vahvistaa lapsiryhmää ja lisää myös empatiakykyä toisia lapsia kohtaan. Draama-kasvatukseen voidaan yhdistää musiikkia, kuvataidetta, liikettä, ja se on usein leikin kautta syntyvää ja spontaania toimintaa jossa aikuisen rooli on suuressa osassa. Lapset oppivat myös ongelmienratkaisutaitoja, sekä rohkeutta ilmaista itseään ja tunteitaan vaikeidenkin asioiden keskellä. Draamakasvatuksessa sensitiivisyyden merkitys on tärkeää ja sillä on tar-koitus olla lapselle voimaannuttava ja lapsilähtöinen ilmapiiri. Syrjäytymiseen ja eriarvoisuuteen vaikuttavat varhaiskasvattajan oma tietoisuus miten syrjäytymistä voidaan ehkäistä draamakasvatuksen keinoilla ja, kuinka kaikilla on oikeus osallistua ja tuntea itsensä tärkeäksi. Aikuisten rooli on merkittävää olla kannustajana innostavana ja draamatuokioiden mahdollistaja. Draamakasvatus on sosiokulttuurista oppimista, jossa korostuu kokemuksellinen ja yhteisöllinen rooli. Pohdinnassa Nostin esille draamakasvatuksen merkityksen varhaiskasvatuksessa ja miten olisi hyvä tehdä tutkimuksia erityislasten osallisuudesta draamakasvatuksessa ja mikä vaikutus sillä voi olla lasten kehitykseen?

Goals. The purpose of this research is to find out the social skills of student in special education in primary school. The starting point of the study was to understand the importance of student's social skills in primary school, as well as to find out situations that cause negative interactions. Understanding the situations and meanings will help teachers to perform better in the emergence of conflicts, and to support behaviorally challenging pupils of his growing up. Methods. The study was conducted as a case study. The study was the case of Ursula in fourth-class. Ursula's social skills aimed to find out by observing and informative discussions. Official documents relating to Ursula was used mainly for background information. The study wanted to find out other students views about Ursula with class diaries , the children of etnographic method utilizing. The study was based on the functional and ecological model in which the inclusive approach is essential. Functional and ecological evaluation serve as a good basis for the observation and analysis making payments. Positive thinking and positive support for the student's worked at the main thread of research. Results and conclusions. The results showed the student's self-esteem and self-perception was a major factor behind specific student's social skills expertise. Also, the teacher's role in supporting the student's social skills and self-perception was emphasized. The student in primary school is still with the social skills in trainee level, but this level has each student very unique. Observing the individuality, equality and open interest to students are the keys for a good student – teacher relationship of trust formation. This in turn supports the behavior and social skills in school.

My Master's thesis is a qualitative study, the purpose of which is to find out how teachers working in pre-primary and in the early stages of basic education the importance of self-esteem and how they recognise the differences between healthy and weak self-esteem in children. I will also try to find out what methods are they using to support the development of children's healthy self-esteem and what they perceive as potentially damaging factors for children's self-esteem in the learning environment in both pre-primary and early- elementary education. I want answers to these questions because self-esteem has a significant impact on a child's development and life. I collected research data from seven teachers who work in different preschools and early-elementary schools. By Early-elementary school I mean the first and second grade of elementary school. The research material was collected using thematic interviews. The interviews were conducted during October and November 2022. I analysed my research data using the phenomenographic method of analysis. The research shows that all interviewed teachers were aware of the basics of self-esteem formation. They were able to distinguish between healthy and poor self-esteem based on children's behaviour and felt that supporting healthy self-esteem was an important part of their daily work. According to the interviewed teachers, healthy self-esteem promotes among other things a better future for children and affects learning and motivation. The teachers felt that strength-based teaching, positive interaction and creating a safe environment are the best ways to promote children's self-esteem. They also emphasized the importance of professional support and cooperation because it enables providing the necessary help to children, which also increases the teachers' own competence and well-being at work. Although supporting healthy self-esteem is important, challenges related to working conditions and the teacher's own problems can prevent teachers from supporting each child in a way that would promote the development of children's healthy self-esteem. Every teacher interviewed cited a negative atmosphere as a barrier to children's self-esteem development. In addition, challenges faced by teachers that have a negative impact on professionalism, such as fatigue and teachers' personal problems, were perceived to have a negative impact on children's self-esteem. Lack of resources, time pressure on teachers, and neglecting children's challenges were also identified as significant problems.

The aim of this study is to research how preschool peer relationships affect children’s self-eteem. The effect of number of peer relationships and closeness on self-esteem will also be obser-ved. The study is qualitative but also the methods of numbers are used in the study. A half-structured interview was created and a sociogram was used to collect the data. Seven pre-school children were interviewed and their peer relationships were studied based on the so-ciogram given by the kindergarten teacher of the group. Especially the children with a high level of self-esteem and respect gained from their peers stood out in the study. On the other hand also the children with a low self-esteem and little peer respect from others were highlighted. This study shows that the peer relationships have effect on the self-esteem of children. This is relfected in the answers given by the children as well as the sociogram. The children feel that he amount of peer relationships is more valuable than closeness. Having a lot friends created the feeling of self-epicacy among children. Closeness, though, stood out when analysing the data. It could be seen that the closeness played a significant role when building up the self-esteem of an individual child.

Fyysisellä kosketuksella on tutkittu olevan terveyttä ja hyvinvointia edistäviä vaikutuksia. Kosketuksen on huomattu vaikuttavan koehenkilöiden mielialaan ja itsetuntoon sitä kohottavasti sekä lisäävän yhteyden tunnetta ja positiivisia tunteita muita kohtaan. Ikäihmisille suunnattu päivätoiminta on toimintaa, jonka tavoitteena on edistää hyvinvointia tarjoamalla heille virikkeitä, liikuntaa ja sosiaalista kanssakäymistä. Päivätoiminnan avulla pyritään parantamaan ikäihmisten osallistumismahdollisuuksia ja ehkäisemään yksinäisyyttä. Tutkielman tavoitteena on tutkia, vaikuttaako ikäihmisille suunnatussa keskusteluryhmässä saatu ja annettu kosketus osallistujien mielialaan, itsetuntoon ja ryhmäytymiseen positiivisesti. Tutkimus toteutettiin kokeellisena asetelmana ikäihmisille suunnattun palvelukeskusken tiloissa, missä koehenkilöt osallistuivat keskusteluryhmiin neljän viikon ajan kerran viikossa. Kaikki osallistujat (N=37) olivat eläkkeellä olevia pääkaupunkiseudulla asuvia naisia. Osallistujien ikäjakauma oli 59–91 vuotta iän keskiarvon ollessa 75 vuotta. Osallistujat jaettiin koeryhmiin (n=20) ja kontrolliryhmiin (n=17). Keskusteluryhmien varsinaiseksi tapaamisajaksi oli varattu aina yksi tunti. Keskusteluryhmissä koehenkilöt antoivat pareittain toisilleen hierontaa sisältävää käsihoitoa 10 minuutin ajan vuorollaan sekä keskustelivat samalla valmiiksi annetusta aiheesta. Kontrolliryhmän koehenkilöt vuorostaan keskustelivat samasta valmiiksi annetusta aiheesta 20 minuutin ajan ilman fyysistä kosketusta. Loppuaika keskusteltiin yhteisesti. Tutkimusaineistö kerättiin kyselylomakkeilla ennen ja jälkeen koetilanteen. Kyselylomakkeet sisäl-sivät itsearviointimittareita, joilla mitattiin mielialaa, itsetuntoa ja ryhmäytymistä. Koehenkilöiltä tiedusteltiin myös heidän arvioitaan keskustelutilanteen ja keskustelukumppanin mielekkyydestä. Aineisto analysoitiin testaamalla kosketuksen vaikutusta mielialaan, itsetuntoon ja ryhmäytymiseen toistettujen mittausten varianssianalyysillä. Kosketuksen vaikutusta keskustelukumpanin ja keskustelutilanteen mielekkyyteen testattiin riippumattomien otosten t-testillä. Kosketuksella ei ollut tilastollisesti merkitsevää vaikutusta itsetuntoon, negatiiviseen mielialaan tai ryhmäytymiseen. Imputoidulla aineistolla saaduissa tuloksissa, positiivinen mieliala nousi neljän viikon aikana tilastollisesti merkitsevästi enemmän koeryhmän jäsenillä kuin kontrolliryhmän jäsenillä (F(4,436) = 3.64, p < .006, η² = .115). Havaitulla aineistolla ryhmien välillä ei ollut tilastollisesti merkitsevää eroa, (F(3,221) = 2.20, p = .09, η² = .136). Kosketuksen vaikutus oli kuitenkin melko suuri. Kosketus selitti 13,6 % positiivisen mielialan vaihtelusta. Negatiivinen mieliala laski molemmilla ryhmillä tilastollisesti merkitsevästi neljän viikon aikana (F(2,219) = 6.80, p = .003 , η² = .327). Tutkielman perusteella näyttää siltä, että kosketus osana keskusteluryhmän toimintaa saattaa käsiin kohdistettavana hierontana voimistaa sosiaalisen vuorovaikutuksen positiivisia vaikutuksia eläkeikäisillä naisilla kohottamalla heidän mielialaansa ja siten edistämällä terveyttä ja hyvinvointia. Tuloksia tulkitessa huomioitavaa kuitenkin on, että puuttuvien tietojen takia otos jäi luotettavan tilastollisen testauksen kannalta pieneksi.Tutkimus olisikin jatkossa mielenkiintoista toistaa suuremmalla otoskoolla ja paremmalla koeasetelman kontrolloinnilla.