Browsing by Subject "opiskelija"

Tavoitteet. Aiemmat tutkimukset ovat osoittaneet tunteiden merkityksen oppimiseen. Tunteet ovat läsnä korkeakoulukontekstissa ja ne vaikuttavat muun muaassa oppilaiden suoriutumisee. Näitä opiskeluun liitettyjä tunteita kutsutaan akateemisiksi tunteiksi (academic emotions). Tämän tutkielman tarkoituksena oli tarkastella olemassa olevan tutkimustiedon pohjalta, miten akateemisia tunteita on tutkittu ja miten tunteista puhutaan nykykirjallisuudessa. Aihe rajattiin koskemaan korkeakoulukontekstia, eli korkeakoulun opiskelijoita sekä opettajia. Tutkielman tavoitteena on muodostaa kokonaiskuvaa siitä, miten akateemisia tunteita on tutkittu ja millä tavoin akateemisten tunteet näyttäytyvät 2010-luvulla tehdyn tutkimuksen valossa. Menetelmät. Tutkielma oli laadullinen ja toteutettiin systemaattisena kirjallisuuskatsauksena, joka mahdollisti monipuolisen ja laajan sekä tutkimuskysymysten kannalta relevantin tutkimustiedon kokoamisen. Aineiston haku toteutettiin keväällä 2020, ja rajattiin koskemaan 2010-lukua. Tiedonhaussa käytettiin sähköisiä tietokantoja ja aineisto rajattiin koskemaan englanninkielisiä korkeimman sekä johtavan tason vertaisarvioituja julkaisuja. Analyysiin valikoitui kymmenen tutkimusartikkelia, jotka läpäisivät tarkasti määritetyn seulan. Aineistosta tutkittiin akateemisten tunteiden tutkimusmenetelmiä ja kuvauksia ja tuloksia peilattiin aiempiin akateemisia tunteita käsitteleviin tutkimuksiin. Tulokset ja johtopäätökset. Tutkimukset lajiteltiin analyysissä kahteen teeman alle: tutkimukset akateemisiin tunteisiin vaikuttavista tekijöistä ja tutkimukset, jotka käsittelivät akateemisten tunteiden vaikutuksia muihin ilmiöihin. Tulokset osoittivat akateemisten tunteiden vastavuoroista suhdetta. Yksilölliset, yhteisölliset sekä tilannesidonnaiset tekijät olivat yhteydessä akateemisen tunteen syntyyn ja akateemisella tunteella oli vaikutus muiden ilmiöiden, kuten suoriutumisen tasoon opinnoissa. Tulokset osoittivat monipuolisten tutkimusmenetelmien hyödyn akateemisten tunteiden tutkimuksessa. Systemaattinen kirjallisuuskatsaus kokosi tiedon tunteista osana oppimista ja opettamista korkeakoulukontekstissa. Tämä tutkielma antaa ehdotuksia tutkimuksen tekoon akateemisten tunteiden kentällä.

Goals: Due to the Covid-19 situation, Finnish schools moved to distant education in spring of 2020. Interaction is a particularly important element in learning. Studies had shown that it affects the whole experience of learning for students and teachers. The quality of interaction also determines results and attitudes towards future learning. Distant learning has mainly been studied with adults and higher education. These studies showed that good interaction is an especially important element in distant learning. This could be formed through safe on-line environment and well-planned lessons. The purpose of this study is to find out how have students in Finnish schools experienced distant learning in the spring of 2020. Method. There were eight different interviews made for this thesis. There were nine different interviewees altogether in ages between 13-18 during the spring of 2020. Interviews were conducted in the winter of 2021, almost a year after the quarantine. The interviewees were given choises to take the interviews individually, in pairs or groups. They had also an opportunity to choose the interview face to face or with distant connection. About half of the interviews were made via distant connection and all but one individually. The analysis was made using content analysis. Results. The overall impression of the distant learning in quarantine time of 2020 was mainly negative. The results show that experiences of presence and interaction had diminished during distant learning. The interviewees experienced participation and asking during lessons mentally harder than in normal lesson. The learning environments on-line were found to feel unsafe and that was one of the main reason participation was diminished. Many had problems because of the lack of peers in class, and they missed normal school environments and habits, like recess. Positive results were that distant learning tended to be calmer, and it contained less hustle. There is a possibility to create more interaction and participation in distant education classes by thorough and versatile planning and making possibilities to do group work.There should be more ways to cultivate the feeling of safety in distant learning.

Objectives. About a third of the population is highly sensitive in temperament. One of the most important research topics in educational psychology is learning, one aspect of which is learning strategies. Learning strategies and high sensitivity have been studied separately in the past, but there is very little research linking the two. The purpose of this study was to provide information on the relationship between high sensitivity to the use of learning strategies. The research task is to describe what kind of learning strategies are used by highly sensitive and non-highly sensitive students and to investigate how high sensitivity explains the use of learning strategies. Methods. The material was collected using an electronic questionnaire. The questionnaire consisted of a sensitivity test, a section measuring learning strategies, an open-ended question, and background information. The data were analyzed by linear regression analysis using the deletion method. The entire data set (n = 202) consisted of adult people who, according to the research questions, were limited to either highly sensitive students (n = 117), non-highly sensitive students (n = 12) or students (n = 129). Results and conclusions. Elaboration and organization (M = 3.85) were the highest of the means (M), when describing the use of learning strategies by highly sensitive students (n = 117). These two learning strategies, as well as the in-depth treatment of high sensitivity, aim to build connections between things and connect new knowledge with the previous one. This similarity may explain the popularity of using these two strategies with highly sensitive persons. According to the regression analysis, the high sensitivity test positively explained 2% the use of organization statistically significantly (p < .05) and 7.4% the use of critical thinking statistically significantly (p < .001). The strategy of the organization is in line with the in-depth treatment of high sensitivity, as both seek to make connections between things. The strategy of critical thinking is consistent with an inhibition, which is a typical behavior for a highly sensitive person. The main principle in both of these strategies is to use previous information in new situations. These similarities may serve as an explanation for the fact that the high sensitivity test explains the use of organizational and critical thinking learning strategies in a statistically significant way.

Ruokaturvan katsotaan toteutuvan silloin, kun ihmisellä on niin fyysiset, sosiaaliset kuin taloudelliset edellytykset saada riittävästi, riittävän turvallista sekä ravitsevaa ruokaa, joka vastaa myös tämän tarpeita sekä mieltymyksiä ja mahdollistaa näin terveellisen ja aktiivisen elämän. Kun tämän määritelmät ehdot eivät täyty, puhutaan ruokaturvattomuudesta. Kehittyneissä maissa ruokaturvattomuuteen on liitetty erityisesti taloudellisten vaikeuksien kokeminen. Opiskelijoiden ruokaturvan tutkiminen Suomessa on vasta alkutekijöissään, vaikka ilmiö onkin paljon tutkittu esimerkiksi Yhdysvalloissa. Opiskelijoilla ruokaturvattomuus ja toimeentulon haasteet on yhdistetty hankittavissa olevan ruoan määrän ja laadun alenemisen lisäksi myös opintotahdin hidastumiseen, opintomenestyksen ja terveydentilan heikkenemiseen sekä epäterveellisiin ruoka- ja ruokailutottumuksiin. Tässä tutkielmassa tutkittiin Helsingin yliopiston suomenkielisten perustutkinto-opiskelijoiden kokemaa ruokaturvan tilannetta sekä siihen yhteydessä olevia tekijöitä. Tutkimus toteutettiin kvantitatiivisin menetelmin. Aineisto kerättiin sähköisellä kyselylomakkeella toukokuussa 2022 (vastausprosentti 4,7 %, N=348). Aineistosta 18,7 % opiskelijaa koki ruokaturvattomuutta. Ruokaturvattomuus oli yhteydessä heikompaan toimeentulon kokemiseen, taloudellisten tukien saamiseen, ei-kokoaikaiseen työskentelyyn ja työttömyyteen, asumisen muotoon, opintojen keskiarvoon, koettuun opintomenestykseen, heikompaan terveydentilan kokemiseen, tupakka- ja nikotiinituotteiden käyttämiseen sekä heikompiin ruokailutottumuksiin, näkyen ruokailujen väliin jättämisenä sekä vähäisempänä hedelmien, kasvisten ja marjojen kulutuksena. Myös Covid 19 -pandemian seurauksena opiskelijoiden kokemat muutokset työ- ja taloudellisessa tilanteessaan olivat yhteydessä ruokaturvattomuuteen.

The aim of the study is to provide an overall picture of how students use interior textiles to decorate their homes and what these textiles look like. What kinds of decorators and users of interior textiles are students? Where are interior textiles acquired, received, or do students fabricate those themselves? What kinds of meanings do students attach to interior textiles? The study has both a qualitative and a quantitative perspective. The research material was collected as an open online survey from self-selected students. 388 students answered the survey. Most of them lived alone in a block of flats. Answers were analysed by the means of theory-driven content analysis and by decomposing the content with the help of Word, Excel and ATLAS.ti 9. The research showed that students own a comprehensive range of interior textiles, women slightly more than men. Students’ favourite textiles include snooze blankets, curtains and rugs. Most of the interior textiles are selected by students themselves or received as gifts. Textiles are acquired both new and used, by oneself and as a gift. When choosing an interior textile, the research found that usability and colour has the greatest impact on students’ decision. In addition, the study discovered that there are many different emotions and memories associated with interior textiles. They can remind you of your family roots, people close to you and a day that is important to you. The most loved and meaningful textiles were found to be handcrafted, thus also considered unique. In the field of craft science, this research provides an updated information package of interior textiles for 2020s students. The content can be utilized in the study modules for interior design students. The results can have a positive effect on the planning of student housing, student services and events, and it might also increase the debate on student well-being.

The purpose of this research is to examine the experiences and views of university students on the working life competence. The purpose is to clarify what kind of working life competence can students get in their study programme. Furthermore, it is intended to survey what kind of working life competence the students experience that they are needing and what kind of development proposals they have. The students´ views are compared with earlier studies and definitions of the general working life competence. Finally new development lines are thought about to the contents and realisation of the training programme so that studies could offer the necessary lunches to the working life. The study was carried out as a qualitative study. Theme interviews of three university students were used of the material of the study. All the interviewees are students of the Master of Arts stage from the same training programme. All the interviewees had different experiences of the studying through practical training as well as exchange studying. The collected material was analysed on a content analysis. On the basis of the research results the students experienced that they had got a swarm of different working life competence of their studies. They believed that they will need and make use of these skills in the working life in different assignments. On the other hand, the students also experienced that they don´t get all usefull working life competence of the content of their study programme. The students would have wanted more teaching about performance skills and the IT skills in their studies. Furthermore, the students would want more work orientation and practice vicinity to their studies. On the basis of the research results working life cooperation should be added to academic education. Also teaching should be developed in a direction which would prepare students to the future working life.

The new standards governing early childhood education provide regulations for the kindergarten teacher’s knowledge and work content. The eligibility terms for the work of a kindergarten teacher allow for both the kindergarten teachers and the social pedagogues to work in the kindergarten teacher's job. The goal of this research was to find out how students from kindergarten teacher education and social pedagogue education see the work of the kindergarten teacher and themselves in it. Previously obtained research evidence shows that the level of education is one of the key quality indicators in the work of the kindergarten teacher. Education also creates the basis for professional identity and competence. Estimates from the knowledge of kindergarten teachers and social pedagogues show that their skills are very different and that kindergarten teachers from different education backgrounds define their roles as a kindergarten teacher in different ways. In the gathering of the material, kindergarten teacher and social pedagogue students at the end of their studies were interviewed. The interview was conducted as a pair interview, including one interview with two kindergarten teacher students and one with two social pedagogue students. The interviews were transcribed and then analyzed by themes to find answers to the research questions. The results showed that the descriptions of students were conceptually similar but differences were found depending on the skills produced by their education background. As a whole, the answers of the kindergarten teacher students were more profoundly described and more coherent than those of the social pedagogue students. The differences in the descriptions by the students related to daycare as an institution and the role of the kindergarten teacher as a social support for the parents. The results can be used to deepen understanding of the impact of different educational backgrounds on the work of kindergarten teachers.

Goals. The poor self-efficacy experienced by classroom teachers in the teaching profession - teacher self-efficacy - is a key reason why many classroom teachers are considering a career change. Teacher persistence in previous studies decreases as teacher students enter working life and increases after several years of teaching experience. The self-efficacy experienced by a teacher is affected not only by the amount of teaching experience but also by the teacher's competence. The aim of this study was to describe and compare the teacher efficacy of classroom teacher students, novice teachers, and experienced teachers in different areas of teacher competence. The research focused in particular on low teacher efficacy, which includes the concerns experienced by students and teachers. The research task is to clarify which kind of concerns teacher students, novice teachers and experienced teacher experience. In addition, differences and similarities are sought in the concerns. Methods. The research material was obtained by interviewing two classroom teacher students, two novice teachers, and two experienced teachers. A semi-structured thematic interview was used as the type of research interview. The material was analyzed using theory-driven content analysis. The study was a qualitative study using phenomenography as its research direction. Results and conclusions. Respondent groups had a wide range of concerns in different areas of teacher competence. Most of the concerns were about the teacher efficacy experienced by the student or teacher. Concerns about teacher efficacy were most experienced in information processing, problem solving, the use of creativity, and metacognitive skills. Among the respondent groups, novice teachers had the most concerns about teacher ability, followed by classroom teacher students and least experienced teachers. The research results support previous studies that show that teacher ability is at its weakest as a novice teacher. It is possible to utilize the research results, for example, in teacher education, so that newly graduated classroom teachers are “more prepared” when entering working life.

The forestry industry is in transition for several different reasons, which is why employees are also required to acquire new skills and knowledge to meet the needs of the future. The purpose is to find out the qualitative skills needs of forestry workers (forestry engineer, forest energy producer, forest machine fitter, forest machine driver, logger forest service’s producer) and timber truck drivers in the future, as well as how these can be met. The study was commissioned for the Finnish Forestry Center's western service area, which includes the provinces of Central Ostrobothnia, South Ostrobothnia, Pirkanmaa, Satakunta and Southwest Finland. The topic has been extensively researched in Finland in recent years, and these studies are the basis for this report. The research is based on the difficulties experienced in recruitment for both quantitative and qualitative reasons. The turnover of workers in the field is currently high, which in part causes the need to consider whether the change in the field of trained workers could be prevented by, for example, additional or supplementary training. The research was carried out as a survey for employers in the forestry sector in the western service area of the Finnish Forestry Center. From the extensive material obtained based on the survey, the sections dealing with the qualitative characteristics of the employees in the field have been limited to this study. These include the following sections: Challenges in recruitment, new skills for the future, needs for additional and continuing education, skills of recent graduates, and trainees and educational institution cooperation. The results are very similar to previous studies. Although the small and partly unevenly distributed material, the research questions were answered. The most important themes emerged were the personal characteristics of forestry interns and recent graduates, the changes brought about by digitalization, substantive expertise, and business topics, including customer service and sales skills. The knowledge and skills of the interns and recent graduates were perceived as satisfactory or good. The greatest future challenge can be seen as the increasing need for practical training. The learning in the forest and in work placements instills the students' ways of doing things, so if it is added to, the students would be more independent already after graduation. Many of the themes discussed in the study are ones that can be responded to already in basic education. Due to the changing operating environment, additional and continuing training is needed. Implementation of the results of the research has started through the Finnish Forestry Center. The results have been taken regionally to the western service area for training organizers, employers and other stakeholders as needed. Forestry Center has started, among other things, a project based on the results, the purpose of which is to increase awareness of the forestry sector among young people with an eye on future jobs.

Tässä tutkielmassa tutkitaan luokanopettajaopiskelijoiden sekä varhaiskasvatuksen opettajaopiskelijoiden kokemuksia opintojen kuormittavuudesta sekä tästä koetusta kuormittuneisuudesta selviämistä. Kuormittuneisuus on iso osa opiskelijan arkea ja mahdollinen syy siihen, että opiskelija ei valmistu korkeakoulusta lainkaan. Joka kymmenes opiskelija kokee opiskelu-uupumusta opintojensa aikana ja kuormittuneisuutta voidaan pitää uupumuksen esiasteena. Kasvatustieteellisillä opiskelualoilla opiskelu-uupumus on yleisempää kuin esimerkiksi lääketieteellisillä opiskelualoilla. Opiskelijan elämää saattaa kuormittaa myös monet muut asiat elämässä, ei ainoastaan opinnot. Tutkielmassa selvitetään, mikä opettajaopiskelijoita kuormittaa ja miten tämä koettu kuormittuneisuus ilmenee sekä opettajaopiskelijoiden omia keinoja selvitä opintojensa kuormittavuudesta. Lisäksi tutkittavana on, eroaako kuormittuneisuudesta selviäminen luokanopettajaopiskelijoiden ja varhaiskasvatuksen opettajaopiskelijoiden välillä. Tutkimukseen osallistui Tampereen yliopiston luokanopettajaopiskelijat ja varhaiskasvatuksen opettajaopiskelijat vastaamalla E-lomake-palvelussa täytettävään kyselyyn. Vastaaminen oli vapaaehtoista ja vastausaikaa oli kaksi viikkoa. Vastauksia tuli yhteensä 18, jotka kaikki otettiin mukaan tutkimukseen. Aineistoa analysointiin sisällönanalyysillä ja sisällöllisten luokittelujen avulla. Tutkielmassa tulee ilmi, että opettajaopiskelijat pääsääntöisesti selviävät kokemastaan kuormittuneisuudesta eikä ulkopuoliselle ammattiavulle ole ollut juurikaan tarvetta tässä tapauksessa. Opettajaopiskelijat saavat voimavaroja muun muassa liikunnasta sekä muusta vapaa-ajan toiminnasta sekä perheeltään ja ystäviltään. Sosiaaliset suhteet saattavat kuitenkin olla myös osasyy kuormittuneisuuteen. Lisäksi kuormittavana pidettiin eniten opetusharjoitteluja sekä pro gradua tai kandidaatin tutkielmaa. Kuormittuneisuus aiheuttaa opettajaopiskelijoille väsymystä, stressiä sekä ahdistuneisuutta. Voimavarakeinot eivät eronneet lainkaan luokanopettajaopiskelijoiden ja varhaiskasvatuksen opettajaopiskelijoiden välillä. Tutkielma antaa tietoa siitä, mikä opettajaopiskelijoita kuormittaa ja millä keinoin he siitä selviävät.