Browsing by Subject "pystyvyyden tunne"
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(2011)The designing of effective intervention tools to improve immigrants’ labor market integration remains an important topic in contemporary Western societies. This study examines whether and how a new intervention tool, Working Life Certificate (WLC), helps unemployed immigrants to find employment and strengthen their belief of their vocational skills. The study is based on quantitative longitudinal survey data from 174 unemployed immigrants of various origins who participated in the pilot phase of WLC examinations in 2009. Surveys were administered in three waves: before the test, right after it, and three months later. Although it is often argued that the unemployment among immigrants is due either to their lack of skills and cultural differences or to discrimination in recruitment, scholars within social psychology of behavior change argue that the best way of helping people to achieve their goals (e.g. finding employment) is to build up their sense of self-efficacy, alter their outcome expectances in a more positive direction or to help them to construct more detailed action and coping plans. This study aims to shed light on the role of these concepts in immigrants’ labor market integration. The results support the theories of behavior change moderately. Having positive expectances regarding the outcomes of various job search behaviors was found to predict employment in the future. Together with action and coping planning it also predicted increase in job search behavior. The intervention, WLC, was able to affect participants’ self-efficacy, but contrary to expectations, self-efficacy was found not to be related to either job search behavior or future labor market status. Also, perceived discrimination did not explain problems in finding employment, but hints of subtle or structural discrimination were found. Adoption of Finnish work culture together with strong family culture was found to predict future employment. Hence, in this thesis I argue that awarding people diplomas should be preferred in immigrant integration training as it strengthens people’s sense of self-efficacy. Instead of teaching new information, more attention should be directed at changing people’s outcome expectances in a more positive direction and helping them to construct detailed plans on how to achieve their goals.
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Motivaatio koulutyössä : henkilökohtaisten ja sosiaalisten tekijöiden vaikutus oppilaan motivaatioon (2017)Motivation is a relevant phenomenon in schoolwork because it affects learning and academic decisions in future. Motivation in schoolwork refers to the level of energy a pupil attaches into schooling and to the willingness of aiming for educational objectives. The purpose of this Bachelor’s Thesis was to regard how motivation manifests itself in schoolwork, what are the factors that affect motivation in schoolwork and how these factors can be utilized in education. Of particular interest was to study how the social setting of classroom work affects pupils’ motivation and this was executed by analyzing the effects of a teacher and peers. This study is a literature review written in the framework of motivational studies. This study is based on literature that examines motivation as a purposive act and regards both person-al and interpersonal dimensions of motivation. There was more precise research regarding this issue in the international field of study and hence foreign research literature was used alongside with Finnish research literature. The personal motivational factors that arose from the research literature were appropriate challenges and their overcoming, the relevance of assignments for a pupil, and the experi-enced feeling of autonomy and belonging. Especially significant was pupils self-efficacy be-lief. The literature that examined the possibilities of utilizing these motivational factors in ed-ucation was contradictory due to the subjectivity of motivation. The social factors that affect motivation and arose from the research literature were pupil’s interaction and relationships with the teacher and peers, the experienced support from a teacher, the nature of feedback gotten from a teacher and the attributions made from others’ behavior. Motivation was also found to be contagious within a peer group. By understanding the personal and interper-sonal factors that affect motivation in schoolwork they can be better taken into account in education. The national curriculum (2014) presents that one aim of primary education is to support pupils to construct a sustainable motivation and also because motivation plays a meaningful part in learning, it is important to acknowledge the factors that affect it.
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(2021)Pro gradu -tutkielma käsittelee pystyvyyden tunteen ilmaisuja Helsingin yliopiston Johdatus yliopistomatematiikkaan -kurssin kurssipalautteissa. Tutkielmassa esitellään pystyvyyden tunteen teoriaa ja tutkimusta. Aineiston analyysi tarjoaa mielenkiintoisen näkymän suomalaisten yliopisto- opiskelijoiden matemaattiseen pystyvyyden tunteeseen. Teoreettinen viitekehys on Albert Banduran sosiaalisen oppimisen teoriaan (Social learning theory) kuuluva pystyvyyden tunteen teoria (Self-efficacy theory). Pystyvyyden tunteella tarkoitetaan yksilön käsitystä itsestään oppijana niin kykyjen, selviytymisen kuin ennakko-odotustenkin suhteen. Korkean pystyvyyden tunteen on todettu edistävän kaikenlaista oppimista, joten se tarjoaa hyödyllistä tietoa myös matematiikan oppimisen ja opettamisen näkökulmasta. Johdatus yliopistomatematiikkaan -kurssipalautteessa (syksy 2018) kartoitettiin matematiikan oppimiseen liittyvää pystyvyyden tunnetta. Palauteaineistossa oli 286 vastaajaa. Suurin osa kurssin opiskelijoista oli opintojen alkuvaiheessa. Tutkielmassa hahmotellaan pystyvyyden tunteen syntyä ja ilmaisuja opiskelijoiden vastausten perusteella. Millaisia pystyvyyden tunteen ilmaisuja palautteista löytyi? Mitä pystyvyyden tunteen teorialla on annettavanaan erityisesti matematiikan opiskelemisen ja opettamisen näkökulmasta? Tutkimustuloksena nousi esille vastaajien melko korkea pystyvyyden tunteen taso. Pystyvyyden tunteen ilmaisuja oli löydettävissä erityisesti ensimmäisen vuoden tietojenkäsittelytieteen opiskelijoiden vastauksista. Yli puolet opiskelijoista kertoi kurssin vaikuttaneen positiivisesti matemaattiseen kiinnostukseen. Kurssilla tarjottu ohjaus keräsi runsaasti positiivista palautetta ja oli tukena oppimisessa.
Now showing items 1-3 of 3