Browsing by Subject "pystyvyys"

Tämän tutkimuksen tarkoituksena on selvittää, millä tavalla heikommassa asemassa olevien äitien hyvinvointi on vahvistunut, kun äidit ovat osallistuneet päiväryhmätoimintaan ja yhteisölliseen ruuanvalmistukseen. Päiväryhmä on tarkoitettu vauvaperheiden äideille, jotka tarvitsevat tukea oman jaksamisen tai mielenterveyden haasteiden, puutteellisen tukiverkoston tai muutoin haasteellisen elämäntilanteen vuoksi. Aihe on tärkeä, sillä riittävällä sosiaalisella verkostolla ja tuella on suuri merkitys vanhemmuuteen ja vanhempien hyvinvointiin. Vaikuttamalla heikommassa asemassa olevien äitien hyvinvointiin, tuetaan hyvää vanhemmuutta sekä äitien keinoja selviytyä haastavista elämäntilanteista. Yhteiskunta tukee heikommassa asemassa olevia väestöryhmiä, jotta terveys- ja hyvinvointierot kaventuisivat ja kaikilla olisi mahdollisuus kokea sosiaalista yhteenkuuluvuutta. Tutkimuksen tavoitteena on ymmärtää paremmin tekijöitä, jotka vaikuttavat vauvaperheiden äitien hyvinvointiin ja osallisuuteen. Maisterintutkielma on tehty osana Yhteisillä ruokailuilla elämänvoimaa vauvaperheille-hanketta, jossa on ollut mukana Ensi- ja turvakotien liitto, Venner-ruokakasvatusyritys sekä Itsenäisyyden juhlavuoden lastensäätiö Itla. Aineistona tutkimuksessa on käytetty päiväryhmään ja yhteisölliseen ruuanvalmistukseen osallistuneiden äitien fokusryhmähaastatteluja, joita on analysoitu laadullisesti hyödyntäen teoriasidonnaista sisällönanalyysiä. Haastatteluja oli neljä ja haastateltuja äitejä oli 15. Tutkimuksen keskeisenä yläkäsitteenä on hyvinvointi, jota on tarkasteltu kokonaisvaltaisesti äitien pystyvyyden, toimijuuden sekä Erik Allardtin (1976) hyvinvointimallin näkökulmista. Teoreettisena viitekehyksenä on ollut Allardtin hyvinvointimalli, josta on hyödynnetty yhteisyyssuhteiden ja itsensä toteuttamisen osa-alueita analyysiä tehdessä. Tutkimuksen tulosten mukaan yhteisöllinen ruuanvalmistus ja ruokailu on tukenut päiväryhmään osallistuneiden äitien hyvinvointia täyttäen äitien yhteisyyssuhteisiin sekä itsensä toteuttamiseen liittyviä tarpeita. Päiväryhmään ja yhteisölliseen ruuanvalmistukseen osallistuminen on tukenut myös äitien pystyvyyden sekä toimijuuden kokemuksia vanhempina. Heikommassa asemassa olevien äitien hyvinvoinnin ja pystyvyyden sekä toimijuuden tukeminen vaikuttaa äitien osallisuuteen ja on näin myös yhteiskunnallisesta näkökulmasta merkittävää. On tärkeää tukea erityisasemassa olevien äitien hyvinvointia, sillä sen avulla voidaan tukea myös lasten kokonaisvaltaista hyvinvointia.

In today's society it is desirable to be successful and continuously progressive. At the same time it is seen important to focus on one's well-being and seeking optimal experiences. In studying, the interaction between motivation and well-being as well as the importance of positive learning experiences is an actual entirety. Taking students conceptions of learning and knowledge into account brings in a richer perspective that has been less frequently studied. Conceptions of learning and knowledge, otherwise epistemologies, are crucial in governing student's ways of interpreting and evaluating information, as well as their view on the learning process. An important recent insight on the field of educational research is the growing idea that motivational, emotional and cognitive dimensions are not only intrinsically significant, but also in intense interaction with each other and with the learning environment. The aim of this study was to investigate what kinds of motivational factors and problems in well-being do novice students experience in their studies, and also what their epistemologies are like. The approach was person-oriented. Motivational factors were: experienced challenge and competence, thinking strategies and attributions, and study engagement. Problems in well-being were measured through emotional dimension (stress, exhaustion) on the one hand, and through motivational dimension (lack of interest, task avoidance) on the other. Epistemologies measured in this study were: collaborative knowledge building, reflective learning, metacognition, certainty of knowledge and practical value. The data (n=785) were collected in spring and autumn 2012 by using a questionnaire developed by RYM Indoor Environment project. The participants were first and second year students from Aalto university of Technology and four departments in University of Helsinki: Department of Teacher education, Department of Chemistry, Faculty of Theology, and Faculty of Law. K-means cluster analysis was used for clustering students into homogenous groups that presented their experienced motivational factors. To see whether the groups differed in terms of problems in well-being or epistemologies, Oneway analysis of variance was conducted. Also potential differences in certain background variables were investigated by using crosstabs (gender, study discipline) and Kruskal-Wallis test (age). Three studying profiles were identified: 1) pessimistic, 2) bored, 3) engaged. Pessimistic students reported the lowest study engagement, optimism and competence and the highest task avoidance and problems in well-being. They valued certain knowledge the most. Bored students experienced the lowest challenge, quite low study engagement and moderate optimism, competence and lack of interest. They reported the lowest practical value of knowledge. Engaged students had the highest study engagement, optimism and competence, lowest task avoidance and the least problems in well-being. They valued collaborative knowledge building, reflective learning and metacognition the most. There were not found gender differences between the studying profiles. Instead, it turned out that pessimistic students were the youngest. When comparing different study disciplines, the results indicated that in the Department of Teacher education, as well as in the Faculties of Law and Theology, the largest section of participants was identified as engaged students. Among participants from Aalto university and the Department of Chemistry, the largest section was identified as pessimistic students. This study demonstrates the idea of the dynamic interplay between motivational, emotional and cognitive dimensions in studying. In conclusion, students personal motivational factors, well-being and epistemologies form unique entireties. It can be deduced on the basis of earlier research, that these entireties are of utmost importance regarding studying and can be either worthwhile or detrimental to it. In the future, more proof is needed about the concrete relations and potential effects on study success, for example, as supporting successful studying and graduating on schedule are topical politico-educational subjects in Finland. Also little is known about the relations between well-being and epistemologies. The results of this study could be utilized in developing and designing higher education.

The purpose of this study is to describe the importance of mentoring from the perspective of building an adult mentee’s self-esteem and capability. Mentoring is millennia old, but also a contemporary method, to contribute to the professional development of an employee in the workplace. Mentoring has been studied, for example, from the perspective of the benefits it provides for the mentor, mentee and organisation. Factors contributing to mentee’s self-esteem and capability have yet to be studied in great detail despite the fact that the studies and theory prove that an individual’s self-esteem and capability build up in an interaction with the environment and other people. Mentorship is an interaction where a more experi-enced mentor offers his own knowledge for the benefit of a less experienced mentee. This study examines what kind of mentoring contributes to the strengthening of an adult mentee’s self-esteem and capability, as well as how a mentor can support building of an adult mentee’s self-esteem and capability as the other member the mentorship. I carried out the study as a qualitative descriptive literature review. The study is based on mentoring, self-esteem and capability related literature as well as scientific studies whose perspective is about building an adult mentee’s self-esteem and capability. Based on the source material, I have described those characteristics of a mentor and mentoring that sup-port the strengthening of mentee’s self-esteem and capability. Several factors have an influence on building a mentee’s self-esteem and capability. Each relationship is unique and every mentee has own distinctive needs. High-quality mentoring appears to require the fulfilment of a certain criteria, and a consequent quality mentoring may provide a good foundation to strengthen a mentee’s self-esteem and capability. In par-ticular, the previous studies have confirmed that the psychosocial functions of the mentor have an association with job-related self-confidence and capability. Listening and discussion are at the centre of mentoring, and therefore, the interaction andcommunication skills of the mentor seem to have huge importance on building a mentee’s self-esteem and capability.

Introduction. The aim of the present study is to examine using the framework of the self-determination theory to what extent autonomy, competence and relatedness are associated with middle school students' grit. In addition, possible gender differences in grit and basic psychological needs were examined. This study is part of the Growing Mind project, which aims to create ways to develop schools as well as teachers and students at the personal, social and institutional level. The study may help finding ways to increase middle school students’ grit. It is important to support the grit of middle school students since it is associated with better school engagement and academic performance. Methods. The data was collected using online questionnaires from 8th grade students at the Helsinki metropolitan area in the fall of 2022. The data (N=1342, of which 46.1% females, 46.1% males and non-binarity 7.8%) was examined using regression analysis and two independent samples t-test. Gender differences were examined between girls and boys. Results. According to the results, basic psychological needs were positively associated with to students' grit. Basic psychological needs explained 26% of the variation in grit. Gender differences were observed in autonomy, competence, relatedness and grit. Boys reported higher values than girls in all basic psychological needs and grit. Based on the results, we can assume that supporting basic psychological needs is relevant in terms of supporting student’s grit. The national core curriculum for basic education has been assembled according to a learning concept that emphasizes active agency, promoting activities that support basic psychological needs. Thereby the results support the use of the practices of the national core curriculum for basic education, which emphasize the students' active agency and aspirations and skills to improve and learn together with others.

Previous studies show that offspring tend to educate themselves to the same educational level as their parents, and that the child's family background and living conditions maintain the cross-generational continuity of education. Studies show that parent’s academic education predicts child’s academic education. Previous studies have shown that the perspective of agency can be used when examining educational pathways. Agency refers to an individual’s change-oriented activity. To see oneself as an active agent is central to agency. The purpose of this study was to understand the creating of a educational pathway from the perspective of agency. The aim of this study is to examine what structural and cultural conditions shaped the interviewees whilst growing up. In this study I interpret how did the interviewees engage with these conditions. I interpret the creating of a educational pathway from the perspective of agency. The study was carried out as a case study and the analysis was done with theory-based content analysis. The research consisted of six interviews and they were analyzed by using Archer’s (2003) theory of mediation between structure and agency. The interviewees study at or graduated recently from university. They come from low educational backgrounds. The interviews were carried out as theme interviews in December 2020. The educational pathway was affected by the way the interviewees reacted to their conditions through deliberations and actions. The interviewees recognized opportunities for development in failures and chose to develop themselves. Agency seems to affect individual’s possibilities to come to university from a low educational background. Recognizing the opportunities to choose and being able to pursue one’s goals signify the importance of agency.