Browsing by Subject "systeemiäly"

Aims. Systems Intelligence is aimed at improving functions of primarily one’s social systems. It is essential for System Intelligence that person is able to see themselves as part of the system and is able to regulate their own behaviour in different systems. There has been found similarities between System Intelligence and features of a good teacher, since a teacher is required to have various sub-skills of Systems Intelligence, such as the ability to operate over the long term and the ability to reflect on their own thoughts. The aim of this study is to find out how System Intelligent special education students are and is it affected by their age, educational background or their teaching experience. In addition, the aim is to clarify whether the yearlong studies in special education improve their Systems Intelligence. Methods. The research of System Intelligence of special education students was based on Systems Intelligence questionnaire answered by 88 special education students. The Systems Intelligence questionnaire was based on self-assessment. The data analysis was based on factor analysis. Factors described sub-skills of Systems Intelligence and were found in the questionnaire. The effects on Systems Intelligence in yearlong studies in special education were searched by replicate measurement, which was answered by 30 students. The analysis of replicate measurements was based on individual change of points, rather than the changes between the groups. Because of the small sample, it was decided to use the Wilcoxon sign test on analysis. Results and conclusions. Age was found to have a statistically significant effect on System Intelligence of special education students. Educational background or teaching experience were not found to have such an effect. In addition, the studies of special education were found to have positive effects on the Systems Intelligence and the result was statistically significant.