Browsing by Subject "systemaattinen kirjallisuuskatsaus"

Children´s aggressive behavior is a worrying phenomenon in school environment. Over fifty per cent of special education teachers have reported students acting aggressively in school. The behavior makes it hard for the teachers to do their job and for pupils to learn and feel comfortable in school. Aggressive behavior is explained by many different theories, from frustration theory to model learning. Children´s aggressive behavior is often explained by social information processing problems. Pupils who tend to act aggressively often have a hostile attribution bias where they interpret peers or other´s actions in hostile way even in a neutral situation. In these situations, the child chooses an aggressive way to react in order to protect self. The aim of this study is to see what kind of interventions are there for children who act aggressively, how effective they are and what kind of meters are used to detect the effectiveness. The study is executed as a systematic literature review. Seven research article´s, which examined about intervention´s used to deal with children with aggressive behavior, were chosen in to the study. According to this study intervention´s which aimed at changing children´s hostile attribution bi-as were effective in decreasing children´s aggressive behavior. Children´s willingness to act ag-gressively decreased, they took the responsibility from their actions more likely and decoded their peer´s actions more positively, when the intervention had a positive impact on child´s hos-tile attribution bias. In some studies, the children also received intervention about social skills, which altered their perception about peer´s actions towards more positive. Also, teachers part in child´s aggressive behavior was studied, and found that teacher’s empathy had an impact in child´s aggressive behavior. On the grounds of this review it is important in the future to focus on aggressively behaving child´s attribution biases and how to prevent them. Would also be important to study more about teacher´s role in child´s aggressive behavior because the correla-tion between teacher´s increasing empathy and child´s decreasing aggressive behavior. In the future studies should have more adult´s evaluations about child´s actions, as many of the stud-ies in this review were based on child´s self-evaluation.

Tämän tutkimuksen tavoitteena oli selvittää, millaisia keinoja on ennaltaehkäistä kiusaamista ja miten kiusaamista ilmenee varhaiskasvatusympäristössä. Tarkoitus oli tutkia, oliko ennaltaehkäisy kiusaamiseen liittyen pienten lasten kanssa avainasemassa. Tutkimuksen tavoit-teena oli luoda käsitys siitä, mikä on kiusaamisen ennaltaehkäisyssä keskeistä varhaiskasvatuksen piirissä. Hypoteesina on, että varhaiskasvatuksessa on kiusaamista ja siihen puuttuminen on erityisen tärkeää varhaisessa vaiheessa. Aikaisemmat tutkimukset osoittavat, että aikuisen rooli kiusaamisen ennaltaehkäisyssä korostuu. Lisäksi aikaisemmat tutkimukset osoittivat, että kiusaamista voidaan sanoa piilolliseksi ilmiöksi eli se alkaa usein huomaamatta. Aikaisemmat tutkimukset toivat esille sen, että pienten lasten yleisin kiusaamisen muoto on psyykkinen kiusaaminen, mutta myös fyysistä kiusaamista esiintyy. Tämä tutkimus toteutettiin systemaattisen kirjallisuuskatsauksen periaatteiden mukaisesti. Tiedonhaku suoritettiin Arton, Luc-Finnan, Finnan sekä Helsingin yliopiston Helkan tietokannoista että manuaalisesti. Tarkemman tutustumisen jälkeen valitsin neljä tutkimusta, joista 3 oli väitöskirjaa ja 1 kehittämishanke/projekti. Tulosten analysoinnissa käytin aineistolähtöistä sisällönanalyysiä, koska käytössä on jo valmiiksi tutkittu aineisto. Tuloksista ilmeni, että kiusaamisen ennaltaehkäisyssä käytäntöjen tulisi riippua ryhmästä ja ryhmän lapsista. Vanhempainilloissa vanhempien tietoisuutta ja ymmärrystä tulisi lisätä koskien kiusaamista ilmiönä. Kiusaamisen ennaltaehkäisyssä tärkeää olisi, että jokainen aikuinen sitoutuisi ja osallistuisi kiusaamisen vastaiseen työhön. Tavoitteellinen ja tietoinen toiminta olisi tärkeää. Kirjallisen suunnitelman laatiminen koskien kiusaamisen ennaltaehkäisyä nousi merkittäväksi asiaksi. Ryhmätilat ja ryhmän toiminta vaikuttavat lapsen kokemukseen siitä, että hän voi tuntea olevansa tasa-arvoinen ja mukana oleva ryhmän jäsen. Täydennyskoulutuksen antaminen vaikuttaa aikuisen kykyyn puuttua kiusaamiseen ja sen ennaltaehkäisyyn. Aikuisen tehtävänä on vahvistaa lapsen henkilökohtaisen motivaation löytämistä kohti prososiaalista käyttäytymistä.

Tämän tutkielman tarkoituksena oli luoda katsaus läsnäolon ja akateemisen suoriutumisen väliseen yhteyteen yliopistokontekstissa. Tutkimusaihe on tärkeä, sillä Suomessa yliopiston saama rahoitus perustuu osaltaan suoritettujen alempien ja ylempien korkeakoulututkintojen määrään sekä suoritettujen opintopisteiden määrään. Näin ollen on selvää, että yliopistojen tulisi edistää opintojen sujuvuutta. On kuitenkin selvää, että luentojen läsnäoloprosentti on kaukana toivotusta, vaikka monien aikaisimpien tutkimusten mukaan läsnäololla on positiivinen ja tilastollisesti merkitsevä vaikutus opiskelijan akateemiseen suoriutumiseen. Tutkimus toteutettiin systemaattisena kirjallisuuskatsauksena, koska se mahdollisti systemaattisen ja luotettavan lähestymistavan opiskelijoiden läsnäolon ja akateemisen oppimistuloksen tutkimiseen. Hypoteesinani oli, että läsnäololla on positiivinen yhteys akateemiseen suoriutumiseen. Aineistonkeruu tehtiin Finkin (2005) mallin seitsemän vaiheen mukaisesti ERIC-tietokantaa hyödyntäen. Tutkimusaineistoiksi valikoitui 11 aiheeseen liittyviä vertaisarvioituja tutkimusjulkaisuja. Tutkimusten otoskoot sijoittuivat 38-1325 välille ja valikoidut tutkimukset sijoittuvat useaan eri valtioon; Yhdysvaltoihin, Taiwaniin, Suomeen, Etelä-Afrikkaan, Englantiin, Espanjaan ja Portugaliin. Tarkastelin tutkimusaineistoja yksitellen ja tämän lisäksi vertailin niiden keskinäisiä yhteyksiä. Tutkimustulosten synteesi toteutettiin kuvailevana synteesinä. Tutkielman päätulos myötäili tutkimushypoteesiani, jonka mukaan läsnäololla on positiivinen yhteys akateemiseen suoriutumiseen. Yhdestätoista artikkeleista kymmenen puolsi tätä hypoteesia. Korrelaatioiden voimakkuus ilmiöiden välillä kuitenkin vaihteli r =.0158 ja r =.43 välillä. Vain yhdessä artikkelissa ei löytynyt tilastollisesti merkitsevää yhteyttä. Katsaus osoittaa, että on sekä opiskelijoiden että yliopiston intressissä kannustaa läsnäoloon luennoilla. Tutkimusten valossa yksi hyvä keino tähän olisi se, että kursseilla korostetaan läsnäolon positiivisia vaikutuksia. Näin varmistetaan opiskelijan oikeus akateemiseen vapauteen ja mahdollistetaan laadukas oppiminen.

Problem behavior influences a child’s academic success. This pattern of behavior has also been shown to be an important risk factor for achievements later in life (Kaufmann 1998; Sigafoos 2003). Research has shown positive teacher - student relationship can be a protective factor in these cases for students. (O’Connor, Dearing & Collins 2011.) Pianta (1995) has pointed out that Teacher- student relationship has a significance to a student’s overall managing and success in school and life. Teachers professional actions and children behavior problems are both widely researched matters. The aim of this research was to collect information from authors mentioned above and find connections between these two phenomenon. The aim of this research is to report whether a teacher’s actions in a classroom has an influence on a student behavior and clarifies what kind of actions from the teacher influences student behavior. Study was carried out with the method of systematic literary review. Through the systematic literary review five studies were found and analyzed by using the method of content analyz-ing. Studies were selected in a way which gives a holistic view of researches result in the past five years. All selected studies are intervention researches which are directional to im-prove a teacher’s professional ability and considers student behavior as a factor. This study shows that there was a connection between improving teachers professional skills and behavior of students who were a part of a risk group based on their behavior. From a student behavior angle, teacher interaction with students and models of communication had the most significant role. In this study, three operating models of interaction having relation to a students behavior were scrutinized. Those were closeness in interaction, interaction which showed class management skills and dialogical interaction. Former two of above mentioned models were significantly connected to children behavior. Interaction which contained more closeness and elements of class management decreased problem behavior significantly. Based on this study it seems possible to influence student behavior by increasing teacher knowledge on the importance of models of interaction.

Many studies have shown that motivation is connected to learning and problems that occur with learning. Especially in the complex process of learning to read and write, motivation is an important factor. The goal of this study was to look into the relations between students’ goal orientations and problems with reading. In this study I examine what kind of goal orientations do students with reading problems have compared with students who have average skills in reading. The goal is to look for and explain prospective differences in goal orientations and the causes affecting them. The study used the method of systematic literature review. Through the review, eight studies were found as the research material. The studies discussed motivation from the viewpoint of goal orientations and dyslexia or the risk of having problems in reading. Based on the results of this study, it seems that there are connections between problems with reading and goal orientations. Students who had problems with reading were less task-oriented and more performance-oriented than other students. These students were less interested in learning new things and completing tasks, more socially dependent in learning situations and showed more task-avoidant behaviour. Most of the studies showed that motivation and reading problems formed a reciprocal relationship that caused a negative cycle for learning to students who had problems with reading. Students’ goal orientations also seemed to be quite stable during the school years. Motivation and goal orientations have a significant role in learning to read especially when a child faces challenges in learning. Based on the results of this study it is important to pay more attention to the development of students’ goal orientations already in the early years. More research should also be focused on how the teacher can affect students’ motivation in the classroom.

Purpose. The aim of this systematic literature review was to gather current information about the relationship between burnout and leadership from Burnout Research journal. Furthermore, the goal was to examine and summarize a review of the best practices of burnout prevention presented in the articles. The main concepts were burnout and leadership. Burnout was defined according to Maslach, Schaufeli and Leiter`s (2001) definition and leadership based on Yukl`s (2010) definition. Previous studies on leadership and burnout have shown that authentic and servant leadership play a significant role in the development and prevention of burnout. Approach. The study was carried out by using systematic literature review. The collected data was analyzed by applying theory based content analysis and data-oriented content analysis. The study concentrated only on Burnout Research journal, where the articles were selected based on the keyword leadership. The first search gave 18 articles, which were eliminated by predetermined selection criteria. Thus, the final data was limited to six articles. Results and conclusions. Three main categories were recognised by content analysis. They were: 1) Self-awareness of one`s role as a leader, 2) Training programs and assessment methods and 3) Self-management of employee. The first main category was divided into two subcategories consisting of two leadership styles: 1a) Authentic leadership and 1b) Servant leadership. Using the results of these categories the two research questions were answered. The results showed that authentic and servant leadership were highlighted in the prevention of burnout enhancing wellbeing at work. Both of these leadership styles shared the same element, self-awareness, of one`s own behaviour. Prevented measures in job burnout were: 1) Leadership styles and leader´s self management, 2) Training programs and assessment methods and 3) Employees` self management. The results from the study are in agreement with previous studies. Based on the results special attention should be paid to self-awareness in developing intervention and in the everyday work of organizations. Highlighting and developing authentic and servant leadership should be taken into consideration in more detail and clearly in future research.