Browsing by Subject "http://www.yso.fi/onto/yso/p21299"

Tiivistelmä - Referat - Abstract Aims: Aims of the dissertation was to examine study progresses of students of engineering. The aspiration was particularly to clarify how study progress is connected with approaches to learning, engagement and procrastination. Advancement and quality of studies has been notably researched in framework of approaches to learning. Engagement and procrastination have also been detected to reveal connections with fluency of studies. Progress of studies has not however been examined among these three frameworks simultaneously. In order to enlighten fluency of study progresses this dissertation strove to cover for this gap. Different student clusters were formulated by framaworks of approaches to learning, engagement and procrastination. Different student clusters were compared with study outcomes and the progress of studies. Methods: The data (N=236) was collected with a questionnaire indicated to Metropolia students of engineering in spring 2013. Analysis of factor, cluster and variance was utilized. Results and conclusions: the clusters were differed in approaches to learning, engagement and procrastination according to their theories. Deep processing was strongest in a cluster with also the strongest engagement. Whereas procrastination was strongest in a cluster with the strongest surface processing. Engagement was also lower in this cluster. The periods of study processes were also connected with approaches to learning, engagement and procrastination. Students with deep processing and stronger engagement seemed to perform faster and with better grades. These students also had lower procrastination levels. The weakest performs and lowest grades were connected with the surface approach of learning, lower levels of engagement and higher procrastination. Run-off examines and unperformed courses became more obvious among these students. This dissertation doesn’t give bright answers of inner relations of these theories’ influences during study processes. Follow-up research should be launched to itemize influences of approaches to learning, engagement and procrastination. It’s also unclear how these theories are being at least partly vulcanized by their defititions.