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Browsing by Subject "http://www.yso.fi/onto/yso/p41"

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  • Mindfulness-pohjaisen intervention vaikutukset 7.-luokkalaisten tunne- läsnäolo- ja reflektointitaitoihin 
    Rantala, Maija (2020)
    The goal of this study was to find out how a mindfulness-based intervention affects the emotion skills, presence skills and reflection skills of 7th graders. Emotion, presence and reflection skills were gathered under a hypernym, ”The Skills of Being”. Previous research on mindfulness has shown promising positive effects on children and youth’s mental wellbeing. In this study it is under interest, if practising mindfulness regularly at schools could bring positive effects to the ever changing daily life in schools. This study aimes to develop ways to support pupils’ and teachers’ mental wellbeing in schools. In this study, 7th graders from a Finnish elementary school participated. The data was gathered with a questionnaire and with group interviews. The questionnaire was answered by 13 pupils before and after the intervention. The group interviews were held after the intervention in which 14 pupils attended to. The questionnaire was analyzed by using Excel and the interviews were analyzed by a theory directional content analysis approach. In the light of the quantitative and the qualitative data, there was found three themes for each research question. Results show that the mindfulness-based intervention seemed to have positive effect to the pupils’ emotion, presence and reflection skills.
  • Psykologinen joustavuus ja suunnitelmallisen opiskelun taidot yliopisto-opiskelijoiden hyvinvoinnin tukena 
    Räihä, Kristiina (2020)
    Tiivistelmä - Referat - Abstract Mental problems are an increasing challenge among university students. Research and development of interventions that aim to enhance well-being is important, because challenges in students' well-being easily effect the study progress and success. Mental problems and symptoms can also follow into working life, so the prevention of challenges is also important in the light of the students' later ability to work and be well. Psychological flexibility has been found to promote well-being in many ways. Several intervention studies have confirmed that psychological flexibility can also be promoted by using acceptance and commitment therapy’s (ACT) methods. The purpose of the study was to determine the effects of an internet-based intervention on university students’ well-being and study skills. The aim of the intervention was to enhance student’s psychological flexibility and organised studying skills. The research questions were: How are psychological flexibility, well-being, experienced stress, study-related burnout and organised studying skills related to each other, what kind of effects does the intervention have on the above-mentioned scales and how is the burnout risk divided before and after intervention. 74 university students participated in an intervention study conducted with an experimental control setting. Students’ psychological flexibility, well-being, experiences of stress, study-related burnout and organised studying were measured with questionnaires. The data of this study consist of the questionnaires conducted at the beginning and end of the intervention. Connections between the variables were observed by correlations and the change by repeated measures t-test, repeated measures analysis of variance (ANOVA), and frequency table. The results showed that students’ psychological flexibility, well-being, and organised learning skills increased as perceived stress and study-related burnout decreased. The effects of the intervention suggest that the well-being of university students can be supported by online intervention course combining ACT practices and study skills. More research is needed on the individual-level changes and the long-term effects of the intervention on well-being and study-related burnout.

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