Browsing by study line "Class Teacher, Educational Psychology"
Now showing items 41-43 of 43
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(2023)There have been many studies concerning the organization and management in classrooms and the disturbances that violate it. Most of them, however, have been done from the point of view of teachers. The goal of this study is to bring out the views of the pupils on this subject. This study aims to find out more information for the teachers on, how the students think the classroom disturbances could be reduced and what can the teachers do to improve classroom management. This study was done as a qualitive study. The material used in the study has been collected by interviewing ten ninth grade students. In the interviews, the students were asked different questions concerning classroom management and disturbances with an aspect of the role of a teacher involved. The material was then analysed using data-driven content analysis focusing on the views of classroom management. The results were formed from consistent themes found from the material, from which the researcher formed the main categories. The students brought up the usage of phones, talking with classroom friends and extra disturbances (for example, extra personnel in the classroom) as the main causes of classroom disturbances. The students showed that they understand their role in the cause of classroom disturbances but underlined the role of the teacher in their answers, as the key to a peaceful classroom. Teachers were expected to be clear with their rules and be justful in their actions which were aspects that the students respected. Results showed that the students felt that the classroom is more peaceful when the teacher has planned the lesson to match the students’ needs. Results also showed that teacher-student relationship and classroom atmosphere have an impact on the peace of the classroom.
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(2024)Objectives. Society is divided between social classes in many ways. Regional segregation is increasing because parents' income differences continue to grow and children's education level and future income level are increasingly determined by the parents' background. The task of this thesis was to find out the effect of a young person's socioeconomic status on school well-being, school enthusiasm and school burnout. The aim of the thesis was to ex-amine the socio-economic background of the young person as an explanatory variable. The socio-economic background consisted of the dimensions of financial capital. As a the-oretical framework, the thesis reflected the importance of the student's socioeconomic sta-tus and social capital on school well-being. The effect of socioeconomic status on the stu-dent's experience of school well-being was mirrored through Ecological Systems Theory. The study well-being demands and resources model based on Demerout et al.'s (2001) job demands and resources model (Job demands - resources model JD-R) served as an ex-planatory model of the connection between social capital and school well-being between different levels of ecological systems. Methods. The study used the survey data of the Mind the Gap research project, which was collected in elementary schools in Helsinki in May 2013. 761 students aged 12–13 from 32 elementary schools participated in the study. Of the participants, 55.7% were girls (n=423) and 44.3% were boys (n=337). The survey material was interested in young people's thoughts and experiences, especially regarding schooling, friendships, well-being and in-formation about technology. In this thesis, the material was utilized to the extent that it corresponded to the purpose of the thesis. Participation in the study was completely volun-tary, and the parents of those who participated in the study were asked for written permis-sion for the students' participation. The data was analyzed using linear regression analy-sis. In the analysis of the data, version 2.3 of the Jamovi statistics program was used. Results and conclusions. The results showed that a home that offers a young person a fi-nancially stable starting point creates better personal resources for the student to go to school. The results also showed that even if the family's financial situation is not stable in all respects, but the student himself feels that his own livelihood is comparatively good in relation to others, this is connected to an increasing interest in school and lower school burnout. Thus, a student's financial carelessness predicts a student's better school well-being. The research results follow previous research results. Under the current societal economic pressures, there would be a significant need for further research.
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(2023)Aim of the study. The aim of this study was to examine whether there is a connection between 8th and 9th grader’s experience of interactive factors in everyday school life and their experience of social inclusion. More closely it was studied whether their experience of their class atmosphere, teachers, possibilities to influence their schoolwork and feeling of community in school explained experienced social inclusion. These factors were seen to represent the experience of social inclusion in everyday school life, which is why their closer examination was considered reasoned. Defining the concept of social inclusion has been considered challenging. Previous studies have shown that high experience of social inclusion is associated for example with better mental health and reduced loneliness on a societal level. The purpose of this study was to increase the understanding of how the experience of social inclusion is explained in school. Methods. The data for this study was school health promotion study, which was collected by Finnish Institute for Health (THL). The data was collected in the 8th and 9th grades in 2019. In total there were 86 864 middle school age participants in school health promotion study. For this study the data was limited to 79 206 participants. The data was analyzed using quantitative methods. The connection between interactive factors influencing school life and the experience of social inclusion was examined using linear regression analysis. It was assumed that the selected factors would clearly explain the experience of social inclusion, considering the theoretical background. Meanwhile it was recognized that the experience of social inclusion consists of many simultaneously influencing factors. Results and conclusions. The results suggested that everyday school life can affect youth’s experience of social inclusion. When all four interactive factors in everyday school life were examined simultaneously, all factors predicted (28,9%) experienced social inclusion. When examined individually, social inclusion was predicted relatively most (25,8%) by the experience of community and the least (5.54%) by the experience of own influencing opportunities in school. The results were in line with preconceptions and previous studies.
Now showing items 41-43 of 43