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The purpose of this thesis is to find out how companies are able to recruit competent and qualified employees in the IT industry. It focuses on recruitment processes and also rewarding and employee commitment as a part of successful recruitment process. Thesis questions are: how companies recruit the top talents among all applicants and how organization s are able to utilize different kind of rewarding in the recruitment process and thereby commit new employee to the company. To consider various aspects and to ensure coverage and broadness of the material, for this thesis has been chosen recruiters from different positions and companies. Material collection has made by theme interviews and it has been analyzed using theme categorization. On the basis of the analysis companies should comprehensively invest in recruitment process, employer branding and rewarding. It is not enough to pay relevant tangible compensation but rewarding has to be in order and company to be interesting. For top talents job search has changed from traditional recruiting and they don’t need to apply for interesting positions because recruiters will contact potential candidates. At the same time these top talents expectations toward companies have increased. Competition from competent employees will tighten when employers have to develop new ways to tempt and commit employees to the company. To attract and recruit potential candidates companies should utilize their rewarding practices more effective in the recruitment process.

Finland’s highly egalitarian educational system lacks official definitions and policies regarding gifted students. The Finnish National Core Curriculum proposes differentiation as the method by which to meet the diverse needs of students in the inclusive Finnish classroom. Previous research indicates that many Finnish teachers lack adequate knowledge about how to support and differentiate instruction for the gifted. This thesis focuses on gifted students’ experiences of differentiation in mixed-ability public schools in Finland. Four gifted students in grades 5 and 6 participated in one semi-structured interview where they were asked questions about assignments in school. The transcripts from the interviews were analyzed with a thematic analysis method and a hermeneutic-phenomenological research approach. Through the thematic analysis, six themes were generated from the material: Acceleration and ability grouping, lack of differentiation, finishing assignments early, inaction and unawareness in teachers, support from teachers, and dealing with peers. The results show that while all students had acceleration measures in place, the students did not seem to receive sufficiently differentiated instruction in school. They found assignments unchallenging, and finished their work early, leading to a lot of idle time in class spent doing things unrelated to the current lesson. Furthermore, the students described their teachers as passive and even unaware of the fact that assignments are too easy. Frustration and boredom seemed to be common feelings in the lived experiences of gifted students in the mixed-ability classroom, which further points toward the need for effective differentiation for gifted students.

Temperament is known to be connected with students' school achievement, both academic achievement and school adjustment. In the Finnish school system, school adjustment can be measured by behavior grade. Equal rating is important for students' future education choices. Rating has also influence on students' self-image. In this study, the aim was to examine the connection between self-rated temperament traits and GPA (grade point average) and behavior grade. Also, the possible mediator effect of behavior grade between the connection of temperament traits and behavior grade was examined. The participants of this study were Finnish adolescents (n=4255, average age 15,1). Students evaluated their temperament traits with TABC-R and DOTS-R questionnaires. School achievement was evaluated with student's latest GPA and behavior grade. The connection between grades and temperament traits were examined with correlational analysis and regression analysis. Mediator effect between temperament and GPA was examined with Bootstrapping analysis. The connection was slightly different between GPA and behavior grade. The strongest connection with behavior grade had traits associated with school adjustment, such as impulsivity and negative emotionality. The strongest connection with GPA had traits associated with task orientation, such as persistence and distractibility. Behavior grade mediated the effect between temperament traits and GPA, especially for impulsivity, distractibility, negative emotionality and mood. These results confirm that teachers' ratings are connected with students' temperament, also when evaluating students behavior. Temperament is connected with grades both directly and medially. In future when developing student evaluation criteria, it is important that teachers are aware of the possible influence of temperament traits. The necessity of rating students' behavior with a grade should be discussed. The criteria of evaluating students' behavior at school should be clear, so that assessing temperament traits would be avoided.

The study examined Finnish classroom teachers’ self-compassion and perfectionism in relation to burnout. The study sought to find out how self-compassion and perfectionism affect the burnout experienced by classroom teachers and what kind of relationship there is between self- esteem and perfectionism. Previous studies have shown that perfectionistic concerns are a risk factor for burnout. Self-compassion has been found to affect very positively for a person's well- being and resilience. In Finland, no research has been conducted among teachers about these topics. The data was collected via an online questionnaire. The questionnaire was sent to teachers by Luokanopettajat ry -email list and Alakoulun Aarreaitta -Facebook group. The questionnaire measured burnout by Maslach Burnout Invetory, perfectionism by The Short Almost Perfect and self-compassion by Self-Compassion Short Form. Answers were received from 153 classroom teachers. Self-compassion was negatively correlated with perfectionist concerns and all dimensions of burnout. Perfectionist concerns were positively correlated with all dimensions of burnout. Two different groups of perfectionism and self-compassion were found. The second group (46%) consisted of teachers with high self-criticism, high perfectionistic concerns and perfectionistic strivings and low self-compassion This group was named as self-critical teachers. Teachers in the second group (54%) were more self-compassionate and less critical about themselves. This group was named as self-compassionate teachers. Self-critical teachers experienced more exhaustion than self-compassionate teachers. No statistically significant difference was found between these groups for cynicism and inefficacy. Based on the correlation matrix, self- compassion was negatively and perfectionistic concerns were positively related to all the dimensions of burnout. Perfectionistic strivings correlated negatively with inefficacy so striving for perfection seems to be protective factor against inefficacy. According to the study, self- criticism and perfectionist concerns are predisposing factors for burnout. Self-compassion seems to protect teachers from burnout.

Self-regulated learning (SRL) is a goal-oriented process in which the learner monitors and regulates his or her own learning. Meta-skills of learning such as SRL are important both in formal education and in professional development taking place in working environments. For the teaching profession, it is crucial that teacher education supports its students' abilities to critically reflect on and research and develop their own work. In short, teachers need competences for continuous professional learning. This master's thesis analyzes the connection between student teachers' SRL and competences in continuous professional learning. SRL was defined as forethought of learning, learning strategies, and learning skills. Competences in continuous professional learning were constructed on an understanding of the teacher as a professional capable of researching and developing his or her work. Because there are structural and content differences between class and subject teacher education, this thesis also analyzes whether there are differences in continuous professional learning competences between the two programmes. The data were collected using a web-based survey as part of a research project on teacher education. SRL was measured using a self-report instrument for higher education students, including questions about regulatory strategies of learning and motivational factors. The instrument for continuous professional learning focused on teaching professions' reflective features and professional development. Both constructs were measured using a five-point likert-scale. The respondents were student teachers from University of Helsinki and University of Oulu studying to be either class or subject teachers (N = 417). Data analysis was conducted using correlations, t-tests, and linear regression analyses. In addition, confirmatory and exploratory factor analyses were conducted in the preliminary analysis. Students' competences in continuous professional learning correlated with the different constructs of self-regulated learning, although none of the correlations could be described as strong. Regression analysis indicated that in the forethought of learning dimension, utility value of studies and self-concept as a learner best explained competences in continuous professional learning. In the dimension of learning strategies, self-management was the only statistically significant explanatory variable. In the learning skills dimension, application of theories and rehearsal best explained continuous professional learning. There was a significant difference between class and subject student teachers in continuous professional learning, although the effect size was moderate. The division between class and subject teachers was also a significant explanatory variable in all regression models. Depending on the model, 6.9 to 11.5 percent of variance in continuous professional learning could be explained. The results indicate that self-regulated learning is connected to continuous professional learning competences, but the explanatory power of SRL is not very strong. In the future, it will be important to investigate whether these results are due to an actual relationship between the two phenomena or a matter of data and measurement. Class and subject teacher education seems to some extent to produce differences in continuous professional learning competences. This could indicate that there is a need to develop subject teacher studies in order to make sure that all teachers, regardless of their training, have the necessary competences to develop professionally.

Aim of this study was to investigate the connection between children’s self-regulation and temperament. Additionally, the aim of the study was to determine whether a child’s age, gender or mother’s level of education modified the associations between temperament and self-regulation skills. The research material was collected in 2017 in kindergartens in Salo (N=29) and Riihimäki (N=3) as part of the DAGIS project. Data consisted of questionnaire material collected during the baseline measurement of the project. The subjects (N=802) were 3–6 years old children and their families. Children’s self-regulation skills were measured using PikkuKesky survey (challenges in self-regulatory skills) completed by early childhood education teachers or other professional (N=757). Also, parents filled a form that measured child’s cognitive and emotional self-regulation skills separately. Children’s temperament was assessed using Children’s Behavior Questionnaire (very short form). This questionnaire was filled by parents. The relationship between child’s temperament and self-regulation was analysed using linear regression analysis. In addition to that, regression analysis was used to examine whether a child’s age and gender or maternal education level had an interaction effect with temperament on self-regulation. The results of the research showed that there was a connection between children’s temperament and self-regulation. Children with high levels of surgency had more challenges in their self-regulatory skills, while better effortful control meant that the child had fewer challenges in self-regulation. This study did not find connection between challenges of self-regulation and negative affectivity. Children with high levels of effortful control as well as those with more surgency was associated to better cognitional self-regulation. In contrast, children with high levels of negative affectivity had weaker cognitive self-regulatory skills. Children with high levels of surgency or negative affectivity had weaker emotional self-regulation skills, while children with high levels of effortful control was associated to better emotional self-regulation. In this study, age, gender and maternal educational background, had no interaction between temperament and self-regulation. Children’s personal temperament needs to be taken into account when developing child’s self-regulatory skills and pay attention to supporting the self-regulatory skills of children with different temperaments - especially surgency ones - at an early stage.

The aim of this thesis is to analyse, interpret, and describe the meanings of making a senior ball costume yourself. In addition, the motivation behind making their own costume instead of buying ready-made or tailored costume by someone else is being examined. The first part of the study describes, analyses, and specifies the types of senior ball costumes that are self-made. The second part of the study examines why dancers have made their costumes and what significance it holds for them. This research was conducted as a qualitative study using content analysis. The data for the study consisted of responses to an online survey, which were analysed using a data driven analysis method. The photographs from the online survey were analysed using a theory-directed analysis. Atlas.ti software was used to assist in the analysis. A total of 38 people responded to the online survey. The dataset consisted of 36 photographs of 25 different senior costumes. The senior dance costumes varied in colour, style, design, material, and details. In this study, all costumes were sewn, but other techniques including dyeing, embroidery, customization, and gluing were also used. The costumes aimed to express personality, old-fashioned aesthetic, recycling, and a departure from traditional appearances. The purpose of the senior costume can be divided into two categories: the product and the process of making. The costume as a product held emotional, aesthetic, expressive, supply-related, and functional meanings. It also held significance during the celebration. Wearing the dress during the celebration felt special for many of the dancers, as they had spent time and effort on the costume. Positive feedback about the costume increased the feelings of accomplishment in the seniors, and they felt proud of themselves. Some of the dancers had subsequent use for the costume after the senior ball, which indicates special attachment towards the self-made costume. For the dancers designing was a meaningful aspect of creating the costume and the whole process was educational. The process also involved emotional and social significance for dancers. The significance of the costume, as described by dancers, varied between individuals. For many dancers it was important to have a costume that felt personal and fitted well. For the participants of this study a self-made costume created more meaning than a ready-made or tailored costume. They valued handprint and it was desired to be displayed in the costume. According to the study, it is hard to find a ready-made old-fashioned costume, so the small group making their own costumes who are inspired by the past respect the original tradition of the event by wearing old-fashioned clothing.

The purpose of this study was to examine the possible connection of applicants' self-esteem and gender to their performance in student selection for teacher education. The significance of teacher's personality has grown with working conditions that increasingly demand better social skills. Teachers have reported unusual tiredness and the willingness to quit has become more common. It seems reasonable to consider self-esteem as a protective buffer against the emotional stress these working conditions present for teachers, and therefore the student selection at least shouldn't favor those with whom this protective buffer is low. Self-esteem's connection with student selection for teacher education has not been studied before, but due to prior results regarding the broader benefits of high self-esteem, it was hypothesized to be positively connected to success in student selection. The selection process consists of a theory test and an aptitude test, which were addressed separately and together. In line with prior research, women were hypothesized to be more successful in theory test and men in the aptitude test. This study was a part of the SeSTE research project (Selecting Students for Teacher Education). There were 470 subjects who had participated in the selection process for teacher education in the University of Helsinki. Self-esteem was measured with Rosenberg self-esteem scale as self-assessment. The main method of analyzing was multinomial logistic regression. Gender was examined alongside self-esteem, and the effect of age was controlled. The hypotheses for self-esteem were mostly confirmed with no apparent connection seen with the aptitude test. Gender related hypotheses were confirmed as women were more likely to pass the theory test and men the aptitude test. According to this study the student selection slightly favors applicants with higher self-esteem, but the effect is small. If the hypothesis of high self-esteem as a useful protective buffer for teachers gains more evidence, it might be beneficial according to this study, to consider the possibility of focusing the student selection more to applicants with higher self-esteem.

In the school world today more attention should be put to the attitudes towards difference. Individuals should learn to recognize and accept diversities in the society. The focus of the ethics is to assist pupils to become conscious of their personal worldview and be aware of the differences of their fellow pupil's views. Main goal is to be able to encounter others more tolerant and respect the different values in the world. The aim of ethics teaching is to support pupil's identity work to find a tolerant and open-minded cultural identity. First it's important to become aware of the personal cultural background before understanding other views and co-operate with people from different backgrounds. The aim of this research is to clarify the objectives and contents of ethics in the National Curriculum 2004. The focus is on the theme Self-Awareness and Cultural Identity. This qualitative research is based on interviews. The research studies the views of primary school ethics teachers about cultural identity, the goals of their teaching and the methods to support the development of the pupil's cultural identity in the framework of ethics. Eight primary school ethics teachers from different backgrounds were interviewed for this research. The interview was a three parted focused interview. The material was analysed with a content analysis. The teachers supported their pupil's identity work with various methods. The common view of the development was towards a respectful and tolerant cultural identity. The main results of the research suggest that teachers should develop their pupil's skills from five different content categories. The categories are the awareness of the self, cultural awareness, co-operation and interaction, cultural education and cultural competence. The results emphasize the development of different skills: thinking skills, self-regulation skills, interaction skills, co-operational skills, conversational skills and cultural skills.

The aim of this master’s thesis was to describe mediation activities as part of a group discussion task in an academic English course. In addition, the goal was to investigate how successful mediation affects interaction. The perspective on mediation in this study is guided by the Common European Framework of Reference for Languages (CEFR) and mediation is defined through the CEFR descriptors for mediation. The descriptors were added in the CEFR, and mediation presented as one of the modes of language, in the 2018 CEFR Companion Volume. The new volume, as well as the concept of mediation, further emphasizes the communicative and action-oriented approach to language learning. Mediation refers to co-creation of meaning, facilitating understanding and communication between participants in interaction. The hypothesis in this thesis was that successful mediation has a positive effect on interaction whereas problems in mediation have the opposite effect. The participants (N=51) were students from three different academic English courses in the University of Helsinki Language Centre. The data were gathered as part of a course task consisting of small group discussions. The data consist of students’ answers to post-discussion questionnaires as well as video recordings of the discussions. Mixed methods approach was used in this study, and qualitative data were analyzed both inductively and deductively. This study concretizes the concept of mediation and makes mediation activities visible. It al-so shows how mediation activities can be described and assessed from the perspective of the CEFR descriptors. The results show that mediation can be taught and practiced, and that the CEFR descriptors can be used in defining different types of mediation. In addition, the descriptors can be used as a guideline in students’ self-assessment. However, the view on language learning the concept of mediation represents is seen as more significant than the specific descriptors. Mediation embodies a communicative approach that emphasizes the social nature of learning, cultural competence and the active role of the language learner. The conclusion in this thesis is that adopting a mediation-perspective towards classroom activities contributes to a more communicative approach to language learning and teaching.