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Goals. The aim of this study is to examine what kind of thoughts Aalto-university teachers have according to academic capitalism and entrepreneurship education in the context of inside their own university. Academic capitalism and entrepreuneurship education are relatively new phenomenon in the finnish field of education and the goal is to figure out are these new customs in disagreement with the traditional values of universities or are they suitable together. There is a lot of international studies of these topics which helped me to do my thesis and helped me to choose different kind of point of views. Methods. There were 8 univeristy teachers who took part in this study. The interview-material consisted of three group-interviews, which all had 2-3 teachers. I used qualitative content analysis as a method in my thesis. Results and conclusions. What was found out of the interviews was that the teachers had both positive and negative experiences and thoughts about academic capitalism and entrepreneurship education. Academic capitalism could benefit researchers financially but the negative affect of it was that the values of academic capitalism were often times conflicting with the traditional views of the university. Teachers saw that entrepreneurship education coud give students benefits for example teaching them worklife skills and helped them to network when they were still at university. The negative effect of of entrepreneurship education from the point of view of the teachers was that it gave a narrow view of what a good worker of the future was.

Proficiency in English is necessary for university students to graduate and it is also useful in their future. Previous research has shown that students experience a wide range of emotions that can have an impact on their academic performance. Emotions and cognition are strongly connected and therefore can have an effect on academic performance. The aim of this Master’s Thesis was to study the variety of academic emotions and find out whether the type of the course influences them. In autumn 2020 students from several faculties at the University of Helsinki took part in this study. The data was collected through a questionnaire that measures academic emotions. A total of 76 students answered the questionnaire. The research material consisted of quantitative and qualitative data. Quantitative data were analyzed with SPSS software. The analyzes included an exploratory factor analysis that yielded six sum variables to describe the academic emotions experienced by students. Open-ended responses were analyzed using data-driven content analysis. The six sum variables describing emotions were named irritability, boredom, teacher support, dissatisfaction, enjoyment, and hope. University students experienced boredom and irritation the least, and support from the teacher and hope the strongest. When comparing Alms and lecture course participants, there was more variation in the boredom sum variable among lecture course participants. However, there were no statistical differences between the two groups. Open-ended answers showed more negative emotions, such as fear and anxiety. Based on the results of this study, academic emotions should be taken into consideration when teaching, for instance by supporting students’ positive emotions. The teacher can play an important role by providing support and encouragement. Understanding academic emotions may also benefit students, as it can affect academic achievements.

Objectives and method The aim of this qualitative study was to describe, analyze and interpret the experienced academic emotions of students during the university studies, as well as to describe how emotions are related to studying and study progress. The data was analysed through qualitative content analysis. The research was carried out as two separate interviews of five individual students from the Faculty of Humanities at the Helsinki University, the total number of interviews being ten. Two of the students had progressed faster than average in studies during their first year and the rest three were progressing slower than average during their first year. Based on previous studies (eg. Pekrun, 2006 Hailikari et al., 2015) it was to be expected that the academic achievement emotions play a central role in university studying. Results and conclusions The results showed that the emotional aspect of learning is important for successful learning. Students' descriptions revealed a wide range of emotional expressions in descriptions of emotions, moods and feelings. There was variation in how students described situation specific emotions (emotional states) and individual ways to approach emotions (emotional traits). In addition, elements which triggered emotions were identified, such as teaching or studying as an activity. From this data, it was not possible to distinguish a clear similarities or differences between the students who progressed fast in their studies and those who progressed slowly, although some differences between these different type of students could be detected. Students progressing slowly advanced students described that, for example, uncertainty and conflicting emotional experiences caused delay in their studies, though, the data is limited. Of the two fast progressing students only one clearly emphasized positive emotions. The result corresponded to the assumption that most of the negative and hinder study progression. In turn positive emotions are mainly connected to faster study pace and better study success (eg. Pekrun et al., 2002). Weak or neutral emotions also appeared in the data. Most clearly the emotions focused on studying, planning of studying and its contents, as well as to the results and achievement of studying and its guidance. The most positive emotions were expressed in relation to teaching, while uncertainty was mostly related to future career possibilities. Based on results, it is important to be aware of differences individual students' ways of experiencing and describing emotions.

Due to technological evolution, our work-culture has become more expert-focused and fast-paced. Work's fast pace and abstract assignments can lead to situations where workers can't evaluate whether their own actions are meeting the expectations. Therefore, the feedback from the other people becomes more important. Feedback enables well-being at the workplace and personal development and therefore can be associated with the work community's- and, finally, the society's operability. The feedback communication at the workplace has been somewhat studied, but also has been criticized for still being one-sided, postpositivist and carried out by the same format. The aim of this study is primarily to produce new, qualitative information about the feedback communication between superiors and their subordinates primarily for the scientific community and secondly for Yleisradio. The first research goal was to describe how subordinates define feedback. The second goal was to understand and describe those perceptions and experiences that subordinates have of their superior's feedback. This thesis was a qualitative case study, and it was carried out for public broadcasting company, Yleisradio. The study was conducted using qualitative methods. The data was collected by interviewing nine (9) employees working in Yleisradio. A semi-structured theme interview was used as a research method and the data was analyzed using thematic analysis method. The interviewees' age ranged from 25 to over 60 years and had been working at Yleisradio from four to over 40 years. Some of the interviewees were manual workers and some were working as content providers. According to the results the employees had many ways of describing feedback. Nine (9) main concepts that employees used to describe feedback were found: 1) All communication, 2) verbal feedback, 3) nonverbal feedback, 4) information sharing, 5) workplace atmosphere, 6) trust and getting work tasks, 7) self evaluation, 8) rewards and 9) silence "i.e. lack of feedback". The interviewees had multiple experiences from their superior's feedback. According to the interviewees, positive feedback was rewarding, increased work motivation and the work community's positive atmosphere. On the other hand, the positive feedback alone is not yet enough and negative feedback is needed as well in order to advance at work. According to the interviewees negative feedback could be divided into constructive and destructive feedback. Constructive feedback was seen as legitimate and work related and didn't get personal. Constructive feedback was created in a dialog and solutions were co-created. Destructive feedback was inappropriate, got too personal and the receiver of the feedback was not listened to. Destructive feedback was also tenuous, no solutions were created and there were no possibilities to improve one's performance or work. Feedback was also experienced as destructive when the person giving feedback was not considered wise or up to date on the situation at hand. The results and conclusions of this study were mostly similar with the previous feedback research. On the other hand the interviewees of this study were describing feedback in more versatile ways than had been described in earlier studies. For example, information sharing has not been part of the concept of feedback in most of the studies. In this thesis the concept of feedback has been extended to be more diverse. Although it must be noted that the data of this study was relatively small and therefore no generalizations can be made based on this study. More research is needed to be conducted on the matter to be able to generalize this study's results to apply to supervisor-subordinate feedback communication in work communities in general.

The purpose of this thesis is to review the quality of intervention studies training numeracy skills using technology in primary schools. To find the best methods to support children’s numeracy skills, it is worth paying attention to the quality of empirical intervention studies that examine the effectiveness of interventions by learning results. In this thesis the quality of intervention studies is reviewed by using categories that were made based on the EPHPP tool (e.g. Thomas et al., 2004): generalizability of results, research design, exposure to intervention, assessment tools, realization of intervention and effectiveness. The intervention studies were collected from psycINFO and Eric (ProQuest) databases. The PRISMA directions (Moher et al., 2009) were utilized in making the systematic literature review. All intervention studies had to be published five years before the final search day (1.12.2020) and they were written in English, peer reviewed, contained an abstract and the sample consisted of children aged from 6 to 12. In addition, the criteria included the following: 1) the article is an empirical intervention study containing practicing of numeracy skills; 2) the intervention is implemented for the most part using technology and it is based on either computer-assisted instruction, intelligent tutoring systems or gamification; 3) the effectiveness of a certain program is reviewed in the study; 4) the results of the intervention are reviewed by learning results; and 5) the article doesn’t consist of several separate sub-studies. There was a great deal of variation in the quality of the intervention studies, especially concerning the generalizability of results, research design, exposure to intervention and effectiveness. For instance, sample sizes, principles of forming groups, exposure times and measurement of effectiveness varied widely. In many studies there was a lack of information about the reliability and validity of assessment tools, implementers of the intervention and the methods to gather the sample. In addition, there was missing information about the relations between the intervention and other learning. In future studies it is recommended to make those kinds of choices that potentially influence the quality of interventions positively. It is also recommended to report all aspects clearly and comprehensively.

Aims. Student’s participation is one of the most important aspects in primary school. Participation means that students’ views and opinions are being heard and considered, and that they have a say in matters concerning them. Students should also be involved in matters and choices in their schools. Student participation should be encouraged and supported. Student’s participation has been researched in regular classroom setting but not in distance education. Due to the Covid-19 situation in March 2020 schools were closed and studying in classrooms changed to distance learning at homes. The aim of this study is to research teachers’ views on student participation in distance education. Harry Shier’s and Johanna Kiili’s theories of children and student participation are being used in this study. Methods. This study is a qualitative research made with the theory-based analysis of the content method. The research data was collected from teachers who participated in distance teaching during school years ¬2019–2020 and 2020–2021. The data was collected from February to April in 2021 using e-forms, which asked teachers to describe their views on student participation during distance education. 19 teachers participated in this study. Results and conclusions. The participation in distance education did not differ much from classroom learning. Teacher’s saw the importance of taking student’s views into account and their freedom to make choices during both distance learning and classroom learning. The sense of community in participation was decreased during distance education. The use of information and communication technology provided new ways to participate. The students who were less likely to speak in classroom had more chances to have their voice heard during distance education. There were different kinds of learning environments for students during distance education since studying did not happen in classrooms. Those students’ who were self-determined were able to benefit from the participation in distance education. Those who needed more support during studying faced more challenges during distance education. The teachers utilized their knowledge and information about their students in different ways during distance education.

Based on the reformations of the National Curriculum (2016; 2020) children start their Swedish studies in Finnish comprehensive school earlier than before, no later than on the sixth grade. However, studies on beliefs of Swedish learning in Finland have been more focused on older students, less on primary school students. Thus, the purpose of this study was to find out where and how children perceive learning Swedish. In addition, by utilizing the Process model of L2 motivation by Dörnyei and Ottó (1998), the choice motivation of children was investigated. Based on the children´s beliefs, this study gives suggestions to improve Swedish education. This study was a qualitative case study performed on a science camp combining mathematics and languages. 26 children participated both the camp and the study. The data was gathered with semi-structured interviews and drawings. The data was analysed with the help of a phenomenographic analysis. The most common belief was that Swedish was learned in school through reading textbooks and completing exercises. On the other hand, a few believed Swedish was learned outside of institutions, from close relatives and by travelling. The majority of the children experienced a positive choice motivation towards learning Swedish in the future. The most common orientation behind the positive choice motivation was communication and being in touch with culture. The children showed interest towards Swedish culture and they wanted to learn to speak Swedish in order to communicate with Swedish-speaking people. Most had positive beliefs towards their capabilities to learn Swedish, and beliefs towards Swedish language and Swedes were neutral. To counterbalance textbook focused education, the study suggests a more functional approach to teaching languages which supports use of the language outside of school. It is also important to discuss in class why Swedish is studied and to use authentic teaching materials. It would be beneficial to expand language learning to include more ordinary life settings outside of school.

Purpose and aim of the study. The aim of this study is to examine the different methods how teachers support mental health skills of primary school pupils. The aim is to research how primary school teachers can support mental health skills in their teaching and outside the classroom, for example during breaks. Mental health skills is a new concept mentioned in the educational curriculum of 2014, and includes different dimensions, which are for example self-esteem, social skills and emotional skills. Furthermore, mental health and mental health skills are topics that have been covered a lot recently in the media in the context of schooling. Examining the different methods to support mental health skills helps primary school teachers to recognize them and to benefit from them. Moreover, it can provide primary school teachers the opportunity to reflect on the subject more often. Methodology. This study is a qualitative research. The research data of this study was collected in half-structured interviews and by observing. Three primary school teachers, who all work as first grade teachers, were selected to be interviewed. The interviews were recorded and transcribed after which the results were analyzed using theme analysis. Results of the study and conclusions. The interviewed primary school teachers considered that the methods to support mental health skills on a daily basis consisted of four different dimensions: daily interaction between a teacher and a pupil, feedback, maintaining fairness and supporting peer relationships. The interviewed teachers strive to support mental health skills by including discussions and assignments on mental health topics in lectures and subjects such as art, biology and religion. The interviewed teachers found it helpful to use additional materials besides the material they use for the subjects in order to teach comprehensively about the topic. Supporting mental health skills during the first year of school is especially important in order for pupils to feel safe whlist studying and functioning at school. Moreover, it is important to practice and support mental health skills during the first year of school so that pupils can realize their own skills and improve them if needed when they are growing up.

The different dimensions of moral education reflect the ideals of the pedagogical thinking and the dominant ideology of a certain age. Religious studies and secular ethics have a special role in the moral education of schools. Especially secular ethics has been considered to be very closely related to the overall goals of the curriculum. Anthropological research has demonstrated that moral choices are made in reference to culturally determined moral frameworks. The purpose of this study is to investigate what kind of moral model the secular ethics textbooks transmit to pupils. The hypothesis is that, despite its commitment to an individualist and constructivist pedagogy, which in moral education translates into a promise of an individual moral philosophy for each student, the school can't avoid transmitting a certain moral model to its pupils. The research data came from the four textbooks of the Miina and Ville series, published by The Ministry of Education. The method of the study was content analysis. The textbooks of secular ethics present a very precise model about what they consider to be an ideal human being. According to the textbooks, the ideal human being is socially and interactionally competent, has a realistic self-image and aspires to be aware of his strengths and weaknesses, and works to develop himself in relation to his strengths and weaknesses through a process of constant self-reflection. He has internalized the scientific worldview and can form his own moral views, but at the same time he has also internalized different moral principles derived from humanistic ethics and human rights, and from Finnish cultural habits and rules. The textbooks present pupils with a clearly defined model of a good student, a cooperative team player and an active citizen of a democratic society. They are expected to follow the rules and expectations of authorities and institutions. They are being persuaded into this by representing it as their own advantage, but at the end they are not given a choice, because a well-functioning society requires conformity and, according to the textbooks, a democratic society has the right to demand obedience.

Aikaisempien tutkimusten perusteella lasten psyykkinen oireilu ja mielenterveyden haasteet ovat lisääntyneet kouluympäristössä. Tässä tutkimuksessa lapsen psyykkisellä oireilulla tarkoitetaan lapsen omaa psyykkistä häiriötä tai ulkoisten tekijöiden, aiheuttamaa reaktiota, jonka vuoksi oppilas ei syystä tai toisesta kykene, osaa tai halua toimia yleisesti asetettujen normien mukaisesti kouluympäristössä. Oppilaalla ei tarvitse olla erillistä diagnoosia, jotta oireilu voidaan katsoa psyykkiseksi oireiluksi. Aikaisemmassa tutkimuksessa on havaittu, ettei erityisopettajien tämänhetkinen koulutus ja resurssit vastaa työelämän vaatimuksia liittyen psyykkisesti oireilevien oppilaiden kohtaamiseen ja tukemiseen. Tämän tutkimuksen tavoitteena on selvittää alakoulussa työskentelevien laaja-alaisten erityisopettajien kokemuksia omista valmiuksista tunnistaa ja tukea psyykkisesti oireilevia oppilaita sekä kartoittaa millaista tukea erityisopettajat saavat psyykkisesti oireilevien oppilaiden kanssa työskentelyyn. Tämä tutkimus on kvalitatiivinen tutkimus, jonka tutkimusstrategiaksi valittiin fenomenologis-hermeneuttinen lähestymistapa, jossa pyritään syvällisesti ymmärtämään ja tulkitsemaan ihmisen kokemusta ja kokemusmaailmaa. Tutkimuksen aineisto koostuu seitsemän alakoulussa työskentelevien laaja-alaisten erityisopettajien teemahaastatteluista. Aineisto analysoitiin aineistolähtöisellä sisällönanalyysillä hyödyntäen Gioia- metodologiaa. Tutkimuksen tulosten mukaan erityisopettajat tunnistivat oppilaan psyykkinen oireilun normaalista poikkeavana lapsen ulospäin ja sisäänpäin suuntauvana oireiluna. Psyykkisen oireilun ilmenemisessä painotettiin yksilöllisyyttä ja muutosten tunnistamisessa tärkeäksi koettiin hyvä oppilastuntemus. Erityisopettajat tunnistivat psyykkisen oireilun taustalla ympäristötekijöitä, neurologisia tekijöitä ja ikäkausiin liittyviä muutoksia. Työkokemus, haasteet, uuden oppiminen ja oppilaan asioiden edistämisen koettiin lisäävän voimavaroja ja työn antoisuutta. Toisaalta liialliset odotukset, resurssien puute ja käyttäytymisen haasteet koettiin uuvuttavana. Yleisesti erityisopettajan koulutus nähtiin hyödyllisenä, mutta sen ei koettu antavan riittävästi valmiuksia kohdata psyykkisesti oireilevia oppilaita. Erityisopettajat kokivat saavansa valmiuksia työkokemuksesta, työyhteisöltä sekä koulutuksista. Erityisopettajat mainitsivat saavansa tukea psyykkisesti oireilevien oppilaiden kanssa työskentelyssä oppilashuollosta, luokanopettajilta, erityisluokan opettajilta, mentoriopettajilta ja lähiesihenkilöiltä. Ammatillisen yhteistyön toimivuudesta huolimatta oppilashuollon koettiin olevan liian työllistetty. Suomessa ei ole tehty aikaisempaa tutkimusta, joka keskittyisi pelkästään alakoulussa työskentelevien erityisopettajien kokemuksiin oppilaiden psyykkisen oireilun tunnistamisesta ja tukemisesta. Tutkimus vahvistaa aikaisempia tutkimustuloksia siitä, ettei erityisopettajien koulutus ja saatavilla olevat resurssit vastaavat nykyisiin työelämän vaatimuksiin psyykkisesti oireilevien oppilaiden kanssa toimiessa. Tämän tutkimuksen tuloksia ei voida yleistää koskemaan kaikkia alakoulussa työskenteleviä erityisopettajia, mutta tutkimus luo kuvaa erityisopettajien työn resursseista, koulutuksen tarpeista sekä työssäjaksamisesta psyykkisesti oireilevien oppilaiden kanssa työskennellessä. Lisäksi tutkimus vahvistaa käsityksiä koulun tukitoimien resurssien puutteellisuudesta sekä kuinka laajasti psyykkisesti oireileva oppilas vaikuttaa kouluympäristössä.