Browsing by Subject "Workload"

Aim of the study. The aim of the study was to explore students' self-efficacy beliefs relation between approaches to learning, stress and workload in professional disciplines. The aim was selected because there are findings that students' in these disciplines perceive lot of stress and workload. Earlier findings reveal that there is a relation between self-efficacy beliefs, approaches to learning and stress. There is also evidence that approaches to learning and workload has relations. But there is not much research about these topics together and not remotely studies in the 2010s. I also studied what kind of relation there is between approaches to learning, stress and workload, and examined how self-efficacy beliefs and approaches to learning together explain changes in stress and workload. Methods. The participants of the study were (N) 197 medicine and veterinary medicine faculties' students' at the University of Helsinki. The data was collected by using University's electrical information system. The questionnaire, which was used, is part of the research project at the University of Helsinki, where I got the data for my study. I used both explorative and confirmatory factor analysis to construct the scales in my study. To be able to answer my research questions, I examine correlations and used variance and regression analyses. Results and Conclusions. Results indicated that the stronger self-efficacy beliefs are the easier student's choose deep or organized approaches to learning. On the other hand the weaker self-efficacy beliefs are the easier student's choose surface approach to learning. Results also showed that stress and workload decrease student's self-efficacy beliefs, and stress and workload were also related to surface approach to learning. The more student perceive stress the easier it is to choose surface approach to learning. According to the results of this study, surface approach explained the changes in perceived stress. In turn self-efficacy beliefs, surface and organized approaches to learning explained the changes in perceived workload. I also discover that informants in this study have quite strong self-efficacy beliefs. Because self-efficacy beliefs have remarkable impact to success in academic studies, it would be important to explore in the future that how common phenomenon this is in professional disciplines.