Browsing by Subject "faktorianalyysi"
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(2015)The aim of this study was to describe the social integration of Finnish school age children with special needs. The term social integration means children's friendships, relationships with classmates and friends, children's perception and acceptance by classmates and friends (Koster ym. 2009, 135). The purpose of this study was to build the model of social integration for Finnish children with special needs and also study different perspectives of social integration and factors effecting into those. Previous studies have shown that pupils with special needs are less popular, lonelier, less accepted and they have less friends in school (f. ex. Pijl ym. 2008, Szekeres 2014, Pijl & Skaalvik, 2010). On the other hand, it has been shown that pupil with special needs is as often a group member and is as often outsider as other children (Avramidis, 2010). The research was a quantitative survey study and the research data was collected with association how support guardian of children with special needs. 107 guardians took part in this study. The research data was analyzed by SPSS-computer program. Exploratory factor analysis, correlation and analysis of variance were used as analysis methods. The model of social integration was not completely in-line with previous studies. This study showed that friendships and interactions with friends, problems with peer relationships, acceptance by classmates, interaction with classmates during free time as well as loneliness and difference were major parts of the model of social integration. This study showed that children with special needs had some friends, they didn't have statistically significant problems with peer relationships and they are relatively well accepted by their classmates. Despite friendships and acceptance, the children with special needs didn't have so much interaction with classmates during free time and they felt loneliness and difference. Especially the children with special needs and with special support in school had challenges to create interaction with friends outside school. The children with behavioral challenges observed had more problem with peer relationships compared to the children with delays of development.
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(2023)The aim of this study was to find out how the creative design process is affected when using material techniques. The data for this study was collected through an online survey. The survey was sent to the students of Aalto University’s School of Arts, Design and Architecture, Craft Science students at University of Helsinki and students of University of Lapland’s Faculty of Art and Design. The survey was conducted during the spring semester of 2022. The survey inquired students’ skills in different areas of the creative design process on a 5-point Likert scale, as well as numbers of different material techniques they used to aid their design process. The data was analysed using IBM SPSS Statistics (version 28.0.0.0 (190)) software. The research methods used were mainly quantitative. The aspects of design competence were studied using exploratory factor analysis. Three factors were extracted from the data: analysing process, creative design and defining assignment. Together they explain 36,1% of the variance in creative design competence. Material techniques were grouped together to form a sum variable that was divided into five groups to describe the amount of material techniques used by a respondent. Difference in aspects of design competence was compared between bachelor’s and master’s students using the t-test. The relationship between the aspects of design competence and the material techniques used was investigated using a Multivariate Analysis of Variance (MANOVA). Respondents were also formed into groups in terms of fields of study, whose use of material technologies was compared with a Mann-Whitney’s U-test. The study revealed that there was no statistically significant difference in aspects of design competence between bachelor’s and master’s students. Using material techniques had a small but statistically significant effect on the analysing process (p=,009 ETA²=,086). There was a difference between the two groups that used material techniques the least. Comparison between different fields of study revealed how the use of material techniques varied in different fields of design.
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(2015)Purpose. The purpose of this study was to analyse what kind of motivation types there will be composed from 9 to 12 years old Finnish figure skaters who answered to Student Athletes' Motivation toward Sports and Academics Questionnaire (SAMSAQ). Joy L. Gaston has developed the Questionnaire, but it has been used also by Michael P. Shuman (2009), J. Nathan Althouse (2007) and Guidotti, Minganti, Cortis, Piacentini, Tessitore, & Capra-nice, (2013). Because of there has been so much conversation in the media for the last couple of years about how young athlete's future looks like, it was really important for me to study this subject as a becoming teacher. In this study I will analyse quantitatively what are the motivation types of young figure skaters and how they are related to school grades. The purpose is also to evaluate if the SAMSAQ I used would give the same kind of motivation types than Gaston got in his study. In the previous studies results have shown that young athletes who are trying to get to the top of the sport elite are not academically motivated. Methods. Figure skaters all around Finland were asked to answer the questionnaire in February and March in 2013. In the end of March 2013 there were 152 skaters who were between 9 and 12 years and were willing to participate in to my study. The skaters were form all around from Finland, and eventually from 30 different Finnish figure skating clubs. The questionnaire was answered in Internet in a service called "E-lomake". Analysing methods were explorative factor analysis and Pearson's correlation. Results and Conclusions. There were eventually found three different motivation types: Elite sport practicing motivation, academic and sport practicing motivation, and academic motivation. The mean result of the correlation study was that if the skater was motivated to both study and practice she or he would have better future plans and opportunities after she or he has end hers or his skating career. However the best grades at school did go to those who were purely academically motivated. The results shows that sport clubs should concentrate to train the child for sport and to support child's academic motivation.
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