Browsing by Subject "pystyvyys"

In today's society it is desirable to be successful and continuously progressive. At the same time it is seen important to focus on one's well-being and seeking optimal experiences. In studying, the interaction between motivation and well-being as well as the importance of positive learning experiences is an actual entirety. Taking students conceptions of learning and knowledge into account brings in a richer perspective that has been less frequently studied. Conceptions of learning and knowledge, otherwise epistemologies, are crucial in governing student's ways of interpreting and evaluating information, as well as their view on the learning process. An important recent insight on the field of educational research is the growing idea that motivational, emotional and cognitive dimensions are not only intrinsically significant, but also in intense interaction with each other and with the learning environment. The aim of this study was to investigate what kinds of motivational factors and problems in well-being do novice students experience in their studies, and also what their epistemologies are like. The approach was person-oriented. Motivational factors were: experienced challenge and competence, thinking strategies and attributions, and study engagement. Problems in well-being were measured through emotional dimension (stress, exhaustion) on the one hand, and through motivational dimension (lack of interest, task avoidance) on the other. Epistemologies measured in this study were: collaborative knowledge building, reflective learning, metacognition, certainty of knowledge and practical value. The data (n=785) were collected in spring and autumn 2012 by using a questionnaire developed by RYM Indoor Environment project. The participants were first and second year students from Aalto university of Technology and four departments in University of Helsinki: Department of Teacher education, Department of Chemistry, Faculty of Theology, and Faculty of Law. K-means cluster analysis was used for clustering students into homogenous groups that presented their experienced motivational factors. To see whether the groups differed in terms of problems in well-being or epistemologies, Oneway analysis of variance was conducted. Also potential differences in certain background variables were investigated by using crosstabs (gender, study discipline) and Kruskal-Wallis test (age). Three studying profiles were identified: 1) pessimistic, 2) bored, 3) engaged. Pessimistic students reported the lowest study engagement, optimism and competence and the highest task avoidance and problems in well-being. They valued certain knowledge the most. Bored students experienced the lowest challenge, quite low study engagement and moderate optimism, competence and lack of interest. They reported the lowest practical value of knowledge. Engaged students had the highest study engagement, optimism and competence, lowest task avoidance and the least problems in well-being. They valued collaborative knowledge building, reflective learning and metacognition the most. There were not found gender differences between the studying profiles. Instead, it turned out that pessimistic students were the youngest. When comparing different study disciplines, the results indicated that in the Department of Teacher education, as well as in the Faculties of Law and Theology, the largest section of participants was identified as engaged students. Among participants from Aalto university and the Department of Chemistry, the largest section was identified as pessimistic students. This study demonstrates the idea of the dynamic interplay between motivational, emotional and cognitive dimensions in studying. In conclusion, students personal motivational factors, well-being and epistemologies form unique entireties. It can be deduced on the basis of earlier research, that these entireties are of utmost importance regarding studying and can be either worthwhile or detrimental to it. In the future, more proof is needed about the concrete relations and potential effects on study success, for example, as supporting successful studying and graduating on schedule are topical politico-educational subjects in Finland. Also little is known about the relations between well-being and epistemologies. The results of this study could be utilized in developing and designing higher education.

Introduction. The aim of the present study is to examine using the framework of the self-determination theory to what extent autonomy, competence and relatedness are associated with middle school students' grit. In addition, possible gender differences in grit and basic psychological needs were examined. This study is part of the Growing Mind project, which aims to create ways to develop schools as well as teachers and students at the personal, social and institutional level. The study may help finding ways to increase middle school students’ grit. It is important to support the grit of middle school students since it is associated with better school engagement and academic performance. Methods. The data was collected using online questionnaires from 8th grade students at the Helsinki metropolitan area in the fall of 2022. The data (N=1342, of which 46.1% females, 46.1% males and non-binarity 7.8%) was examined using regression analysis and two independent samples t-test. Gender differences were examined between girls and boys. Results. According to the results, basic psychological needs were positively associated with to students' grit. Basic psychological needs explained 26% of the variation in grit. Gender differences were observed in autonomy, competence, relatedness and grit. Boys reported higher values than girls in all basic psychological needs and grit. Based on the results, we can assume that supporting basic psychological needs is relevant in terms of supporting student’s grit. The national core curriculum for basic education has been assembled according to a learning concept that emphasizes active agency, promoting activities that support basic psychological needs. Thereby the results support the use of the practices of the national core curriculum for basic education, which emphasize the students' active agency and aspirations and skills to improve and learn together with others.