Browsing by Subject "työssäkäynti"
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(2017)Objectives. The aim of this study was to find out the relationship between learning approaches, study-exhaustion and work among master's degree law students in University of Helsinki. The study examined what kind of learning approaches master's degree law students use and how exhausted the students are. Furthermore, the study examined, how learning approaches are related to study exhaustion. The aim was also to find out, how much do students work alongside their studies, and what is the relationship between working and learning approaches, and, between working and study exhaustion. Learning approaches consisted of deep approach, organized studying and surface approach. Study exhaustion, on the other hand, consisted of three parts; total study exhaustion, exhaustion and cynicism. Students working habits were examined on the basis of weekly working hours. The relationship between learning approaches and study exhaustion has so far been studied very little, and that's why it is important to examine the subject. In addition, master's degree students are a suitable group to be studied, as at this stage of studies many are already in work life. Methods. The context of the study was master's degree law students from University of Helsinki. The data was gathered quantitatively through an electronic questionnaire called HowULearn. Students responded to the questionnaire as part of their mandatory HOPS (personal study plan) - course performance. The study material consisted of 196 students, of whom 135 were women and 61 men. Results and Conclusions. Master's degree law students responded highest average on deep approach and organized studying. In the case of study exhaustion, exhaustion had the highest average. However, the level of total study exhaustion was quite low. Gender also turned out to explain both learning approaches and study exhaustion. Surface approach explained all the three parts of study exhaustion. Moreover, interesting result was that organized studying explained cynicism. Over half of the students worked over 20 hours a week alongside studies. However, work did not explain learning approaches or study exhaustion. Based on this study, it can be stated that instead of work, student's approaches to learning are in a significant role of student's well-being. Particularly, attention should be paid to surface approach when planning teaching methods in university.
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(2016)Objectives: In previous studies, working during studying has been found to have both negative and positive effects on studies and studying but the interrelation between working during studying and the quality of learning has been only little explored. The study aimed to explore how the constructs reflecting the quality of learning, namely approaches to learning and experiences of the teaching-learning environment, are related to each other at the Faculty of Law. The aim was then to examine how working during studying is related to approaches to learning and experiences of the teaching-learning environment. The study also took the nature and amount of the work into account. Methods: The data were collected from the Faculty of Law by the researchers of the Centre for Research and Development of Higher Education. The data were collected via online questionnaire during years 2015–2016. The data were gathered using HowULearn questionnaire that has been developed at the University of Helsinki. The participants were 179 master's degree law students. Factor analysis was used to form scales measuring approaches to learning and experiences of the teaching-learning environment. Pearson's correlations and regression analysis were used for examining the relation between approaches to learning and experiences of the teaching-learning environment. Independent samples t-test, ANOVA variance analysis and Kruskal-Wallis test were used to examine how working during studying is related to approaches to learning and experiences of the teaching-learning environment while taking into account the nature and amount of work. Results and conclusions: Approaches to learning and experiences of the teaching-learning environment were related to each other. The surface approach to learning was related to more negative experiences of the teaching-learning environment than the deep approach and organised studying. There were no statistically significant differences in approaches to learning and experiences of the teaching-learning environment between students who were and were not working during their studies. The examination was then continued by addressing the differences in the nature of work and amount of work. There were no statistically significant differences with respect to the nature of work. The amount of work was related to approaches to learning. Students who worked more than 20 hours a week scored lower on the surface approach than students who worked less than 20 hours a week. It is important to further examine the interaction between working during studying, approaches to learning and experiences of the teaching-learning environment to get more thorough understanding of how working is related to the quality of learning.
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(2016)Recent studies suggest that a moderate negative correlation exists between study burnout and engagement. A negative correlation has been shown particularly between cynicism and dedication to studies as well as between exhaustion and exuberance. Previous studies have contradictory results about link between gender and study burnout: on the one hand, no connections has been detected and on the other hand there women have been found to experience more exhaustion and inadequacy than men. In addition study phase seems to be related to study burnout and engagement. In general study burnout increases during the studies while engagement declines. It has also been verified that recovering from stress increases engagement and declines burnout. Furthermore, it has not been unambiguously shown whether working during studies is perceived as harmful or beneficial for university students. This should be considered with i.a. the amount and placement of the student's working hours, total capital from the work and the working field. The aim of this thesis was to investigate the connection between study burnout, study engagement, working and studying of university students. FSHS Higher Education Health Survey 2012 data were used in this study with regard to university students (n = 2545). The findings of this thesis showed that the amount of completed credit points, the recovery from strain, and the time used for supervised studying and employment had connections on study burnout. The recovery from strain, the time used for independent studying and the perceived importance of the studies had connections on study engagement. The students who were working considerably were more cynical towards studying than the students who were not. The combination of employment and independent and supervised study also produced experiences of exhaustion. Student burnout is often justified with employment and the following slowdown in the studies but in this thesis the phenomenon seems more complex. The effects of study engagement should be always taken into account when investigating study burnout. In this thesis five student profiles were found: Exhausted employee, Work engaged, Study engaged, Exhausted who are studying and Study exhausted. Student profiles differed in the year of presence, the amount of completed credit points, the recovery from strain, the full-time employment and the perceived importance of the studies. An interesting topic for further studies would be whether students who study general or professional fields differ in experiencing study burnout and engagement. Dividing studies into these fields requires background information on students major. The question, whether the student is working in the same field as s/he is studying, had too many missing values and it was excluded from the analyses. It is possible that the field where the student works has a large impact on how the multidimensional phenomena of study burnout and engagement could be seen.
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