Browsing by study line "Utbildning i förändring"

Objectives. Previous research has indicated that there is a reciprocal relationship between achievement emotions and mathematics achievement. Little is known about student profiles according to achievement emotions. The research tasks of the study were to identify achievement emotion profiles, its relation to mathematics, and possible differences in the profiles regarding emotions related to class, homework and test situation. The final research task was to examine whether the distribution of grade and sex differ in the profiles. Methods. This study used data from MathMot 2022. The sample (N = 1755) consisted of Finnish 3-4 grade students. The analyses were based on AEQ-ES questionnaire. The main analyses firstly identified achievement emotion profiles, and secondly contributed importantly by replicating the results of previous studies. The analyses were conducted using hierarchical and K-means clustering, and ANOVA in SPSS. Results and conclusions. There were three achievement emotion profiles: positive profile (36%), moderate profile (47%) and negative (bored) profile (17%). The profiles differed statistically significantly in mathematics, with small effect sizes. The profiles were observed to be similar when the class, homework and test situations were considered. Finally, grades 3 and 4 differed in the profile membership, as did boys and girls. The results and implications are discussed.

Objectives. Emerging adulthood is characterized by a multitude of significant life changes. While the transition from adolescence to adulthood in the past was rather uniform, today, this developmental phase lacks clear characteristics (Arnett, 2000). Until emerging adulthood, schools have played a crucial role in shaping adolescents' lives. This study investigated the development of life satisfaction during this critical period, with particular attention to the influence of school track and gender on life satisfaction trajectories. Methods. This study is based on data from four-waves of a longitudinal study, encompassing questionnaire responses from 692 students, aged 18-25. Research questions focussing on overall life satisfaction trajectories, school track and gender differences, were addressed through the application of latent growth modelling for each of the three research questions, with the selection of the model demonstrating the best fit. Results and conclusions. The life satisfaction trajectories of emerging adults were rather stable and only showed a small decrease at the time of the financial crises in Finland. While the school track did not significantly impact life satisfaction trajectories, females reported lower life satisfaction during schooling, with their satisfaction levels later aligning with those of males. In conclusion, life satisfaction during the time of emerging adulthood remains rather stable despite the multitude of changes emerging adults experience during this phase. Nonetheless, significant inter-individual differences in life satisfaction trajectories persist, reflecting the diverse pathways of emerging adults.

The purpose of this research is to explore the concept of creativity and its significance in the context of education. The investigation was mainly guided by the theoretical approach of Vlad Glăveanu and Ronald Beghetto who define creativity as an experience that involves novel encounters between a person and the world. This approach focuses not on the outcome of one’s creative work or creative abilities but rather on an individual as a unique being. Creativity as an experience can be analysed in the light of the philosophy of Gilles Deleuze and Félix Guattari (1987) who explore the concepts of rhizome and becoming. Rhizome refers to a plant that spreads its horizontal stems and grows irregularly in all directions. Creativity seems to ‘‘grow’’ as a rhizome – it can be seen as an experience that unfolds unpredictably and irregularly in unknown directions. Moreover, creativity can be understood as a transformative movement, called by Deleuze and Guattari becoming. Drawing on these theories, my inquiry investigates what is creativity as a rhizomatic experience of becoming, how does it unfold and what happens during this experience. To answer these questions, I decided to use a/r/tography as a methodology and conduct an art experiment as a research method. The essence of the art experiment was the creation of installation art together with a 7-years-old boy. It was an a/r/tographic inquiry that combined artistic practice, research practice, and teaching practice. The pivotal outcome of my a/r/tographic inquiry is, in fact, the art experiment itself, and its verbal and visual presentation as they illustrate what occurs during the creative experience. Along with this, the inquiry brought into light theoretical insights, artistic insights, and educational insights, which all indicate that creativity can be indeed viewed as a rhizomatic experience of becoming.

Objectives: The current societal challenges together with the rapid development of Artificial Intelligence (AI) highlight the need to prioritise children’s social and emotional learning SEL skills and well-being. We need to equip them with the tools they need to navigate the complexities of the modern world. This thesis has two objectives. First, it conducts an extensive literature review on SEL and Positive Education, analysing the theoretical background of the Pikkuli intervention—a multimethod intervention aiming to support children's social and emotional skills in their early years. Second, the study examines the different uses of the various methods of the Pikkuli multimethod tool and their influence on the efficacy of the intervention. In this research, I aim to investigate children's prosocial behaviours and internalising problems, building upon the existing knowledge from our recent publication Martikainen et al. (2023). This study contributes to the growing body of literature on SEL interventions in early childhood education, providing insights into the potential of multimethod tools like Pikkuli intervention to support children’s SEL skills. Methods: The study was conducted in five different early childhood education and care (ECEC) groups across two municipalities in Finland, and our sample included 60 children (Mean age= 77 months, SD= 4,4, 28 boys,32 girls). Data were collected using the strengths and difficulties questionnaires (SDQ) and intervention implementation diaries, which the ECEC group educators filled out. To analyse the intervention implementation diaries, a qualitative thematic analysis was conducted to identify the different intervention methods used and their frequency during the intervention. Next, a statistical analysis was performed using SPSS to study the difference in prosocial behaviours and internalising problems in each ECEC group before and after the intervention. Results and conclusions: Inspired by the literature review and the defined research gap in a common framework for SEL interventions supported by Positive Education, I present an integrated framework that can be utilised in future research. In regards to the research questions, the results indicate that the use of various methods does not significantly impact the effectiveness of the intervention, and the preference for the use of methods varied among the ECEC groups. However, there was no statistically significant difference among the ECEC groups. Overall, the findings of this study can be utilised to develop future educational materials and interventions that support the development of essential SEL skills and well-being to help children thrive in their lives. The current study highlights the importance of incorporating social and emotional learning (SEL) and Positive Education into early childhood education programmes. Although the study complements the growing body of literature on SEL interventions in ECEC and provides insights into the potential of multimethod tools, future studies are necessary to understand the intervention's long-lasting effects and impact on larger sample sizes.

Despite that curiosity is beneficial for learning, researchers found that it is declining among adolescents. The aim of this thesis is to identify the prominent environment facilitators for youths’ curiosity from an Ecological perspective that includes both family and school. To further understand the developmental effects, two age cohorts (10-year-old and 15-year-old) were compared. In total, 5482 Finnish students (3034 aged 10, 2448 aged 15) from the OECD Survey on Social-emotional Skills were chosen and their family and school factors related to basic psychological needs were surveyed (autonomy, competence, relatedness). Using Complex Two-level Hierarchical Linear Modeling, results demonstrated that (1) parents’ criterion-referenced evaluation, relations with both parents and teachers were associated with youths’ curiosity, whereas autonomy support was not; (2) parents’ criterion-referenced evaluation played the primary role in younger youths’ curiosity, but its effect was much smaller in the elder cohort; and (3) relations with teachers was a vital driving factor for elder youths’ curiosity, though its effect was weaker on the younger. Findings extend the literature by identifying the prominent need-based supporting factors in different age periods for youths’ curiosity facilitation.

This study addresses the global concern of teacher shortages (TS), by seeking to understand the evolving landscape of the teaching profession. Currently, 26 out of 27 EU Member States report TS, and projections indicate worsening trends. The complexity of TS, originating from various factors depending on the country, region, subject, etc., necessitates a focused, yet holistic approach. Adopting a city-level approach, this study centers on Helsinki, where TS have been reported despite the profession’s high attractiveness. While existing research explored specific facets of the teaching profession, a comprehensive overview of the contemporary situation and interrelated factors is lacking. Consequently, this study aims to capture a holistic perspective by examining the recent changes, challenges, and needs of in-service teachers in Helsinki, alongside evaluating the perceived effectiveness of current support measures. The voices of teachers are captured and communicated through the Job Demands – Resource lens, a model suitable for exploring occupational factors. The teacher perspective was obtained through semi-structured interviews with in-service teachers in public comprehensive schools in Helsinki. While participation was requested from all public comprehensive schools, the final sample comprised six teachers, predominantly situated in East Helsinki. The obtained data was analyzed by conducting a thematic analysis. The analysis revealed a vicious cycle marked by increasing job demands and responsibilities, set against insufficient and declining resources. Not only are inadequate resources (e.g., materials, staff) adding to their workload, but teachers also find themselves shouldering additional responsibilities beyond content transmission, leading to a transformation of the profession. The teachers expressed great concerns about the resulting imbalance, linking it to a decline in teacher well-being. Additionally, recent policies and reforms have inadvertently contributed to these trends due to the unawareness of policymakers of classroom realities. These findings highlight the need for a holistic approach to enhance the teaching landscape, comprising among others the provision of essential resources, the refinement of the role and responsibilities of teachers, and greater awareness of classroom realities.

The strategic objectives of Higher Education Institutions (HEI) encompass internationalisation, global competition, enhancing educational equity, and contribution to innovation and economic growth. These objectives are realised through the HEIs’ functions of teaching, research, and community engagement. International collaborations encourage sharing and valuing different forms of knowledge. GINTL (Global Innovation Network of Teaching and Learning) is a network of Finnish Higher Education Institutions and Indian partners for co-creating solutions for global educational challenges and collaboration in education and research. This network was formed as a part of the global component of Finland’s higher education internationalisation program and has been funded by the Ministry of Education and Culture for four years (2021-2024). The study aims to offer an overview and analysis of the collaboration process of a Finnish HEI with India under GINTL. Finnish stakeholders’ accounts of collaboration with India provide valuable insights and contribute to generating new knowledge in the area of global collaboration especially in the context of India, where the literature is sparse. The data was gathered through online interviews (N=9) with the GINTL India coordination team based in a Finnish University. Qualitative thematic analysis is used to analyse the data. Along with a critical description of the collaboration process with Indian partners, the study brings forth the factors crucial for success and constraints that may cause frustrations. The findings suggest that the successful execution of activities is influenced by the funding methods, establishment of trust, disparities in work culture, and accountability concerns. Notably time related issues are a common thread among all the factors that affect collaboration activities.

This thesis aims to explore the main factors causing learning loss during the COVID-19 pandemic by conducting a literature review. The research questions are formulated in response to the practical needs and theoretical frameworks that have emerged due to the pandemic's disruptive impact on the education sector. The purpose of the study is to identify and understand the main factors causing learning loss among students worldwide. The literature review incorporates studies from various countries and diverse educational levels to gain a global perspective on learning loss during the pandemic. By analyzing both quantitative and qualitative research, the thesis aims to provide a comprehensive understanding of the factors influencing learning outcomes. The methods used in this research involve a systematic review of existing literature, gathering data from academic databases and scholarly sources. The findings from the selected studies are synthesized to identify common themes and patterns of main factors causing learning loss during the COVID-19 pandemic. The literature review provides a comprehensive summary of previous studies, highlighting the main factors causing learning loss during the COVID-19 pandemic. These include the disruption of in-person learning, unequal access to technology, limited parental involvement, and the impact on student's mental health. These interconnected factors collectively shape students' learning experiences during this unprecedented time.

Multilingualism is an inherent characteristic of human societies around the world, which is continuously reinforced by recent societal events such as migration or globalization. Yet educational contexts have only recently started to dedicate more attention to multilingualism in education. Education systems still fail to fully recognize and value multilingual learners’ competences, sometimes resulting in language-based exclusion. To address this, the present study examines the issue of continuities and discontinuities in terms of language use, between familial and educational contexts in multilingual contexts. Special attention is also given to language attitudes and ideologies, to investigate their impact and influence on linguistic practices. With the help of a sociolinguistic questionnaire giving insights into language ecologies in educational and familial contexts, a cross-cultural comparative analysis is conducted along with an in-depth analysis of one situation of languages in contact. This in-depth analysis addresses the educational policy level, questioning how policies can establish bridges to build continuity with the familial domain. The findings suggest that diverse situations occur across different sociocultural contexts. Nevertheless, some similarities emerged in the analysis, revealing that certain educational contexts promote continuity with the familial domain to a certain extent, while others do not promote continuity at all. Language attitudes and ideologies have a strong role on language practices and can contribute to the maintenance and vitality of certain languages, or jeopardize others. The in-depth analysis of one contact situation suggests that, in this context, the educational policy level attempted to promote some continuity, putting emphasis on mother tongue education and the development of multilingual competences for children. Nonetheless, explicit references to promote continuity between familial and educational contexts in terms of language use was missing. In addition, several sources pointed to the challenges of implementing such educational policies due to practical constraints such as the lack of qualified teachers or of a sufficiently high number of pupils participating in these initiatives. The analysis confirms that sociolinguistic questionnaires focusing on eliciting information on the ecology of languages can be a valuable source of data for education and policy-making. Although not designed for educational purposes, the data provided extremely insightful information. Therefore, this thesis highlights that tailored sociolinguistic questionnaires can represent a rich source of information for evidence-based policymaking. Overall, this study acknowledges the advancement and positive consideration given to multilingual education in different sociocultural contexts, and at different educational levels. However, more efforts are needed in order to meet multilingual learners’ needs, provide equitable chances and promote social justice in education. Reconsidering multilingualism not only as a right but also as a richness for individuals and society is a concrete example of the goals ahead. This study thus concludes by pleading for more action at all educational levels and beyond, to promote truly inclusive multilingual education and contribute to the important endeavor of changing education.

Objectives. Research revealed that the Covid-19 pandemic caused stress (Cooke et al. 2020). Whether or not this also applied to principals in Finland will be tested in this study. This study discovers in what way there is a difference in the self-reported as well as the physiological stress of Finnish principals between 2019 and 2020. Researchers have found a connection between stress and social support among principals (Beausaert et al., 2016; Upadyaya et al., 2021). This thesis investigates in what way there is a connection between self-reported and physiological stress of 2020 and the experienced help and support for the Covid-19 procedures. Based on previous studies by Upadyaya et al. (2021) and a someway similar investigation by Beausaert et al. (2016), the hypothesis was that the dataset will reveal a connection between stress and social support. The research questions of this study are: 1. In what way do the principals’ physiological and self-reported stress levels for 2020 differ from 2019? 2. In what way is there a connection between principals’ self-reported as well as physiological stress and the experienced help and support for the Covid-19 procedures? Methods. All the physiological, as well as questionnaire data that are used in this study were collected in 2019 and 2020 by Katariina Salmela-Aro’s research group at the University of Helsinki. The physiological data was retrieved with Firstbeat’s device: Bodyguard 2. In this study, a selection of questionnaire data, and SDNN values that were retrieved during working time (8 a.m. till 5 p.m.) and sleeping time (midnight till 6 a.m.) have been used. Results and conclusions. The self-reported scales of “Cognitive Stress Symptoms”, “Stress” and “Somatic Stress Symptoms” between 2019 and 2020 were analysed as well as the physiological data. A significant result has been found only in the cognitive stress symptoms. Surprisingly, cognitive stress symptoms decreased in 2020, compared to 2019. A significant connection between the self-reported stress of “Cognitive Stress Symptoms”, “Stress” and “Somatic Stress Symptoms” with the experienced help and support of the Covid-19 procedures from Guardians of pupils/students have been found. As well as a significant connection between self-reported “Stress” with the experienced help and support of the Covid-19 procedures from the State level. The physiological data recorded during the night correlated significantly with ‘’Guardians of pupils/students’’, ‘’Municipal education board’’ and the ‘’State level’.