Browsing by Author "Nurttila, Suvi"
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Nurttila, Suvi (2017)Aims. There are two main frameworks to approach disengagement in studying: educational psychology and occupational psychology. Both frameworks have gathered analogous results on the problems in studying and their risks for low success, drop out and ill-being. However, there is no research on the hypothesis that these frameworks investigate same phenomena with different concepts. Thus, the main aim of this study was to construct a measurement model by combining two inventories: firstly, MED NORD (Medical Education in Nordic countries) from educational psychology framework measuring lack of interest and lack of regulation, and secondly, SBI (School Burnout Inventory) from occupational psychology framework measuring exhaustion, cynicism and inadequacy. Hypothesis was that a three-dimensional Study Problem Model (SPM) could be constructed, consisting of Lack of relevance combining MED NORD lack of interest and SBI cynicism, Lack of energy including SBI exhaustion and Lack of efficacy combining MED NORD lack of regulation and SBI inadequacy. To further validate the model, its' relations to academic success were investigated. Method. The participants (n=1254) were higher education students from Helsinki area (mean age 23.78, 65.1 % female, 94.4 % first or second year students). The data were collected by questionnaire as a part of Mind the Gap research project, and achievement data (ECTS and GPA per year) for 1064 of the participants were gathered from the universities' archives. To find the latent structure of problems in studying and to cross- validate the results, EFA and CFA were used on two different randomly divided subsamples (for both, n=627), and based on these results the SPM was constructed. After this SEM was used on the whole data to look at the relationships between the SPM and academic achievement. Results and conclusions. The results suggested that a three-factor model would fit the data best, and the three dimensions of SPM emerged as follows: 1) Lack of relevance as hypothesized, 2) Lack of energy as hypothesized and 3) Lack of regulation consisting of MED NORD lack of regulation. The SBI inadequacy items were leaved out of the model as they didn't load coherently on any of the dimensions. SEM results showed, as hypothesized, both Lack of relevance and Lack of regulation to be related lower achievement, whereas lack of energy was related to higher achievement. The strongest association was between Lack of relevance and ECTS. Altogether, the relations of SPM were stronger for ECTS than GPA. SPM supports both frameworks' views on study disengagement/burnout, capturing the experiences of meaninglessness, exhaustion and lack of adequate studying skills. The different consequences of the SPM dimensions on achievement reflect their compositions: Lack of relevance being related the strongest to slower proceeding of studies, Lack of regulation being related the strongest to poor grades and Lack of energy being, rather interestingly, related to higher achievement. In future research, especially the last-mentioned should be looked at more precisely, as the association could be caused by for example reverse causality or the fact that lack of energy indicates commitment rather than disengagement. The results could be utilized for designing ways to promote efficient studying and student well-being.
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Nurttila, Suvi (2014)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.
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