Browsing by Subject "itsetunto"

Ambitions. The main focus of this research is to study links between attributions and self-esteem from young adults` point of view. The framework for this research is in Susan Harter`s theory of self-esteem and Bernard Weiner`s attribution theory. The topic for this study developed from my personal interest towards social psychology and its many phenomena. When becoming a teacher, I feel the need to be on top of this topic since self-esteem is the basis for one's actions. In this research, the goal is to develop means to support children and adolescents` self-esteem. Previous research proves that negative attributes towards themselves are connected to low self-esteem whereas persons with strong self-esteem do not feel the need to blame themselves when experiencing a failure. Methods. I executed this bachelor`s thesis as a quantitative research, where I analyzed Risto Hotulainen and Kristiina Lappalainen`s (2012) control research material. The people participating in this research were 30-year-old young adults, who were sent a questionnaire in December 2012. This questionnaire was answered with 167 young adults during spring 2013. In this research, I compared the control research`s four attribution groups` averages and dispersions ergo variances in social, study and work-related situations. I studied the possibility to statistically recognize the significant differs between these groups. As my method, I used variance analysis. Results and conclusions. The research indicated that the group with attributions towards themselves, had statistically significant lower self-esteem experiencing failure comparison to the other attribution groups. This means that when a person accuses himself in experiencing failure, he has low self-esteem. The same result occurs in both study and work-related situations. This result supports my theory's summary. In these results' point of view, it is reasonable to state that supporting ones` self-esteem and the formation of attributions is important. Throughout this, it is possible to build ones` self-esteem and motivation, which fosters for example learning. It is crucial for teachers to recognize attributions and their meanings to self-esteem because one's well-being develops when self-esteem is being established.

Tämän kandidaatin tutkielman tarkoituksena on analysoida ja tuoda esille tuloksia siitä, miten draamakasvatus voisi vahvistaa sosiaalista integraatiota koulussa ja etenkin luokkahuoneessa. Draamakasvatus on opetus ja tieteenala, joka tähtää toiminnallisilla menetelmillä vahvistaa oppilaiden tunneilmaisua ja sosiaalisia taitoja. Sosiaalinen integraatio toteutuu silloin, kun ryhmässä olevat jäsenet tulevat hyväksytyksi vertaisistaan, ovat keskenään ystäviä ja osallistuvat ryhmän toimintaan aktiivisesti. Menetelmäksi olen valinnut kuvailevan kirjallisuuskatsauksen. Tutkimuskysymyksiksi asettuivat, minkälaisia oppilaiden kehitykseen liittyviä tuloksia on löydetty käytetyn aineiston valossa sekä millä tavoin kyseiset löydetyt tulokset osoittavat, että draaman keinot edistävät oppilaiden sosiaalisen integraation toteutumista. Analysoitavaksi aineistoksi on valikoitunut 5 tieteellistä artikkelia. Tulokset osoittavat, että draamakasvatuksen avulla ryhmähenki paranee, ryhmän jäsenet kokevat yhteenkuuluvuuden tunnetta ja muodostavat ystävyyssuhteita aktiviteettien aikana sekä vahvistavat tietoisuuttaan toistensa tunteista. Sosiaalinen integraatio voi vahvistua draaman keinojen avulla, kun opetus tähtää ryhmän yhteenkuuluvuudentunteen ja oman itsetunnon vahvistamiseen. Pohdinnassa tuon esille löytämäni aineiston epäkohtia, sosiaalisen integraation toteutumisen näyttöön perustuvia haasteita sekä pohdin kriittisesti draaman käyttöön ja opettamiseen liittyviä huomioonotettavia näkökulmia.

The aim of this study is to research how preschool peer relationships affect children’s self-eteem. The effect of number of peer relationships and closeness on self-esteem will also be obser-ved. The study is qualitative but also the methods of numbers are used in the study. A half-structured interview was created and a sociogram was used to collect the data. Seven pre-school children were interviewed and their peer relationships were studied based on the so-ciogram given by the kindergarten teacher of the group. Especially the children with a high level of self-esteem and respect gained from their peers stood out in the study. On the other hand also the children with a low self-esteem and little peer respect from others were highlighted. This study shows that the peer relationships have effect on the self-esteem of children. This is relfected in the answers given by the children as well as the sociogram. The children feel that he amount of peer relationships is more valuable than closeness. Having a lot friends created the feeling of self-epicacy among children. Closeness, though, stood out when analysing the data. It could be seen that the closeness played a significant role when building up the self-esteem of an individual child.

Goal Enhancing self-esteem can be considered as one of the many duties of schools. A healthy self-esteem supports children’s development and learning. In addition, various studies have shown that a healthy self-esteem correlates with well-being. In order to support the development of pupil’s self-esteem, it is crucial to understand the construct of self-esteem. Studying explicit and especially implicit self-esteem as separate constructs is still relatively new and some studies show that implicit self-esteem is related to social-emotional difficulties. The aim of this study is to examine the concept of implicit self-esteem and the significance of implicit self-esteem in socio-emotional difficulties in youth. Methods The type of this research is a literature review. The data consisted of articles discussing self-esteem and implicit self-esteem, published in the 21st century and research articles published between the years 2006 and 2015 in all of which the subject of study was implicit self-esteem and social-emotional difficulties. Results and conclusion Based on this literature review it seems that it is not reasonable to study implicit self-esteem completely separate from explicit self-esteem. The discrepancy between implicit and explicit self-esteem and the direction of the discrepancy turned out to be important factors when examining the impact of implicit self-esteem on socio-emotional difficulties.

Goals. The article 2 of the Finnish Government Decree emphasizes that teaching and education should support the growth of the child towards a person with a healthy self-esteem (POPS, 2014). Bullying is group phenomena (Salmivalli,1999). Bullying is also affected by other factors, such as self-esteem. The effect of self-esteem on bullying is controversial. The hypothesis of this Bachelor’s thesis was that both the bully and the victim have a low self-esteem. The aim of this study was to solve how the pupil's self-esteem relates to bullying and being bullied and what cause the pupil´s low self-esteem. Method. The thesis was conducted as a descriptive and integral literature review in order to consider the results of the previous researchses both qualitatively and quantitatively. The material of this thesis consisted of nine international studies dealing with pupil´s self-esteem in the bullying process. The data was analysed by applying abductive content analysis. Results and conclusion. Based on the results of this literature review, the pupil's low self-esteem was a significant connection to being bullied. Instead, the self-esteem of the bully did not have a significant connection to bullying. The factors which cause pupil´s low self-esteem were related to the home´s way of raising a child as well as to the pressures of being accepted. Strengthening the pupil's self-esteem is an essential part of the class teacher's work. By investing to that at early stage, we give the child good possibilities for a well-being life.

Tämän tutkimuksen tavoitteena oli tarkastella kiintymyssuhdemallin vaikutuksia suhteessa sosiaalisiin taitoihin ja itsetuntoon. Varhainen vuorovaikutus ja sen myötä muodostuva kiintymyssuhdemalli on keskeisessä asemassa kehittyvän lapsen maailmassa ja sitä myötä sen voisi ajatella liittyvän keskeisesti sosiaalisten taitojen ja itsetunnon orastavaan kehitykseen. Aikaisemmassa tutkimuksessa on liitetty turvallisen kiintymyssuhteen vaikuttavan positiivisesti lapsen sosiaaliseen kehitykseen ja sisäiseen käsitykseen itsestä, sekä ympärillä olevasta maailmasta. Tämä tutkimus toteutettiin systemaattisena kirjallisuuskatsauksena. Tutkimuksessa pyrittiin luomaan tiivis yleiskatsaus aiheeseen, jonka aineistona toimi aikaisempi julkaistu tutkimus aihepiirin ympärillä. Lisäksi tutkimuksessa pyrittiin antamaan kuvaa siitä, millä tavoin kiintymyssuhdetutkimusta on aikaisemmin tehty. Systemaattiselle aineistonhaulle asetettujen sisäänotto- ja poissulkukriteereiden jälkeen tutkimusaineisto koostui 5 tutkimusartikkelista, joissa käsiteltiin kiintymyssuhteen vaikutuksia joko sosiaalisiin taitoihin tai itsetuntoon tai parhaimmassa tapauksessa molempiin. Tutkimukset oli toteutettu Yhdysvalloissa, Kanadassa, Portugalissa, Taiwanissa ja Japanissa. Aineiston analyysi toteutettiin narratiivisena synteesinä. Tutkimuksessa havaitut tulokset osoittivat, että kiintymyssuhdemallilla oli vaikutusta sosiaalisiin taitoihin ja itsetuntoon, sekä ihmisen sosiaaliseen ja psyykkiseen kehitykseen yleisemminkin. Tulosten mukaan turvallinen kiintymyssuhdemalli vaikutti positiivisesti niin sosiaalisiin taitoihin kuin itsetuntoonkin. Sen lisäksi turvallisen kiintymyssuhdemallin omaavat kärsivät vähemmän masennus- ja ahdistusoireista. Turvattomasti ja jäsentymättömästi kiintyneet taas omasivat heikomman itsetunnon ja itsevarmuuden. Jäsentymätön kiintymyssuhdemalli oli yhteydessä korkeampiin masennus- ja ahdistusoireisiin esiteini-iässä. Tutkimuksen tuloksissa havaittiin myös vanhemman kiintymyssuhdemallin epäsuora vaikutus lapsen sosiaalisiin taitoihin ja itsetuntoon. Tutkimuksen tulokset olivat linjassa aikaisemman tutkimuksen kanssa, mutta havainnot korostavat kiintymyssuhdemallin keskeisen tärkeää asemaa lapsuudessa ja sen kauaskantoisia vaikutuksia.

Tavoitteet. Tutkielmani tavoitteena on saada kattava kuva lasten itsetunnosta ja siihen vahvistavasti sekä heikentävästi vaikuttavista tekijöistä. Tutkimuskysymykseni ovat: miten lasten itsetunto on määritelty viimeaikaisessa aihetta käsittelevässä tutkimuksessa, miten lasten itsetuntoa on mitattu, minkälaisia lapsen itsetuntoa vahvistavia ja heikentäviä tekijöitä on raportoitu olevan sekä minkälai-nen lapsen itsetuntoa vahvistava vuorovaikutussuhde on. Tutkielman keskeiset käsitteet ovat itsetun-to ja vuorovaikutussuhde. Työni teoreettinen tausta, jota vasten peilaan tuloksia, rakentuu Borban itsetuntoteoriasta sekä Ahon ja Heinon (2000) teoksesta: Itsetunnon vahventaminen päiväkodissa, joka osittain pohjautuu Borban itsetuntoteoriaan. Menetelmät. Kuvailevan kirjallisuuskatsauksen avulla rakennan yleiskuvaa lapsen itsetunnosta pe-rustuen uusimpiin (alkaen vuodesta 2000) tieteellisiin julkaisuihin. Tutkielmani aineiston valintaa ohjaa sisäänottokriteereinä julkaisuvuosi, vertaisarviointi, itsetunnon vahvistamisen näkökulma ja tutkimuksiin osallistuneiden lasten ikä. Metodina käytän sisällönanalyysia tarkoituksena aineiston systemaattinen analyysi tutkimuskysymyksieni mukaan. Valitsin kirjallisuuskatsaukseeni aihetta kattavasti käsittelevän kotimaisen väitöskirjan ja viisi kansainvälistä tieteellistä tutkimusartikkelia. Tulokset ja johtopäätökset. Tarkastelluissa tutkimuksissa itsetunto määritellään olevan osa lapsen minäkäsitystä sekä sisältävän itsearvostuksen ja itseluottamuksen. Kuvailevan kirjallisuuskatsauk-sen tulokset vahvistavat Borban itsetuntoteorian osa-alueiden merkityksen lapsen itsetunnon raken-tumiselle. Aineiston tuloksissa esiintyy eri konteksteissa luottamuksellisen vuorovaikutussuhteen, turvallisen kiintymyssuhteen ja vertaisryhmän hyväksynnän vahvistava vaikutus lapsen itsetunnolle. Tuloksissa ilmenee myös aikuisen myönteisen läsnä- ja saatavilla olon merkitys sekä oikea-aikaisen, kontekstisidonnaisen ja käytännönläheisen kehun ja keskustelun vaikutus lapsen itsearvi-ointitaitojen ja itsetunnolle vahvistamiselle.

The purpose of this study was to examine the importance of drama education regarding the bold self-expression of the pre-school aged child. Children will go to school the following year, so in pre-school it is valuable to invest on encouraging children in their self-expression skills as the ex-pression skills are highly valued in both the school and the working world. Basis for the study is that various skills, such as self-expression, can be learned. The research task was refined by three research questions exploring the factors that are required to build-up bold self-expression, how drama education can impact on the development of the chil-dren’s self-expression skills, and how being encouraged appears on the individual and the small group level. The theoretical framework of the study contains two main concepts: self-esteem and drama education. Self- esteem is covered from temperament and encouraging perspective. Drama education includes self-expression, emotional education ja social skills. Previous studies have fo-cused mainly on strengthening child’s self-esteem. There is only a small amount of research on be-ing encouraged in self-expression skills from child’s point of view. This study is qualitative in nature and selected approach to the theme was action research which was carried out through three drama sessions to the group of children. Four children were selected to this small group in collaboration with the group’s kindergarten teachers. Common goal for all the children was to get encouraged in their emotional expression and especially to two of them needed additionally encouragement in self-expression in general. Children’s needs and the themes that had risen in previous sessions were taken noted in the planning. The data was collected by using a re-search journal, video observation and children’s interview through “stimulated recall” method. Ma-terial was studied through video analysis, which displayed how many times children did express themselves linguistically, physically and emotionally. In addition, it was analyzed, how many con-tact initiatives children took towards friends, researcher and the whole group. Filming enabled to observe the accurate number of children’s initiatives and to compare results both within and be-tween the sessions. Children’s basic sense of security was supported by selecting friends to the small group. According to the results, it can be said that the children were able to relax quickly and even more shy children were able to make more initiatives. Based on this intervention it can be stated, that drama support children by empowering their self-expression skills. The results also showed that there were differ-ences between different drama methods concerning the effects on children’s self-expression both in individual and group level. Sessions displayed as a small group activity supported children’s self-expression skills to come forth at the individual level in almost all the areas studied.

The purpose of this study is to examine the concepts of self-image and self-esteem through a descriptive literature review and to present their link to individual behavior and further to learning. This study also considers the role of a teacher in endorsing the development of self-image and self-esteem in school environment. Self-image and self-esteem are both build in interaction with other individuals and environment and reflected continuously in our communication. At best schools can, leading by the teacher, provide students with a safe place to interact and thus enhance affirmative self-image. At first this study defines the concepts of self-image and self-esteem and their link to behavior and learning. The concepts are partially coinciding and they have several parallel concepts. When it comes to literature, these concepts are arousing discussion among researchers and are topical in our perception of learning. Furthermore diverse pedagogic solutions to endorsing self-image and self-esteem in schools are presented based on the one-dimensional self-esteem model by Borba. Building affirmative self-image and –esteem is not a straightforward process but the years during comprehensive school are the most favourable phase for it. Self-image is developed to a rather permanent entity in our childhood and therefore it keeps on affecting us for the rest of our lives. We encounter the world through our self-image, which defines the way we react to issues and deal with them. We live in a constantly moving world, where knowledge and skills are changed and updated by daily basis. In an environment like this our ability to approach new things and acquire new skills has become crucial.

Aims. The purpose of this thesis is to identify and analyze the mathematical difficulties faced by pupils entering school. Special consideration was given to pre- and initial training, but younger children were also examined. The hypothesis was that mathematical difficulties produce difficulties for the pupil in the start-up phase of the school, appear in other learning, and make it more difficult to learn and to live in everyday life. The research question was refined several times and the interest in the subject was born when I met Hannele Ikäheimo, the special teacher of mathematics. The aim of the thesis is to examine the material widely and to deepen to particular questions through the descriptive literature review. Methods. The thesis was made using the descriptive literature review method. The data was collected from several databases. Some of the data was limited by the age of the participants and the year of publication of the study. Studies were found both in English and in Finnish. Most of the studies found were in English Results and conclusions. The studies were statistical surveys. On the basis of the results, mathematical difficulties complicate in catching school, causing anxiety at the emotional level, guiding the school path and affecting everyday life performance. The studies described mathematical difficulties in an unrelenting way, but at the same time they discussed ways to support mathematical competence. The mathematical difficulties are tough and long lasting. In addition, difficulties cause anxiety and fear of studying mathematics. Teaching should consider ways of supporting mathematical learning difficulties without causing bullying and anxiety in the pupil. Research and case studies of qualitative analysis would be needed. In addition, it would be interesting to study the subject using discourse analysis.