Browsing by Subject "school"
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(2018)The purpose of this thesis was to increase understanding about the concept of grit and how to teach it. Grit is a colloquial concept, which nonetheless has been defined scientifically in the field of psychological research. Thus, the first research problem was to define what grit as a concept means. The concept was examined in relation to research on grit and similar concepts as grit. Especially in the United States teaching non-cognitive skills, including grit, in schools as well as developing these skills in students has become increasingly more popular. Similar demands have also been expressed in Finland. Due to this, the second research problem was what research has been conducted on teaching grit within school context. Research on grit in Finnish is scarce, so the purpose of this thesis was to summarize current research findings on the subject and explore grounds for teaching grit also in relation to Finnish comprehensive school. This thesis was conducted as a descriptive literature review. The data collection was conducted according to strict search criteria and focused on current scientific books and peer-reviewed articles and dissertations regarding the concept of grit and teaching it. Due to lack of research in Finnish, the data selected was mostly in English. The research problems were answered according to the data. Based on this review there is an established definition for the concept of grit according to which grit consists of passion and perseverance for long-term goals. Grit can be regarded as an individual, malleable personality trait or as a trait that overlaps with other psychological constructs. Research on teaching grit was scarce or yet unpublished. Interventions aiming to develop grit in students have had both positive and negative results, which gives reason for additional research. Indirect ways for cultivating grit in the short-term appear to be deliberate practice, strategies developing self-control and interactive teaching methods. Grit is related to qualities that should be targeted in school teaching according to the Finnish national core curriculum. As such grit could have applications also within the Finnish comprehensive school.
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(2018)Objectives. Differences in people and the reasons behind them have been a subject of interest through-out history and, among others, the concept of temperament has been used in an attempt to explain them. According to theoretical literature, temperament is biologically-based, at least partly inherited behaviour-al and reactional tendency, which appears early and is relatively stable through life. Temperament ex-plains the individuality in people and serves as a biological foundation for personality, which develops through the joint influence of temperament and environment. Temperament is composed of different temperament traits, the number of which is debated by different temperament theorists. Temperament is in constant interaction with environment, including at school, where temperament has been suggested to contribute to an unequal treatment of children. The objectives of the present study were to discover how temperament is being defined within school context, what kind of effect temperament has on children’s educational experience, and how it should be taken into account in connection to children’s educational experience. The aim is to analyse current theoretical and empirical literature and advance temperament-related knowledge and understanding in the field of education. Methodology. The present study was executed as a descriptive literature review. The material was com-prised of international and Finnish theoretical literature as well as numerous research articles, published in prestigious, peer-reviewed international journals. The material included research conducted specifical-ly in the Finnish school context as well. Results and conclusions. In research conducted in school context, temperament was defined based on the theoretical literature with small variations mostly in temperament traits. According to research, chil-dren’s temperaments were directly and indirectly linked to children’s school adjustment, social relation-ships with teachers and peers, and academic achievement, including school grades. Reviewed studies suggested more temperament-related education for teachers and rethinking of assessment practices. Temperaments’ different kinds of effects on children’s school experiences put them in unequal posi-tions at school. Some children, based on their innate attributes, have more negative relationships with teachers and peers, and worse grades, which, in turn, are connected to different kinds of educational opportunities in the future. Temperament-related education for teachers and more equal assessment practices might improve educational experience of children with all kinds of temperament.
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