Browsing by Subject "COLLEGE-STUDENTS"

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  • Seilo, Noora; Paldanius, Susanna; Autio, Reija; Kunttu, Kristina; Kaila, Minna (2020)
    Objective To evaluate the association between health and study-related factors measured by an Electronic Health Questionnaire (eHQ), participation in a health examination process and graduation in a university student population. Design Nationwide, retrospective, register-based cohort study with a 6-year follow-up. Setting Student health care in Finland. Finnish Student Health Service (FSHS) provides statutory student health services to university students in Finland. The health examination process of FSHS includes the eHQ provided annually to university entrants and a subsequent health check when necessary based on students' eHQ response. Participants A national cohort of university entrants from the 2011-2012 academic year (n=14 329, n (female)=8075, n (male)=6254). Outcome measures The primary outcome measure was graduation, measured based on whether a student had completed a bachelor's, licentiate or master's degree during the 6-year follow-up. Results Some 72% of the women and 60% of the men had graduated during the follow-up. The predictors in the eHQ associated with non-graduation differed by sex. Among the women's low enthusiasm about studies (OR 2.6, 95% CI 1.9 to 3.6), low engagement with studies (OR 2.5, 95% CI 1.8 to 3.4) and daily smoking (OR 1.9, 95% CI 1.4 to 2.6) were the strongest predictors to non-graduation. Among the men, low engagement with studies (OR 3.7, 95% CI 2.5 to 5.5) and obesity (body mass index >= 35) (OR 4.0, 95% CI 1.9 to 8.8) were the strongest predictors to non-graduation. Not attending the health check when referred was associated with non-graduation in both sexes: the OR for not graduating was 1.6 (95% CI 1.3 to 1.9) in women and 1.3 (95% CI 1.0 to 1.6) in men. Conclusions Engagement and enthusiasm about studying in the first year are important predictors of graduation and therefore a potential intervention target. Health promotion initiatives conducted early in the studies may have a positive effect on students' academic achievement.
  • Salonen, Anne H.; Castren, Sari; Raisamo, Susanna; Orford, Jim; Alho, Hannu; Lahti, Tuuli (2014)
    Background: Attitudes towards gambling influence gambling behaviour but also reflect the existing gambling policy in a society. However, studies examining general attitudes towards gambling at the population level are scarce. The first aim of this study was to investigate general attitudes of the Finnish population towards gambling. The second aim was to explore the association of socio-demographics, gambling behaviours, being a concerned significant other (CSO) of a problem gambler and perceived health and lifestyle with attitudes towards gambling among the Finnish population. Methods: A cross-sectional study was performed by structured telephone interview on a random sample of 15-74-year-old Finns between October 2011 and January 2012. The data (n = 4484) was weighted based on age, gender and region of residence. Attitudes towards gambling were measured with the eight-item version of the Attitude Towards Gambling Scale (ATGS-8). A factor analysis was performed to test the structure of the Finnish version of the ATGS-8. The data were analysed using one-way ANOVA test, t-test and multiple regression analysis. Results: On average, attitudes of Finns towards gambling were negative. The most significant factors associated with positive attitudes towards gambling were male gender, young age, 12 years or more education and net income more than 2000(sic), low score on gambling severity, being a non-CSO of a problem gambler and high alcohol consumption Conclusions: The association between young age, male gender, high net income and risky alcohol consumption, and favourable gambling attitudes was strong, and also reflects risky gambling behaviour. Experiencing gambling-related harms caused by one's own or significant other's excessive gambling seems to indicate unfavourable attitudes towards gambling.
  • Liskola, Joni; Haravuori, Henna; Lindberg, Nina; Niemelä, Solja; Karlsson, Linnea; Kiviruusu, Olli; Marttunen, Mauri (2018)
    Background: The Alcohol Use Disorders Identification Test (AUDIT) is commonly used in adults to screen for harmful alcohol consumption but few studies exist on its use among adolescents. Our aim was to validate the AUDIT and its derivative consumption questionnaire (AUDIT-C) as screening instruments for the detection of problem use of alcohol in adolescents. Methods: 621 adolescents (age-range, 12-19 years) were drawn from clinical and population samples who completed the AUDIT questionnaire. Psychiatric diagnoses were assessed using K-SADS-PL. A rating based on the K-SADS-PL was used to assess alcohol use habits, alcohol use disorders, screening and symptom criteria questions. Screening performance of the AUDIT and AUDIT-C sum scores and Receiver Operating Characteristic (ROC) curves were calculated. The diagnostic odds ratios (dOR) were calculated to express the overall discrimination between cut-offs. Results: Comparisons of ROC between the AUDIT and AUDIT-C pairs indicated a slightly better test performance by AUDIT for the whole sample and in a proportion of the subsamples. Optimal cut-off value for the AUDIT was >= 5 (sensitivity 0.931, specificity 0.772, dOR 45.22; 95% CI: 24.72-83.57) for detecting alcohol problem use. The corresponding optimal cut-off value for the AUDIT-C was >= 3 in detecting alcohol problem use (sensitivity 0.952, specificity 0.663, dOR 39.31; 95% CI: 19.46-78.97). Agreement between the AUDIT and AUDIT-C using these cut-off scores was high at 91.9%. Conclusions: Our results for the cut-off scores for the early detection of alcohol problem use in adolescents are >= 5 for AUDIT, and >= 3 for AUDIT-C.
  • Miihkinen, Antti; Virtanen, Tuija Helena (2018)
    This study describes the results of a project that focused on developing an assessment rubric to be used as the assessment criteria for the written thesis of accounting majors and the quality of the coursework during the seminar. We used descriptive analysis and the survey method to collect information for the development work and to examine the effect of the rubric on learning. We find that the rubric has a positive effect on students' understanding, self-assessment, confidence, and integration. We contribute to the extant literature by adding to prior work that has examined factors that can improve students' learning outcomes. By synthesizing theories on approaches to learning and self-regulation, and combining them with literature on self-efficacy and social/academic integration, we bring conceptual clarity to the elements of learning in a course, which consist of written assignments and the accompanying group work. The paper demonstrates a way to help university students to learn via explicit assessment rubrics, and thus offers novel ideas for accounting educators.
  • Edgren, Robert; Castren, Sari; Alho, Hannu; Salonen, Anne H. (2017)
    The expansion of online gambling opportunities calls for better comprehension of online gambling, including relevant gender specific correlates. This study compared online and land-based gamblers among males and females separately, utilizing a nationally representative Finnish survey sample of 18-74 year olds. Online gamblers were younger than land-based gamblers and had full-time working status more often than land-based gamblers, with partial indication of land-based gamblers' monthly income being lower. Online gambling was associated with participation in computer or video gaming more strongly than with land-based gambling. Results show that the strongest predictors of online gambling common to both genders were younger age, computer gaming and gambling on multiple gambling types. Risky alcohol consumption and tobacco smoking were not associated to gambling mode when controlling for other factors. Results indicate that particularly for females online gambling may be related to higher relative expenditure and at-risk and problem gambling, providing implications for tailored interventions. The continued study of subgroups of gamblers is necessary to comprehensively understand the altering gambling milieu. (C) 2017 Elsevier Ltd. All rights reserved.
  • Kallio, Heli; Virta, Kalle; Kallio, Manne (2018)
    Metacognitive awareness consists of two components, i.e. regulation of cognition and knowledge of cognition. In earlier studies self-evaluation is aligned as a sub-component of regulation of cognition. However, in this study we point out that self-evaluation does not actually regulate the ongoing or forthcoming process but it is a tool used to reflect both knowledge and regulation. This alignment is modelled to assess to what extend self-evaluation can be predicted by the other components of the metacognitive awareness. The model is tested empirically among vocational education students (N= 578) using the Metacognitive Awareness Inventory (MAI). The results of SEM concludes that the conditions and goals appointed by the learner predict the selection of contents and strategies towards self-evaluation of one’s own learning. In other words, by measuring planning or conditional knowledge we could predict other components of knowledge or regulation and, especially, self-evaluation. The findings of this study extensively confirm that planning and knowledge of conditions predict success through the learning process. The results encourage teachers to support students in improving their metacognitive awareness, i.e. expect them to set goals for their own learning.
  • Mäenpää, Kati; Järvenoja, Hanna; Peltonen, Jouni; Pyhältö, Kirsi (2020)
    Although there is a strong body of evidence showing that motivational factors are critical components of self‐regulated professional learning and commitment to work, little is known about nursing students' motivation regulation during their studies. The aim of this study was to gain a deeper understanding of nursing students' motivation regulation (MR) strategies and factors contributing to their reported use along their 3‐year study path in a blended learning environment. A purposeful sampling was used to select 12 undergraduate nursing students, who exhibited different MR profiles and had completed almost 3 years of study in a BL degree program. A qualitative, deductive, content analysis was used to depict students' experiences from their retrospective recollection in the interview situation. Seven motivation strategies were identified: environmental structuring, self‐consequating, goal‐oriented self‐talk, efficacy management, emotion regulation, regulation of value, and interest enhancement. Individual and situational factors were found to enhance and to sustain the use of appropriate MR strategies. The students exhibited versatility in their use of MR strategies, which were related to the study phase. These findings regarding nursing students' MR strategies should be considered in the development of nursing education programs and the implementation of improvements that contribute to professional and self‐regulated learning in BL programs.
  • Gluschkoff, Kia; Elovainio, Marko; Hintsanen, Mirka; Mullola, Sari; Pulkki-Raback, Laura; Keltikangas-Jarvinen, Liisa; Hintsa, Taina (2017)
    We examined the association of perfectionism with depressive symptoms and tested whether psychological detachment from work would both mediate and moderate the association. The participants were 76 primary school teachers (87% female) who responded to measures of perfectionism (Multidimensional Inventory on Perfectionism in Sports adapted for teachers), psychological detachment from work (The Recovery Experience Questionnaire), and depressive symptoms (Beck Depression Inventory-II). Perfectionism comprised both adaptive and maladaptive dimensions. Adaptive perfectionism referred to striving for perfection, whereas maladaptive perfectionism involved negative reactions to imperfection and perceived pressure to be perfect. According to our results, negative reactions to imperfection were associated with higher depressive symptoms, and lower level of psychological detachment from work played a minor mediating role in the association. There was, however, no association between negative reactions to imperfection and higher depressive symptoms when detachment from work was high. Our findings suggest that striving for perfection and perceived pressure to be perfect might not contribute to depressive symptoms in teaching. Instead, teachers experiencing negative reactions to imperfection and low psychological detachment from work could be at risk for developing depressive symptoms. Finding ways to psychologically detach from work may benefit teachers characterized by negative reactions to imperfection. (C) 2017 Elsevier Ltd. All rights reserved.
  • Beattie, Marguerite M; Konttinen, Hanna Marja; Volanen, Salla-Maarit; Knittle, Keegan Phillip; Hankonen, Nelli Elisa (2020)
    While practicing mindfulness can potentially mitigate and prevent mental health problems among adolescents, mindfulness programmes delivered in schools do not uniformly lead to uptake of mindfulness practice. This low adherence threatens the internal validity of mindfulness trials, and may hinder the alleviation of mental health problems in youth who fail to take up potentially effective techniques. Consequently, it is vital to investigate what predicts uptake of independent mindfulness practice in such interventions. This study investigates whether social cognitions from the Reasoned Action Approach and initial mental health predict mindfulness practice among 1,646 adolescent recipients of the school-based Healthy Learning Mind mindfulness intervention. Path analyses revealed that, in line with the Reasoned Action Approach, descriptive and injunctive norms, and positive and negative outcome expectations predicted intention to practice mindfulness (R-squared = .37, p<.001), which in turn predicted different measures of mindfulness practice itself (R-squared = .09-.17, p<.001). Neither perceived behavioural control nor mental health variables (depressive symptoms, internalisation and externalisation of difficulties, and resilience) were associated with mindfulness practice after the intervention (R-squared = .01, p>.05). Social norms and outcome expectations are potential intervention targets to increase mindfulness practice motivation and behaviour among adolescents.
  • Väisänen, Sanna; Pietarinen, Janne; Pyhältö, Kirsi; Toom, Auli; Soini, Tiina (2018)
    The study aims to gain a better understanding of the function of proactive strategies in buffering study burnout among student teachers at the early stage of their studies. There is some evidence that the use of active social coping strategies during studies is related to reduced burnout levels among early career teachers. Less is known about the association between the proactive strategies and burnout among student teachers. Altogether, 244 Finnish student teachers completed the survey. The data were analysed by using SEM. The results suggested that the proactive strategies adopted by student teachers seem to prevent study-related burnout, especially in terms of exhaustion in studies and inadequacy in studying, but not directly the perceived cynicism towards studies. The results imply that learning how to use proactive strategies is functional in coping with study-related stressors, by reducing the risk of student teachers' burnout.
  • Perander, Katarina; Londen, Monica; Holm, Gunilla (2021)
    Purpose - The purpose of this study was to investigate how a workshop can enhance first-year university students' understanding of their study strategies and self-regulated learning. Design/methodology/approach - Aqualitative content analysis was done of 190 reflective journals written by first-year university students. Findings - The main findings confirmed that starting studies in higher education is challenging for many students. New insights were provided on how these challenges can be addressed, especially regarding selfregulated learning. Students perceived that they gained several insights from the workshop that they believed could benefit their studying and thereby enhance motivation. Practical implications - This study showed that even small measures promote both good study habits and specifically self-regulated learning skills. Interventions like the workshop described in this study ease first-year students' transition to the university and foster successful studies for all students. Originality/value - This study contributes to research on supporting students' transition to higher education by investigating how students perceive early study skill interventions. It adds to a holistic perspective of students' challenges and coping strategies during their first semester in higher education.
  • Välimäki, Maritta; Anttila, Katriina; Anttila, Minna; Lahti, Mari (2017)
    Background: Although previous studies on information and communication technology (ICT)-based intervention on mental health among adolescents with depressive symptoms have already been combined in a number of systematic reviews, coherent information is still missing about interventions used, participants' engagement of these interventions, and how these interventions work. Objective: We conducted a systematic review and meta-analysis of trials to describe the effectiveness of Web-based interventions to support adolescents with depression or depressive symptoms, anxiety, and stress. We also explored the content of the interventions, as there has previously been a lack of coherent understanding of the detailed content of the Web-based interventions for these purposes. Methods: We included parallel randomized controlled trials targeted at adolescents, or young people in the age range of 10 and 24 years, with symptoms or diagnoses of depression and anxiety. The interventions were from original studies aimed to support mental health among adolescents, and they were delivered via Web-based information and communication technology. Results: Out of 2087 records identified, 27 papers (22 studies) met the inclusion criteria. On the basis of a narrative analysis of 22 studies, a variety of Web-based interventions were found; the most commonly used intervention was based on cognitive behavioral therapy. Meta-analysis was further conducted with 15 studies (4979 participants). At the end of the intervention, a statistically significant improvement was found in the intervention group (10 studies) regarding depressive symptoms (P=.02, median 1.68, 95% CI 3.11-0.25) and after 6 months (3 studies; P=.01, median 1.78, 95% CI 3.20-0.37). Anxiety symptoms (8 studies; P Conclusions: Despite widely reported promises that information technology use is beneficial to adolescents with depression, the results of our review show only short-term effects on adolescents' mental well-being, whereas long-term effects remain questionable because of the limited number of studies reviewed. Information about the economic benefits of Web-based interventions is still lacking. The quality of the studies, especially biases related to attrition rates and selective reporting, still needs serious attention.