Browsing by Subject "Psykologinen joustavuus"

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  • Määttä, Saku (Helsingin yliopisto, 2019)
    Given the rise in prevalence of stress, lack of time management skills and prolonged graduations among university students, promoting student’s well-being and study practices has become very important. While psychological flexibility a.k.a. dealing with all kinds of emotions and being present in the moment has proven to increase sense of well-being and lower stress among working adults, it has not been widely explored in the university context. Along with psychological flexibility, organised studying has been found to be an important factor in relation to academic achievement, study progress and well-being among university students. The purpose of this study is to explore development of psychological flexibility and organised studying in relation to stress, well-being and studying. Total of 106 university students took part in a web-based course aimed at promoting university students’ well-being, stress management skills, psychological flexibility and organised studying. Development of the items were measured by self-report questionnaires in the beginning and in the end of the course. Additionally, a learning report (n=86) was conducted by the students at the end of the course where the students reflected on their development regarding general well-being, studying and learning during the course. Student’s scores improved quantitatively across all the measured dimensions during the course. Mean scores on psychological flexibility, organised studying and sense of well-being increased and the scores regarding stress reduced. The results are in line with the qualitative analysis, in which students report that they learned to organise their studying and use skills related to psychological flexibility in various ways in studying context. The results imply that a web-based course which is aimed to improve student’s psychological flexibility and organised studying would also improve the student’s sense of well-being and reduce stress in their studies.
  • Räihä, Kristiina (Helsingin yliopisto, 2020)
    Tiivistelmä - Referat - Abstract Mental problems are an increasing challenge among university students. Research and development of interventions that aim to enhance well-being is important, because challenges in students' well-being easily effect the study progress and success. Mental problems and symptoms can also follow into working life, so the prevention of challenges is also important in the light of the students' later ability to work and be well. Psychological flexibility has been found to promote well-being in many ways. Several intervention studies have confirmed that psychological flexibility can also be promoted by using acceptance and commitment therapy’s (ACT) methods. The purpose of the study was to determine the effects of an internet-based intervention on university students’ well-being and study skills. The aim of the intervention was to enhance student’s psychological flexibility and organised studying skills. The research questions were: How are psychological flexibility, well-being, experienced stress, study-related burnout and organised studying skills related to each other, what kind of effects does the intervention have on the above-mentioned scales and how is the burnout risk divided before and after intervention. 74 university students participated in an intervention study conducted with an experimental control setting. Students’ psychological flexibility, well-being, experiences of stress, study-related burnout and organised studying were measured with questionnaires. The data of this study consist of the questionnaires conducted at the beginning and end of the intervention. Connections between the variables were observed by correlations and the change by repeated measures t-test, repeated measures analysis of variance (ANOVA), and frequency table. The results showed that students’ psychological flexibility, well-being, and organised learning skills increased as perceived stress and study-related burnout decreased. The effects of the intervention suggest that the well-being of university students can be supported by online intervention course combining ACT practices and study skills. More research is needed on the individual-level changes and the long-term effects of the intervention on well-being and study-related burnout.