Browsing by Subject "University students"

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  • Ketonen, Elina E.; Haarala-Muhonen, Anne; Hirsto, Laura; Hänninen, Jari J.; Wähälä, Kristiina; Lonka, Kirsti (2016)
    Entrance to university does not automatically lead to high academic engagement and success, and there may be individual differences in student engagement. In the present study, university students' (N = 668) academic engagement and disengagement profiles, and the differences between them in terms of academic achievement, were investigated. Students from introductory courses were classified by Latent Profile Analysis (LPA) into homogenous groups having similar patterns according to the following variables: study engagement, study-related exhaustion, lack of interest, lack of self-regulation, and uncertainty of one's career choice. Four groups of students were identified: engaged, disengaged, undecided, and alienated. Engaged students received the highest grades, with disengaged and undecided students performing most poorly. In addition, the profiles were related to the behavioral indicators of engagement (i.e., ECTS credits). Even after two years of studying, engaged students were performing better than disengaged students. The study's implications for both research and practice are discussed. (C) 2016 Elsevier Inc. All rights reserved.
  • Asikainen, Henna; Salmela-Aro, Katariina; Parpala, Anna; Katajavuori, Nina (2020)
    The purpose of this study was to examine university students' learning profiles and their relationship to study-related burnout as well as study progression and study achievement. The participants in the study were 339 first-year university students. Four clusters were found: Students applying a deep approach; Organised students; Students applying a surface approach; and Unorganised students applying a deep approach. The results show that students who apply a surface approach to learning in their studies are more likely suffer from study-related burnout, as students applying a deep approach experience less study-related burnout. In addition, unorganised students applying a deep approach also proceeded slower in their studies. The study suggests that students' study skills and their learning processes should be considered when considering study-related burnout in higher education.
  • Postareff, Liisa; Mattsson, Markus; Lindblom-Ylanne, Sari; Hailikari, Telle (2017)
    The demands and pressures during the first study year at university are likely to arouse a variety of emotions among students. Nevertheless, there are very few studies on the role of emotions in successful studying during the transition phase. The present study adopts a person-oriented and mixed-method approach to explore, first, the emotions individual students experience during the first year at university. Hierarchical cluster analysis was used to group students (n = 43) on the basis of the emotions they described in an interview. Second, the study investigates how the students in the different clusters scored on approaches to learning (as measured on the Learn questionnaire) and how they succeeded (GPA) and progressed (earned credits per year) in their studies. Three emotion clusters were identified, which differed in terms of the deep and surface approaches to learning, study success and study progress: (1) quickly progressing successful students experiencing positive emotions, (2) quickly progressing successful students experiencing negative emotions and (3) slowly progressing students experiencing negative emotions. The results indicate that it is not enough to focus on supporting successful learning, but that attention should also be paid to promoting students' positive emotions and well-being at this time.
  • Ketonen, Elina E.; Malmberg, Lars-Erik; Salmela-Aro, Katariina; Muukkonen, Hanni; Tuominen, Heta; Lonka, Kirsti (2019)
    The present study investigated the dynamic nature of students' daily experiences and general study engagement using intra-individual assessment. More specifically, we examined individual differences in the relationship between university students' task-specific value and situational emotions and, further, whether first-year study engagement would moderate this association during the first two years of studies. Intra-individual state assessments were conducted via mobile phone-based experience sampling method (ESM) during participants' first (N = 72) and second (N = 56) academic years, resulting in 3089 and 2912 fully completed state questionnaires. In both years, students were asked five times a day over two weeks how important they perceived their current activity and their positive and negative emotions. Using multilevel structural equation modeling, we found that, on average, a higher perception of task-specific value was associated with higher positive emotions and lower negative emotions within individuals. However, individual differences were detected in the value-emotion relations especially during the second academic year. Finally, the findings indicated that overall study engagement, measured at the beginning of the first academic year, predicted between-person differences in these within-person relationships both years.
  • Lonka, Kirsti; Ketonen, Elina; Vermunt, Jan D. (2021)
    University students' epistemic beliefs may have practical consequences for studying and success in higher education. Such beliefs constitute epistemic theories that may empirically manifest themselves as epistemic profiles. This study examined university students' epistemic profiles and their relations to conceptions of learning, age, gender, discipline, and academic achievement. The participants were 1515 students from five faculties who completed questionnaires about epistemic beliefs, including a subsample who also completed a questionnaire that included conceptions of learning. We measured epistemic beliefs: reflective learning, collaborative knowledge-building, valuing metacognition, certain knowledge, and practical value. First, we analyzed structural validity by using confirmatory factor analysis. Second, we conducted latent profile analysis that revealed three epistemic profiles:Pragmatic(49%),reflective-collaborative(26%) andfact-oriented(25%). Then, we compared the conceptions of learning across the profiles as well as demographic information, credits, and grades. The profiles' conceptions of learning varied: Thereflective-collaborativegroup scored high on conception of learning named "construction of knowledge." Its members were more likely to be females, teachers, and mature students, and they had the highest academic achievement. Thefact-orientedgroup (mostly engineering/science students) scored highest on "intake of knowledge." Thepragmaticgroup scored highest on "use of knowledge:" During the second year, their academic achievement improved. In sum, the epistemic profiles were closely related to conceptions of learning and also associated with academic achievement.
  • Puhakka, Riikka (2021)
    It is increasingly recognized that interacting with nature promotes well-being and health for both adults and children. Less is known about the role of nature in people's everyday lives during emerging adulthood which means the shift from adolescence to young adulthood. This study examines university students' participation in outdoor recreation and the perceived well-being effects of nature. The qualitative data consists of thematic writings (N = 47) produced by environmental students at the University of Helsinki, Finland, in 2020. The findings show that most students have negotiated time and other constraints and maintained active participation in outdoor recreation. The findings highlight that nature can have an important role in students' well-being during a life stage loaded with stress factors, and especially in times of the COVID-19 pandemic. Nature provides opportunities not only for physical activity but also for emotional and cognitive renewal, strengthening social relationships, and relieving the negative physiological effects of various stressors. Nature helps students in reflecting on their lives and even gaining a stronger sense of self. Natural settings provide a venue for students' socially shared experiences but also support retreat behaviors by enabling 'being away' and providing freedom from the pressures of student life. To prevent decline in connection with nature, special efforts should be made to support young adults' interaction with nature and gaining well-being benefits. Encouraging outdoor recreation at all life stages is needed to foster a lifelong nature connection and well-being experiences. Management implications: The study highlights the importance of hearing young adults' voices in decision-making and land-use planning to provide diverse opportunities for outdoor recreation and nature-based tourism. The findings stress the value of urban green spaces in supporting students' well-being in their everyday lives. To provide a sense of extent and 'being away' from daily routines and requirements within the city, it is important to preserve slightly managed natural settings that generate opportunities to explore nature and receive multisensory and embodied experiences. Emphasis on multisensory experiences, such as hearing bird song and breathing fresh air, also stresses the importance of taking natural elements into account in all urban planning. Promoting easy access to both urban green spaces and more distant natural settings is important for young adults. Organizing outdoor activities may also help students in familiarizing themselves with green spaces and socializing with peers.
  • Hyytinen, Heidi; Toom, Auli; Postareff, Liisa (2018)
    Critical thinking is a key capability for academic experts and for developing one’s expertise from the very beginning of studying at university. Self-efficacy beliefs and approaches to learning are important in this process, although their relationships with critical thinking are not clear. This study explores the relationship between critical thinking, approaches to learning and self-efficacy beliefs among Finnish first-year students in educational sciences (n=92). The self-reported data were used to measure approaches to learning and self-efficacy beliefs, and performance-based assessment data of critical thinking skills were analysed by using both quantitative and qualitative procedures. The results showed that most of the new students applied the deep approach to learning and had high self-efficacy beliefs related to learning. However, there were great differences in the quality of their critical thinking. Three groups with remarkable differences in critical thinking skills were detected. There were no connections between critical thinking, approaches to learning and self-efficacy beliefs. The results imply that the development of critical thinking needs to be facilitated systematically during study at university.