Browsing by Subject "akateemiset tunteet"

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  • Aalto, Heidi (Helsingin yliopisto, 2015)
    Objectives and method The aim of this qualitative study was to describe, analyze and interpret the experienced academic emotions of students during the university studies, as well as to describe how emotions are related to studying and study progress. The data was analysed through qualitative content analysis. The research was carried out as two separate interviews of five individual students from the Faculty of Humanities at the Helsinki University, the total number of interviews being ten. Two of the students had progressed faster than average in studies during their first year and the rest three were progressing slower than average during their first year. Based on previous studies (eg. Pekrun, 2006 Hailikari et al., 2015) it was to be expected that the academic achievement emotions play a central role in university studying. Results and conclusions The results showed that the emotional aspect of learning is important for successful learning. Students' descriptions revealed a wide range of emotional expressions in descriptions of emotions, moods and feelings. There was variation in how students described situation specific emotions (emotional states) and individual ways to approach emotions (emotional traits). In addition, elements which triggered emotions were identified, such as teaching or studying as an activity. From this data, it was not possible to distinguish a clear similarities or differences between the students who progressed fast in their studies and those who progressed slowly, although some differences between these different type of students could be detected. Students progressing slowly advanced students described that, for example, uncertainty and conflicting emotional experiences caused delay in their studies, though, the data is limited. Of the two fast progressing students only one clearly emphasized positive emotions. The result corresponded to the assumption that most of the negative and hinder study progression. In turn positive emotions are mainly connected to faster study pace and better study success (eg. Pekrun et al., 2002). Weak or neutral emotions also appeared in the data. Most clearly the emotions focused on studying, planning of studying and its contents, as well as to the results and achievement of studying and its guidance. The most positive emotions were expressed in relation to teaching, while uncertainty was mostly related to future career possibilities. Based on results, it is important to be aware of differences individual students' ways of experiencing and describing emotions.
  • Nissilä, Laura (Helsingin yliopisto, 2017)
    The aim of this study is to investigate the interrelations between students' academic emotions, cognitive attributional strategies and psychological flexibility. According to previous studies, cognitive attributional strategies are linked to learning related emotions and learning outcomes. However, it is still unclear how students' ability to deal with emotions influence the cognitive strategies they use in learning. Therefore, it is reasonable to attach psychological flexibility as a part of the study, and to explore, how these factors are interrelated with one another. Cognitive attributional strategies are suggested to have a mediating role in psychological flexibility-academic emotions association. The data was gathered with an online questionnaire in the Faculty of Humanities and Arts during November and December 2013, as a part of a research project at the Centre for Research and Development of Higher Education. The sample consisted of 231 students. The hypothesized model was tested using structural equation modeling (SEM). At first, the original models of psychological flexibility, cognitive attributional strategies and academic emotions were analyzed separately by confirmatory factor analysis in order to examine the factor structures more closely. Secondly, all the three models were placed into same path model to analyze the interrelations between these variables. Significant regressions between these constructs were found and the path model fitted the data fairly well. The results support the hypothesized claim that psychological flexibility predicts optimistic cognitive attributional strategies. In turn, students who are less psychologically flexible are more likely to use self-handicapping strategies. In the light of this study, it seems that optimistic strategy predicts pleasant studying-related emotions. Surprisingly regression between optimism and boredom was nonexistent. Optimism also predicted unpleasant emotions negatively. In contrary, self-handicapping predicted unpleasant academic emotions, shame, anxiety and boredom. It also predicted enjoyment negatively. Self-handicapping did not predict hope significantly. The results supported the claim that cognitive attributional strategies have a mediating role in psychological flexibility-academic emotions association. Students' emotional experiences should be considered in university context because they affect the students' learning process and general well-being. For example, open discussion about emotions with other students and teachers could help the individual to be more aware of their emotions, and thereby, learn to accept emotions as part of learning. Courses which concentrate on emotion regulation could be personally useful for graduate students who often experience high levels of stress and are at risk of burnout.
  • Ketonen, Elina (Helsingfors universitet, 2011)
    Previous studies indicate that positive learning experiences are related to academic achievement as well as to well-being. On the other hand, emotional and motivational problems in studying may pose a risk for both academic achievement and well-being. Thus, emotions and motivation have an increasing role in explaining university students learning and studying. The relations between emotions, motivation, study success and well-being have been less frequently studied. The aim of this study was to investigate what kind of academic emotions, motivational factors and problems in studying students experienced five days before an exam of an activating lecture course, and the relations among these factors as well as their relation to self-study time and study success. Furthermore, the effect of all these factors on well-being, flow experience and academic achievement was examined. The term academic emotion was defined as emotion experienced in academic settings and related to studying. In the present study the theoretical background to motivational factors was based on thinking strategies and attributions, flow experience and task value. Problems in studying were measured in terms of exhaustion, anxiety, stress, lack of interest, lack of self-regulation and procrastination. The data were collected in December 2009 in an activating educational psychology lecture course by using a questionnaire. The participants (n=107) were class and kindergarten teacher students from the University of Helsinki. Most of them were first year students. The course grades were also gathered. Correlations and stepwise regression analysis were carried out to find out the factors that were related to or explained study success. The clusters that presented students' problems in studying as well as thinking strategies and attributions, were found through hierarchical cluster analysis. K-means cluster analysis was used to form the final groups. One-way analysis of variance, Kruskal-Wallis test and crosstabs were conducted to see whether the students in different clusters varied in terms of study success, academic emotions, task value, flow, and background variables. The results indicated that academic emotions measured five days before the exam explained about 30 % of the variance of the course grade; exhaustion and interest positively, and anxiety negatively. In addition, interest as well as the self-study time best explained study success on the course. The participants were classified into three clusters according to their problems in studying as well as their thinking strategies and attributions: 1) ill-being, 2) carefree, and 3) committed and optimistic students. Ill-being students reported most negative emotions, achieved the worst grades, experienced anxiety rather than flow and were also the youngest. Carefree students, on the other hand, expressed the least negative emotions and spent the least time on self-studying, and like committed students, experienced flow. In addition, committed students reported positive emotions the most often and achieved the best grades on the course. In the future, more in-depth understanding how and why especially young first year students experience their studying hard is needed, because early state of the studies is shown to predict later study success.
  • Heikkinen, Johanna (Helsingin yliopisto, 2019)
    Recent studies show that motivation, emotion, and interest are engaged in learning. Engagement to learning is a complex entity in which the dynamic interaction between the student and the learning environment is central. In addition, students` ability to influence their own learning, mutual cooperation, and meaningful experience in learning strengthens engagement in learning. Recent curriculum on behalf of transversal competence underlines central meaning of these factors in teaching. This is also topical, as the learning outcomes and motivation of children and young people have fallen in recent years. The purpose of this thesis is to study the factors involved engagement in comprehensive school setting during science learning project on 5.–6. grades. The data (n = 74) was collected in spring 2018 from a local school in a metropolitan area during the phenom-enal science learning process in classes 5–6, which was carried out according to inquiry-based learning. The Experience Sampling Form was developed for this thesis in order to study the students' internal experiences during the learning process. Students responded to the questionnaire six times during the five-week working pe-riod, and field notes were also used during analysis of the thesis. Experience Sampling data was used to gener-ate sum variables (motivation, academic emotions, and interest factors), the interconnection was examined by the Spearmans` rank correlation coefficient. On the second phase, the link between the variables and the stages of work (inquiry based learning) was examined by the Kruskall Wallis test and the paired Mann-Whitney U test. The connection between variables and working methods (researching team, whole class) were examined with Cross-Tabulation Analysis, also observations from field notes were produced and compared with the work stages (teacher guidance, information retrieval, evaluation). The formed variables´ correlation is statistically significant to a large extent with each other, so it is justified to investigate these synergies. On the other hand there were no statistically significant differences between work phases and variables, exception was apathy variable, which had statistically significant difference be-tween question making and evaluation. In terms of working habits, students' experiences (somewhat, much) were evenly distributed with activity, insertion and ability variables. Apathy was less experienced and student experienced both ways of working mainly rewarding. Experience of import was less experienced during the en-tire class work and student had less autonomy experience during both working methods. According to findings, interaction and concentration were the most abundant during the work of the research team. The results of this thesis confirm that learning is not about individual factors, but about the complex process of the student and the learning environment. In addition, the students' ability to actively influence their own work and the students’ mutual work reinforce engagement in learning. In summary, it can also be said that phe-nomenal learning according to inquiry-based learning strengthens students' autonomy, interaction and engage-ment to learning. This is significant, because the current curriculum in particular challenges the implementation of teaching to be more cooperative. However, more information about learning is still needed. The purpose of this thesis could be applied more widely in the field of education research so that the engagement in learning could be explored longer term and in among several classes.
  • Mukala, Elina (Helsingin yliopisto, 2015)
    In Finland, the vast majority of students complete their university degree later than the target times propose. This has been acknowledged to be problematic on a societal level. In previous studies, students' self-regulatory skills have risen as a main factor when the impeding and enhancing factors of studying have been explored. In addition to self-regulatory skills, students' academic emotions have been found to influence study performance. According to earlier studies, it is also relevant how students deal with their emotions. Psychologically flexible students are able to embrace their emotions and they are capable of living their lives according to their values. The aim of this study is to explore the self-regulatory skills, academic emotions and psychological flexibility of students in the Faculty of Humanities in University of Helsinki and the relationships between these concepts. In addition, a point of interest is how these factors are linked to study performance. The research data was collected by a survey. In addition the information of students' average scores and the amount of student credits were collected from the study register. 258 students responded to the questionnaire. Dimensions of self-regulation, academic emotions and psychological flexibility were explored by factor analysis and the links between these dimensions were examined by correlation analysis. In addition students were grouped based on their self-regulatory skills, psychological flexibility and experienced emotions by using two-step cluster analysis. The differences of the groups' study pace and means of grades were examined using one-way analysis of variance. Students felt that they are psychologically quite flexible, and they experienced more positive emotions than negative emotions. They also had rather good self-regulation skills. Psychological flexibility was associated with a feeling of hopefulness, and emotions were found to correlate with each other. However, there was no correlation between psychological flexibility and the regulation of learning. On the basis of cluster analysis, the students were classified into three groups: 1) hopeful, self-regulating and psychologically flexible students 2) students who have a contradictory attitude towards studying and have challenges in the regulation learning, and 3) students who experience feelings of anxiety and shame. There was no difference between the groups in the number of credits and the averages of grades. In the future, more information is needed about why some students experience a lot of negative emotions related to learning, and how important psychological flexibility is to the well-being of students and to study performance.
  • Kuparinen, Anna (Helsingfors universitet, 2014)
    Previous research shows that emotions experienced in learning affect the learning results. In addition, there is lots of evidence about the interconnections between approaches to learning and study success. However, no research has been conducted in Finland about how the emotions experienced in learning might relate to different approaches to learning students adopt and to their learning results. Academic emotions refer to the emotions experienced in context of learning, studying, performing and success. In this study, emotions were defined according to Pekrun's et al. (2002) control-value theory of academic emotions. The objective of the thesis was to explore university students' academic emotions and approaches to learning, their interrelations and effects on study success in a lecture course arranged by Aalto University School of Engineering. The factors affecting good and on the other hand poor performance in the course were explored. Examining the study success in this course was important, as some students had repeatedly found the course extremely challenging and the proportion of poorly performing students had often been significant. Some students participated in the course two or more times in order to pass it. It was investigated if the participants had different experiences and approaches to learning according to the number of times participated in the course. Based on the literature, the concepts of emotions and self-efficacy beliefs were separated and their relationship was explored. The academic emotions questionnaire was compiled and the items were translated using recent international questionnaires. The research data was gathered during February and March 2013 using an electronic questionnaire. The sample consisted of 239 students corresponding to 75 % of all the course participants. In addition, students' points in homework papers, midpoint exam marks and final course results were included in the data. Factor analysis was used to form scales measuring academic emotions and approaches to learning. Differences in emotions, self-efficacy beliefs, approaches to learning and study success according to the number of times participated in the course were analyzed using Kruskall-Wallis test. Correlations, regression analysis, cluster analysis, analysis of variance (ANOVA) and cross tabulation were used to examine the interconnections of emotions, self-efficacy beliefs and approaches to learning and their effects on the study success in the course. Positive emotions correlated positively with self-efficacy beliefs, deep approach to learning, organized studying and study success. As for negative emotions, they correlated positively with surface approach to learning and negatively with self-efficacy, organized studying and study success. Self-efficacy beliefs predicted positively and anxiety and hopelessness predicted negatively students' midpoint exam marks. Similarly, self-efficacy beliefs predicted positively whereas experienced boredom predicted negatively the final course results. Three different groups of students were formed: 1) positive and dedicated, 2) ashamed of not working hard and not dedicated, and 3) anxious and surface oriented. The group of positive and dedicated students had succeeded better in the course and were 40 % more likely to pass the course than the other two groups. Students who participated the course two or more times in order to pass it, had felt more negative emotions and weaker self-efficacy and they had applied more surface and non-organized approaches to learning and studying during the course than those participating for the first time. The results indicate that students' study success could be contributed by supporting positive self-efficacy beliefs and organized approach to studying and by avoiding study environments that might create anxiety or encourage surface approach to learning.
  • Sullanmaa, Jenni (Helsingfors universitet, 2015)
    Previous studies have shown that cognitive and attributional strategies as well as academic emotions can be considered as central factors affecting studying but the interaction between them has been explored very little. The aim of this study was to explore what kind of cognitive and attributional strategies university students in the Faculty of Arts use and what kind of academic emotions they experience in their studies. The aim was also to examine what kind of cognitive-attributional-emotional profiles can be identified for students and how do these profiles differ from each other in study success. The study also addressed the differences between Bachelor's and Master's degree students. The data were collected in a previous research project in the Faculty of Arts in the University of Helsinki. The shortened version of the Strategy and Attribution Questionnaire was used as a measure of cognitive and attributional strategies. The measure of academic emotions was formed on the basis of the Academic Emotions Scale. The data was collected by an online questionnaire in the autumn of 2013 and the participants of the study were 244 students. Cluster analysis was used for clustering students into cognitive-attributional-emotional profiles based on the combinations of cognitive and attributional strategies and academic emotions. Differences between different groups were analyzed by the independent samples t-test and ANOVA. Four groups with different profiles were identified: optimistic and hopeful, optimistic and ashamed, optimistic and frustrated as well as avoidant and anxious. The optimistic and hopeful group did better in their studies than the avoidant and anxious as well as the optimistic and frustrated group. The Bachelor's degree students, as well as younger students, experienced more negative emotions and used the self-handicapping strategy more than the Master's degree students and older students. It is important to further examine the interaction between cognitive and attributional strategies and academic emotions to find out whether same kind of profiles can be identified in different contexts.
  • Wirén, Jessi (Helsingin yliopisto, 2021)
    Objectives. This research describes the different stages of problem solving that occur while primary school children solve a mathematic problem. In addition, the research also describes the perception of feelings in the different stages of problem solving. Earlier researches has shown that the process of problem solving consists of a variety of stages, where the solver has to associate earlier information in new ways. Earlier researches has also noticed that dur-ing the process of problem solving, varieties of feelings occur – both positive and negative. Methods. The method used in this research was a qualitative approach by observing six pri-mary school children, who solved an open-ended question in pairs. The research data used was recorded videoconferences in which I observed the different stages and variety of feel-ings through problem solving. I described the different stages of problem solving through a case study. In addition, I drew attention to the feelings risen in different stages of the problem solving. Results and conclusions. In this research, it was noted that the process of problem solving among primary school children is a three-staged process. The stages partially overlapped. The children began the process by analyzing the problem. Then they engineered and pre- pared the answer to the problem. These two stages were difficult to separate from each other. Feelings observed throughout the research were mainly joy and frustration. When the children learned a new answer to the problem or received positive feedback, they felt joy.