Browsing by Subject "kouluhyvinvointi"

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  • Halonen, Niina (Helsingin yliopisto, 2015)
    Previous studies have confirmed that educational practices have not changed with the digitalization of society. The use of ICT in teaching is mainly low and there is an ongoing public debate regarding the Finnish students well-being. This study tried to find out is there a hypothesized gap between the technology-mediated practices of adolescents and school. The aim of this study was to investigate how and how much ICT is used for learning and what kind of technological attitudes and school well-being experiences students have. It was also examined how the use of technology, attitudes and well-being are interrelated and which factors of these phenomena can explain academic achievement, schoolwork engagement, school value, happiness and school burnout. Finally it was investigated what kind of profiles of ICT use and attitudes could be found among the participants. The study was part of the Mind the Gap -project. The data was collected by questionnaire in the 2013. The participants (n = 735) were sixth graders from Helsinki. The use of digital technology, technology attitudes and school well-being were examined by mean values and gender differences by t-test. Correlational analysis and stepwise regression analysis were carried out to find out the factors that were related to academic achievement, schoolwork engagement, school value, happiness and school burnout. Students were grouped into profiles that represented their technological attitudes and use of ICT using SPSS two-step cluster analysis. One-way ANOVA and cross-tabulations were used to examine group and gender differences. The results indicated that the technology is not used on a regular basis to support learning, even though the students felt quite high ICT enthusiasm (the use of technology was seen as a positive contribution to the schoolwork engagement). Information-orientated use was reported most common. Mechanical technology use (eg. writing) was the next most common, producing technology use (eg. projects, multimedia) came in the third. Communicative technology use (online discussion about schoolwork) was the least common. The majority of the sixth graders felt relatively high schoolwork engagement, happiness and school value. Further, students reacted positively towards the teacher's activity and the conditions of the school. ICT enthusiasm was associated with lower experience of school value, schoolwork engagement as well as negative experiences of teacher's activities. Technology-related problem-solving predicted schoolwork engagement positively. Information-orientated use, and fear of failure using technology were repeatedly negative predictors for school well-being and positive predictors for school burnout. Four different groups (actives, slackers, passives, enthusiastics) showed clear differences in the use of technology, attitudes, school well-being and the associations between these phenomena. To conclude, teacher's role and how the technology is used in schools appears essential. It's important to understand students' predispositions towards using digital technologies and support adolescents' natural ways of utilizing ICT. Students need guidance to understand the possibilities of digital technologies as collaborative and creative learning tools. This, however, does not happen by chance. Therefore, I argue, that there is a need in basic education to build new support systems for national, municipal, school and grade levels to minimize the gap between the technology-mediated practices of adolescents and school.
  • Rantanen, Elina (Helsingin yliopisto, 2021)
    Aims. The aim of the study was to find out which elements of the physical learning environment are related to the safety and school comfort experienced by students. The study examined how safe and comfortable students found their physical learning environment in general and what elements of the environment were associated with students perceiving the school building and its yard as safe. Previous studies have found that the comfort of a school building has an impact on student safety. Methods. The study used questionnaire data produced by Anne Konu's School Welfare Profile series, which was collected in the 2017–2018 academic year. 10477 students from grades 4-6 answered the survey. The questions in the material were divided into four themes, one of which dealt with the physical conditions of the school. The study focused on analyzing these issues. The questions related to the safety and comfort of the school building and the yard, the comfort of the canteen, the size and temperature of the classroom, the cleanliness, the toilets, and whether one can play in the schoolyard. The data was analyzed using statistical measures, the Spearman’s correlation coefficient, the Mann-Whitney U-test, and the Kruskal-Wallis test. Results and conclusions. Students were mainly satisfied with the safety and comfort of the school building and yard. They were least satisfied with the cleanliness of the school and the toilet facilities. All of the factors in the physical learning environment studied were related to whether students perceived the school building or its yard as safe. Sixth graders differed from students in other grades in all variables and were more dissatisfied than other respondents. Fourth and fifth graders differed in some of the variables. The biggest difference between the different grade levels was in the comfort of the yard. Girls and boys also differed in some of the variables. The most significant differences were in the class temperature at which the girls were more dissatisfied than the boys. The boys, on the other hand, were more dissatisfied with the toilet facilities. Based on the results, the safety and comfort of students will be increased the most by improving the cleanliness of schools and toilets. In addition, the safety and comfort of older students will be improved by adding more things that interest them to the schoolyard. The safety and comfort of girls will be improved by focusing on classroom temperatures and boys by improving toilet facilities. However, the study found that the correlation and the degree of explanation of the physical structures to the safety experienced by students were generally low.
  • Yli-Kuivila, Lotta (Helsingin yliopisto, 2020)
    Safe learning environment is a student´s right based on the Finnish law (2013, 29 §) and national curriculum (POPS, 2014, s.29). Taking care of safety is a requirement of student wellbeing (Noble etc., 2008, s.7-10). Safe learning environment is based on physical and mental safety. Physical safety includes state security and physical integrity while mental health includes social, psychological, and pedagogical security. Emotional security is based on all these five areas. (Hurme & Kyllönen, 2014, s.28-29.) My personal interest and the lack of research available in Finnish has led me to study the use of dogs in education. The purpose of this master`s thesis is to describe, analyse and interpret how teachers think service dogs affect safe learning environments. This thesis tries to increase understanding of safe learning environments and describe how service dogs affects those. I researched the following question: How teachers see a service dog affecting a safe learning environment (state security, physical integrity, social, psychological, pedagogical and emotional security)? This thesis is a qualitative research and it is made with semi-structured interview. I interviewed six teachers for this thesis. All teachers have used a service dog in education for at least one and half years and some of them have used service dogs for more than five years. The inter-views are analysed by using content analysis. This thesis shows that a service dog can help students` emotional security and mental security however there are few exceptions. The biggest concern teachers have on the use of service dogs is ensuring the physical security of all students. As the benefits of service dogs on students' wellbeing and safe learning environment exceed the negative effects, I suggest that they should be more widely adopted based on the available research.
  • Ruuska, Tupu (Helsingin yliopisto, 2019)
    Lukiolain mukaan jokaisella opiskelijalla on oikeus fyysisesti, psyykkisesti ja sosiaalisesti turvalliseen opiskeluympäristöön. Oppilaat ja opiskelijat eivät kuitenkaan aina ole koulussa yhdenvertaisessa asemassa keskenään. Aikaisemman tutkimuksenmukaan esimerkiksi kiusaamisen ja syrjinnän kokemukset ovat huomattavasti yleisempiä transnuorten keskuudessa verrattuna muuhun samanikäiseen väestöön. Tutkielman tavoitteena on saada tietoa lukiossa opiskelevien transnuorten kouluhyvinvoinnista. Teemaa lähestytään kahden tutkimuskysymyksen kautta: Minkälaisia eroja on trans- ja cisnuorten kouluhyvinvoinnissa? Miten sukupuolen ohella seksuaalisuus, toimintakyky, syntyperä ja taloudellinen tilanne ovat yhteydessä kouluhyvinvointiin? Tutkielman teoreettinen perusta nojaa foucaultlaiseen valtakäsitykseen, cisnormatiivisuuteen sekä intersektionaalisuuteen. Lähtökohtana on Foucaultin ajatus tuottavasta vallasta ja koulusta yhtenä vallankäytön väylänä. Normit ovat yksi vallan teknologia,joiden kautta koulussa muovataan yksilöitä tietynlaisiin normeihin sopivaksi. Normien osalta perehdytään erityisesti cisnormatiivisuuteen, jonka kautta voidaan ymmärtää transihmisten kokemaan rakenteellista ja institutionaalista ulossulkemista yhteiskunnan eri osa-alueilla. Kouluhyvinvointia lähestytään myös intersektionaalisesti tutkimalla, miten sukupuolen ohella seksuaalisuus, toimintakyky, syntyperä sekä perheen taloudellinen tilanne ovat yhteydessä kouluhyvinvoinnin eri osa-alueisiin. Aineistona on Terveyden ja hyvinvoinnin laitoksen toteuttaman Kouluterveyskyselyn vuoden 2017 lukiolaisten aineisto. Aineisto muodostuu lukion 1. ja 2. vuoden opiskelijoiden vastauksista, ja transnuoria aineistossa on yhteensä 1140. Tutkielmassa kouluhyvinvointia kuvataan 16 eri Kouluterveyskyselyn indikaattorin avulla. Tutkielma on kvantitatiivinen ja tutkimusmenetelminä ovat ristiintaulukointi sekä binäärinen logistinen regressioanalyysi. Ristiintaulukoinnin avulla tutkitaan trans- ja cisnuorten välisiä kouluhyvinvointieroja. Binäärisen logistisen regressioanalyysin keinoin laajennetaan näkökulmaa sukupuolen ulkopuolelle ja analysoidaan kouluhyvinvointia kuvaavia indikaattoreita käyttämällä useita selittäviä muuttujia. Tutkielman tulosten perusteella voidaan todeta, että trans- ja cisnuorten kouluhyvinvoinnissa on merkittäviä eroja. Trans- ja cisnuorten välillä on eroja cisnuorten eduksi jokaisen tarkastellun indikaattorin kohdalla. Erityisen huolestuttavaa on, että transnuoret kokevat cisnuoria huomattavan paljon enemmän kiusaamista sekä yksinäisyyttä. Kouluhyvinvoinnin intersektionaalinen tarkastelu alleviivaa, kuinka mihin tahansa marginaaliseen ryhmään (sukupuoli- tai seksuaalivähemmistöön kuuluminen, toimintarajoitteisuus, ulkomaalaistausta, heikompi taloudellinen tilanne) kuuluminen lisää riskiä alhaisempaan kouluhyvinvointiin. Tulosten perusteella voidaan päätellä, että erityisen haastavassa asemassa ovat oppilaat ja opiskelijat, jotka samanaikaisesti kuuluvat useampaan edellä mainittuun ryhmään. Kouluterveyskyselyn perusteella ei ole mahdollista tehdä päätelmiä siitä, mitkä ovat juurisyitä havaittujen erojen taustalla. Analyysimenetelmät kertovat ainoastaan tiettyjen muuttujien välisistä yhteyksistä. Teoreettiseen viitekehykseen perustuen tulosten tulkitaan kertovan yhteiskunnasta, jossa institutionaalistuneet normit arvottavat erilaisia ihmisiä eri tavoin. Tutkielman tulokset kertovat cisnormatiivisesta yhteiskunnasta, jossa transnuoret ja muut normeja haastavat nuoret kamppailevat omasta tilastaan. Kouluhyvinvoinnista kertoviin eroihin on syytä suhtautua vakavasti ja pohtia, miten kouluissa voitaisiin edistää yhdenvertaisuuden kokonaisvaltaisempaa toteutumista. Koulutusjärjestelmä ja koulut ovat keskeisiä paikkoja, jossa normeja voidaan purkaa ja alkaa toistaa toisin
  • Pätsi, Tarja (Helsingin yliopisto, 2015)
    This master's thesis describes the activities a pupil welfare group at one primary school from a multidisciplinary aspect in order to assess immigrant pupils' need of support and its organisation. My interest in this study arose from my own work with immigrant pupils during a number of years. The assessment of an immigrant pupil and the organisation of support should always take into account the previous school background and growth environment of the child. In light of previous research, a multi-professional team sees the need for support in different ways, based on the members' own educational backgrounds. This can lead to a situation where all members of the group are not aware of what various experts can do or know. The study seeks to develop the school's student welfare work and highlight development ideas related to the assessment of immigrant pupils' learning difficulties. Research on immigrant pupils' need of support and its organisation is a topical issue in Finland owing to the new Student Welfare Act. The act introduced the rapid organisation of support, which was also mentioned by the interviewees. The study is qualitative, and the material was collected by interviewing the school's pupil welfare team members. After the interview, the material was transcribed, classified, analysed and interpreted. The data were analysed using content analysis. The main reference framework of the interviews was multi-cultural students and their support needs, as well as the organisation of support at a multi-professional level. Pupils were selected to the study based on their various cultural backgrounds in order to get as versatile views from the interviewees as possible. The aim was to develop the working group's student welfare activities both in terms of the allocation of time and communications. As a rule, the group was satisfied with the members' strong professional competence and good cooperation. The aspects that were highlighted in the results were the language problems of immigrant pupils, which deteriorated the pupils' social interaction. Social relationships were seen as the main driver of the pupils' school well-being. In addition, the families' lack of knowledge of the Finnish school system and the implementation of assistance hampered the organisation. Thus, the implementation of support slowed down, which hindered the pupils' integration to Finland. The results emphasised the importance of the pupil's own mother tongue in identifying learning difficulties. This study showed that the pupil's native language is not utilised efficiently enough. The study can be used for developing the assessment of immigrant pupils and the school's pupil welfare work.
  • Haikonen, Laura (Helsingin yliopisto, 2020)
    Tutkielman tavoitteena oli selvittää, kuinka peruskoulussa on onnistuttu tukemaan translapsia ja -nuoria sekä tuomaan näkyviin niitä tapoja, joilla peruskoulussa voidaan tukea myös jatkossa heitä. Tranlasten ja -nuorten vanhemmat ovat kokeneet tarvetta saada opettajille ajantasaista tietoa translasten ja -nuorten huomioimisesta peruskoulussa ja siitä, kuinka translapsia ja -nuoria voitaisiin tukea koulussa parhaalla mahdollisella tavalla. Tutkielman kirjoitushetkellä ei ole olemassa valtakunnallisia suosituksia tai virallista ohjeistusta kouluihin trans-lasten ja -nuorten koulupolun tukemisesta konkreettisin keinoin. Tutkielmaani varten pyysin translasten ja -nuorten vanhempia vastaamaan sähköiseen kyselylomakkeeseen, kuinka peruskoulussa on tuettu heidän lapsiaan ja nuoriaan. Kyselyyn vastasi 23 vanhempaa. Yksi vastauksista oli asiaton. Hyödyntämistäni 22 vastauksesta kahdeksan vastaajan nuori oli yläkouluikäinen ja 14 vastaajan lapsi oli alakoulussa. Tarkastelen tutkielmani tuloksia Foucault’n (1975) vallananalyysin kautta sekä cis- ja hete-ronormatiivisuuden vaikutuksia translasten ja -nuorten vanhempien kokemuksiin koulun antamasta tuesta heidän lapsilleen ja nuorilleen. Translasten ja -nuorten huomioiminen peruskouluissa on pääosin onnistunutta tutkielmani tulosten perusteella. Huolestuttavaa kuitenkin on se, että osa opettajista oli loukannut tai mitätöinyt lapsen tai nuoren sukupuolikoke-muksen ja tasa-arvolain tavoitteet jäivät toteutumatta. Tutkielmani tuloksista kävi ilmi, että noin 36 % vastaajien lapsista koki, ettei heidän sukupuolikokemuksensa tullut nähdyksi koulussa. Joidenkin opettajien asenteet ja tietotaito sukupuolivähemmistöjen kohtaamisesta eivät olleet tasa-arvo- ja yhdenvertaisuuslain mukaisia. Erityi-nen huomio aineistostani oli, että translapsia ja -nuoria tukevat käytänteet ovat mahdollisia toteuttaa ilmaiseksi tai hyvin pienellä taloudellisella panostuksella. Sukupuolivähemmistöjen huomioiminen ja tasa-arvoisen sekä yhdenvertaisen koulupolun mahdollistaminen kouluissa on jäänyt tutkielmani perusteella osittain toteutumatta. Tutkielmani perusteella voidaan todeta, että translapset ja -nuoret saavat epätasa-arvoista kohtelua koulussa riippuen koulusta ja opettajasta. Yhtenäistä linjaa sukupuolivähemmistöjen huomioimiseen kouluissa ei vielä ole. Opettajien ja muun henkilökunnan akateemiseen tutkimukseen pohjaavalle koulutukselle on selkeästi tarvetta. Myös asennekasvatusta ja tietoisuuden lisäämistä sukupuolen moninaisuudesta tarvitaan. Normikriittistä työtä on tehtävä järjestelmällisesti, jotta cisnormatiiviset rakenteet saadaan näkyviksi ja niitä voidaan alkaa muuttamaan. Kouluterveyskyselyt 2017 ja 2019 tukevat tut-kielmani tuloksia translasten ja -nuorten tuen tarpeesta peruskoulussa ja kertovat karua kieltä sukupuolivähem-mistöön kuuluvien nuorten hyvinvoinnista.
  • Heinonen, Elina (Helsingin yliopisto, 2018)
    The purpose of this thesis is to examine what aspects of their everyday life sixth-grade pupils find important. The second research question aims to find out what kind of experiences pupils have on a tool named Positive CV and the teaching of character strengths. The pupils have attended an intervention piloting Positive CV earlier the same academic year. The study was conducted as a case study. The data consists of five group interviews, where the interview method was a semi structured theme interview. The interviewees were pupils from a sixth grade class of a school in Southern Finland that took part in the Positive CV intervention earlier the same academic year. The data was analysed by applying Grounded theory method. The interviewees’ important aspects of everyday life were family, friends, free time, and school. According to the results of this research, the sixth graders considered teaching of character strengths and the Positive CV tool to be a welcomed addition to school. With the help of these, the pupils’ self-knowledge improved. The PCV tool also enabled the recognition of wide ranging knowledge. The results support the idea of the developmental ecosystem model of education, which suggests that the entire network of social interaction of pupils should be taken into consideration when planning on educational conventions. Teaching of character strengths and Positive CV could offer practical tools to promote well-being in schools as demanded in the curriculum and legislation. Learning happens in social interaction, and the recognition of the entire social network of pupils could support the well-being of pupils, both in and outside of school settings.
  • Nuorteva, Maija (Helsingin yliopisto, 2016)
    The new Finnish curriculum (FNBE, 2014) calls for active and engaging learning that supports students' agency and active role in their own learning. It emphasizes creating meaningful contexts that interrelate also with students' out-of-school interests. Research shows participating with organized out-of-school activities has a positive relation to school grades. In addition, it seems that school engagement is low among Finnish 6th graders (Salmela-Aro et al., 2016). However, little is known of what currently interests Finnish pupils and how their topics of interest are related to academic well-being. This study explores the topics of interest and interest-driven participation and further, their relation to school engagement, school burnout and grades (GPA) of 6th graders. The study was part of Mind the Gap project (Academy of Finland #265528) and the participants (n=735) were 6th graders from Helsinki. I conducted content categorization of the whole sample that showed a rich variation of interests, largest categories being sports (43.8%) and arts (27.9%). The quantitative analyses looked at the intensity and form of the activities. I identified three interest profiles with two-step cluster analysis: Organized team participators, Informal individualistic participators and Intensive participators. The Organized team participators were most interested in team sports. They reported high school engagement, low burnout and high GPA whereas Informal individualistic participators had lower school engagement, high GPA and moderate school burnout. They were the most interested in music and arts. Intensive participators, who were especially interested in social interaction, were engaged to school, but had higher levels of burnout and the lowest GPA. The results indicate lack of supporting interest-driven participation in schools: only Intensive participators were almost as active inside as outside of school. It may be difficult for teachers to adopt new practices that call for supporting interest-driven participation. However, it would be important to use students' personal interests to bridge between school world and students' lives and to promote student agency and support school engagement.
  • Heinonen, Sanni (Helsingin yliopisto, 2019)
    The aim of this study was to explore the well-being and school experiences of people recovering from mental illness. Previous research has provided conceptual models of school well-being, instruments for measuring it, and knowledge about factors associated with it. Interconnections between school experiences and mental health have also been studied. However, the research about these topics has been quite varying in regard to concept use, approaches, and research methods. Furthermore, only a few studies have investigated students’ perceptions and experiences about school well-being. In this study, the essence of school well-being is interpreted based on the narratives of people recovering from mental illness. Different narrative types are also examined. 36 adolescents and adults recovering from mental illness took part in the research by answering anonymously an online questionnaire. The respondents evaluated retrospectively their school well-being during comprehensive school, and narrated their school experiences and things that affected their school well-being. The data was analyzed using hermeneutic phenomenological and narrative methods. The school well-being of most of the respondents had been low at least at some point during comprehensive school, and it was common that the school well-being had decreased over the years. Negative experiences and the factors lowering school well-being were especially related to bullying and adults’ indifferent or evasive attitude. It seems that the lack of social support, low school well-being, and mental health problems are all intertwined with each other. Based on the respondents’ narratives, the components of school well-being are safety, togetherness, being seen and heard, a sense of meaning, and experiences of success. These findings suggest that instruments measuring school well-being should also take into account the eudaimonic aspect of well-being, which includes for example self-realization and meaning. Despite the negative experiences, many of the respondents told heroic stories in which difficulties were eventually overcome. However, the overcoming of difficulties must not be left to the students alone, but school staff must aim at preventing the accumulation of negative experiences.