Browsing by Subject "learning strategy"

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  • Hintsala, Sonja (Helsingin yliopisto, 2020)
    Objectives. About a third of the population is highly sensitive in temperament. One of the most important research topics in educational psychology is learning, one aspect of which is learning strategies. Learning strategies and high sensitivity have been studied separately in the past, but there is very little research linking the two. The purpose of this study was to provide information on the relationship between high sensitivity to the use of learning strategies. The research task is to describe what kind of learning strategies are used by highly sensitive and non-highly sensitive students and to investigate how high sensitivity explains the use of learning strategies. Methods. The material was collected using an electronic questionnaire. The questionnaire consisted of a sensitivity test, a section measuring learning strategies, an open-ended question, and background information. The data were analyzed by linear regression analysis using the deletion method. The entire data set (n = 202) consisted of adult people who, according to the research questions, were limited to either highly sensitive students (n = 117), non-highly sensitive students (n = 12) or students (n = 129). Results and conclusions. Elaboration and organization (M = 3.85) were the highest of the means (M), when describing the use of learning strategies by highly sensitive students (n = 117). These two learning strategies, as well as the in-depth treatment of high sensitivity, aim to build connections between things and connect new knowledge with the previous one. This similarity may explain the popularity of using these two strategies with highly sensitive persons. According to the regression analysis, the high sensitivity test positively explained 2% the use of organization statistically significantly (p < .05) and 7.4% the use of critical thinking statistically significantly (p < .001). The strategy of the organization is in line with the in-depth treatment of high sensitivity, as both seek to make connections between things. The strategy of critical thinking is consistent with an inhibition, which is a typical behavior for a highly sensitive person. The main principle in both of these strategies is to use previous information in new situations. These similarities may serve as an explanation for the fact that the high sensitivity test explains the use of organizational and critical thinking learning strategies in a statistically significant way.