Browsing by Subject "opintojen eteneminen"

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  • Salonen, Tomi (Helsingin yliopisto, 2020)
    Tiivistelmä - Referat - Abstract Aims: Aims of the dissertation was to examine study progresses of students of engineering. The aspiration was particularly to clarify how study progress is connected with approaches to learning, engagement and procrastination. Advancement and quality of studies has been notably researched in framework of approaches to learning. Engagement and procrastination have also been detected to reveal connections with fluency of studies. Progress of studies has not however been examined among these three frameworks simultaneously. In order to enlighten fluency of study progresses this dissertation strove to cover for this gap. Different student clusters were formulated by framaworks of approaches to learning, engagement and procrastination. Different student clusters were compared with study outcomes and the progress of studies. Methods: The data (N=236) was collected with a questionnaire indicated to Metropolia students of engineering in spring 2013. Analysis of factor, cluster and variance was utilized. Results and conclusions: the clusters were differed in approaches to learning, engagement and procrastination according to their theories. Deep processing was strongest in a cluster with also the strongest engagement. Whereas procrastination was strongest in a cluster with the strongest surface processing. Engagement was also lower in this cluster. The periods of study processes were also connected with approaches to learning, engagement and procrastination. Students with deep processing and stronger engagement seemed to perform faster and with better grades. These students also had lower procrastination levels. The weakest performs and lowest grades were connected with the surface approach of learning, lower levels of engagement and higher procrastination. Run-off examines and unperformed courses became more obvious among these students. This dissertation doesn’t give bright answers of inner relations of these theories’ influences during study processes. Follow-up research should be launched to itemize influences of approaches to learning, engagement and procrastination. It’s also unclear how these theories are being at least partly vulcanized by their defititions.
  • Jokimies, Susanna (Helsingin yliopisto, 2017)
    The aim of this study was to explore the relationship between university students' epistemic beliefs, conceptions of learning, socioeconomic background and academic achievements during their first years at the university. In addition, it was examined what kind of epistemic beliefs and conceptions of learning students had, what kind of socioeconomic background they had and did the epistemic beliefs and conceptions of learning differ between students with different age, gender and socioeconomic background. This research setup was chosen because the relationship between epistemic beliefs, conceptions of learning and study success has not been adequately studied and there is a need to find factors that influence the progress of university students. The data (n = 929) for this study were acquired from the Academy of Finland Mind the Gap -research data which was collected from first-year students from the University of Helsinki at 2013 and 2014. The credits and grades from two years studies were added to the data. 33 primary school 6th graders in Helsinki in spring 2013. Evaluating based on average values and a one-way analysis of variance with paired sample t-test was conducted to see how students' epistemic beliefs and conceptions of learning differed between age, gender and socioeconomic background. The relationship between epistemic beliefs, conceptions of learning, socioeconomic background and academic achievement were evaluated using stepwise regression analysis. The results suggested that valuating certain knowledge had a negative effect in progress of studies and valuating Collaborative knowledge building had a positive effect in university students' study success. The university students' parents' socio-economic status was not significantly related to the progress of the studies or the academic success. The results of the research can be utilized in developing and designing university and pre-university education, and in particular from the point of view: what kind of knowledge and learning concept these studies develop.