Browsing by Subject "opiskelu-uupumus"

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  • Alakiikonen, Anni (Helsingfors universitet, 2017)
    Tässä tutkimuksessa selvitetään Helsingin yliopiston teologian perustutkinto-opiskelijoiden opiskelu-uupumusta. Tavoitteena on kartoittaa teologian opiskelijoiden opiskelu-uupumusta ja tutkia sen yhteyttä sukupuoleen, ikään, opintojen vaiheeseen ja hengellisyyteen. Tutkimuskysymyksiä on neljä: 1. Kuinka yleisiä opiskelu-uupumusoireet ovat Helsingin yliopiston teologisen tiedekunnan perustutkinto-opiskelijoilla? 2. Miten teologian opiskelijoiden opiskelu-uupumusoireilu eroaa sukupuolen, iän ja hengellisyyden mukaan? 3. Millaista ja kuinka yleistä teologian opiskelijoiden opiskelu-uupumus on? 4. Miten teologian opiskelijoiden opiskelu-uupumus eroaa sukupuolen mukaan ja miten se on yhteydessä ikään, opintojen vaiheeseen ja hengellisyyteen? Aineisto koostuu huhti-toukokuussa 2016 sähköisesti kerätyistä kyselyvastauksista, jotka analysoitiin tilastollisin menetelmin. Vastaajajoukkona on 166 perustutkinto-opiskelijaa Helsingin yliopiston teologisesta tiedekunnasta. Tutkimuksen mukaan Helsingin yliopiston teologian opiskelijoiden opiskelu-uupumusoireilu on yliopisto-opiskelijoiden valtakunnallista tasoa yleisempää. Oireista kärsii todennäköisimmin nuori naisopiskelija, joka pitää hengellisyyttä vain vähän tai ei ollenkaan tärkeänä. Uupumusasteisen väsymyksen, kyynisyyden ja riittämättömyyden ulottuvuuksista koostuvaa opiskelu-uupumusta esiintyy teologian opiskelijoilla paljon, sillä opiskelu-uupumuksen kokonaisriski on kohonnut useammalla kuin joka toisella. Naiset ovat uupuneempia kuin miehet. Kohonneen riskin ryhmään kuuluvat ovat iältään tyypillisesti alle 35-vuotiaita. Opintojen vaihe ja opiskelu-uupumus eivät ole yhteydessä. Miehillä opiskelu-uupumusta esiintyy sitä vähemmän, mitä tärkeämpänä he pitävät hengellisyyttä omassa elämässään. Erityisesti teologian naisopiskelijoita koskettavan opiskelu-uupumusilmiön laajuutta ei ole aiemmissa tutkimuksissa havaittu. Tämä tutkimus tarjoaa tärkeän lähtökohdan teologian opiskelijoiden opiskelu-uupumuksen syvemmälle analyysille.
  • Tuominen, Salli (Helsingin yliopisto, 2019)
    Objective: Self-compassion, described as a kind and loving stance towards oneself, has become a widely discussed topic in popular psychology in the last decade. Articles written on self-compassion have claimed a wide variety of linked positive psychological outcomes. Self-compassion is measured with the Self-Compassion Scale (SCS), the validity of which has been questioned by recent research findings. Criticism imposed on the SCS calls for a re-examination of previous research findings of the relationship between self-compassion and wellbeing. In this study, I look into the structure of self-compassion in a university context. In addition, I examine the relationship of two separate concepts of self-compassion and self-criticism to study burnout. Method: 1381 students of Aalto University answered to measures of self-compassion and study burnout as a part of the AllWell? study wellbeing questionnaire in 2018. The data was analysed using exploratory factor analysis. In addition, the data was compared to four distinct models describing the relationship between self-compassion, self-criticism and study burnout. Results: In the explorative factor analysis, self-compassion loaded on two distinct factors, namely the positive dimension (self-compassion) and the negative dimension (self-criticism). Self-criticism was significantly related to higher levels of study burnout, whereas self-compassion was not. Results from the model fit analyses between the models did not support hypotheses of a mediating or a moderating effect of self-compassion on the relationship between self-criticism and study burnout. Discussion: These results support the notion that previous results of the relationship between self-compassion and wellbeing should be re-evaluated. Based on this study, the use of the Self-Compassion Scale is not advisable without further research into the validity of this measure. The validity of self-compassion as a scientific concept is still unclear. Further research should be directed at studying self-compassion with a wider scope in the context of psychological flexibility.
  • Kekkonen, Kirsi (Helsingin yliopisto, 2017)
    Objectives. The aim of this study was to find out the relationship between learning approaches, study-exhaustion and work among master's degree law students in University of Helsinki. The study examined what kind of learning approaches master's degree law students use and how exhausted the students are. Furthermore, the study examined, how learning approaches are related to study exhaustion. The aim was also to find out, how much do students work alongside their studies, and what is the relationship between working and learning approaches, and, between working and study exhaustion. Learning approaches consisted of deep approach, organized studying and surface approach. Study exhaustion, on the other hand, consisted of three parts; total study exhaustion, exhaustion and cynicism. Students working habits were examined on the basis of weekly working hours. The relationship between learning approaches and study exhaustion has so far been studied very little, and that's why it is important to examine the subject. In addition, master's degree students are a suitable group to be studied, as at this stage of studies many are already in work life. Methods. The context of the study was master's degree law students from University of Helsinki. The data was gathered quantitatively through an electronic questionnaire called HowULearn. Students responded to the questionnaire as part of their mandatory HOPS (personal study plan) - course performance. The study material consisted of 196 students, of whom 135 were women and 61 men. Results and Conclusions. Master's degree law students responded highest average on deep approach and organized studying. In the case of study exhaustion, exhaustion had the highest average. However, the level of total study exhaustion was quite low. Gender also turned out to explain both learning approaches and study exhaustion. Surface approach explained all the three parts of study exhaustion. Moreover, interesting result was that organized studying explained cynicism. Over half of the students worked over 20 hours a week alongside studies. However, work did not explain learning approaches or study exhaustion. Based on this study, it can be stated that instead of work, student's approaches to learning are in a significant role of student's well-being. Particularly, attention should be paid to surface approach when planning teaching methods in university.
  • Keskitalo, Sanna (Helsingfors universitet, 2016)
    Recent studies suggest that a moderate negative correlation exists between study burnout and engagement. A negative correlation has been shown particularly between cynicism and dedication to studies as well as between exhaustion and exuberance. Previous studies have contradictory results about link between gender and study burnout: on the one hand, no connections has been detected and on the other hand there women have been found to experience more exhaustion and inadequacy than men. In addition study phase seems to be related to study burnout and engagement. In general study burnout increases during the studies while engagement declines. It has also been verified that recovering from stress increases engagement and declines burnout. Furthermore, it has not been unambiguously shown whether working during studies is perceived as harmful or beneficial for university students. This should be considered with i.a. the amount and placement of the student's working hours, total capital from the work and the working field. The aim of this thesis was to investigate the connection between study burnout, study engagement, working and studying of university students. FSHS Higher Education Health Survey 2012 data were used in this study with regard to university students (n = 2545). The findings of this thesis showed that the amount of completed credit points, the recovery from strain, and the time used for supervised studying and employment had connections on study burnout. The recovery from strain, the time used for independent studying and the perceived importance of the studies had connections on study engagement. The students who were working considerably were more cynical towards studying than the students who were not. The combination of employment and independent and supervised study also produced experiences of exhaustion. Student burnout is often justified with employment and the following slowdown in the studies but in this thesis the phenomenon seems more complex. The effects of study engagement should be always taken into account when investigating study burnout. In this thesis five student profiles were found: Exhausted employee, Work engaged, Study engaged, Exhausted who are studying and Study exhausted. Student profiles differed in the year of presence, the amount of completed credit points, the recovery from strain, the full-time employment and the perceived importance of the studies. An interesting topic for further studies would be whether students who study general or professional fields differ in experiencing study burnout and engagement. Dividing studies into these fields requires background information on students major. The question, whether the student is working in the same field as s/he is studying, had too many missing values and it was excluded from the analyses. It is possible that the field where the student works has a large impact on how the multidimensional phenomena of study burnout and engagement could be seen.
  • Jauhiainen, Paula (Helsingin yliopisto, 2017)
    Objectives. The aim of this study was to examine the first year university students' study burnout and self-efficacy beliefs. The aim was to examine if study burnout explains students' self-efficacy beliefs and if students can be grouped according to their burnout and self-efficacy. In previous studies, burnout has been found to have negative effects on self-efficacy beliefs. Both study burnout and low self-efficacy have serious consequences for students' studies and well-being. Methods. Data were collected from the Faculty of Social Sciences at University of Helsinki. The participants were 209 first year bachelor students. The data were collected with HowULearn questionnaire that has been developed at the Centre for University Teaching and Learning, University of Helsinki. Factor analysis was used to form the sum variables and Pearson's correlation and linear regression were used for examining the relation between study burnout and self-efficacy beliefs. Groups were formed by hierarchical and k-means cluster analysis. Results and conclusions. Students did not feel themselves burnout and they reported high self-efficacy. Exhaustion and cynicism explained students' self-efficacy beliefs. Students could be grouped for two groups according to their burnout and self-efficacy beliefs. Most students were in a group were exhaustion and cynicism were low and self-efficacy was high.
  • Teräväinen, Milja (Helsingin yliopisto, 2018)
    Objectives. The purpose of the study was to examine approaches to learning, study burnout and the relationship between these two in first-year university students. There has been found three types of approaches to learning: deep, surface and organized. Study burnout usually develops through three stages: exhaustion, cynicism and inadequacy. Methods. The data were collected with the HowULearn tool for learning by the Center for University Teaching and Learning. The participants (n=203) were first-year students of social sciences at the University of Helsinki. Cluster analysis was used for clustering students into learning profiles by their approaches to learning. Independent-Samples T Test was used to examine the differences in approaches to learning between female and male students. Study burnout was analyzed by means and the differences between female and male students by using the Mann-Whitney U Test. Kruskal-Wallis test was used to analyze the relationship between approaches to learning and study burnout. Results and Conclusions. Four student profiles with different approaches to learning were identified: deep, surface, dissonant and non-organized deep approach. Students identified with dissonant profile scored high in all of the approaches to learning. Study burnout among students was low. Female students tended to experience more burnout than male. Students identified with surface approach profile experienced more burnout than all the other students and students identified with deep approach profile experienced less burnout. The importance of organized learning was clear examining the deep approach profiles. Students identified with non-organized deep approach profile experienced more burnout. Results concerning surface approach profile were in line with this result. Organized profile was missing among these profiles. That might be due to the fact that studying in this field is quite uncontrolled. The group of dissonant profile was the biggest group of all which might be because the participants were first-year students and they might not be familiar with their own studying methods yet. Female students are prone to experience more stress and fear of failure and that might cause them to experience more burnout as well. Surface approach has been known to cause more stress and lead to weaker academic achievements and that might cause the students identified with surface approach profile to experience more burnout.
  • Äijälä, Ilari (Helsingin yliopisto, 2019)
    Aims. The aim of this study was to examine students’ self-control and academic well-being in the context of Finnish upper secondary sport schools. Self-control and well-being factors were identified and differences between girls and boys, and between general and sports program students in self-control and well-being were examined. One aim was also to study how self-control factors predict school burnout and school engagement. Self-control refers to invidual capacity to regulate immediate responses, behaviors and thoughts. Academic well-being consists of school burnout and school engagement. School burnout is conceptualized as exhaustion, cynical attitudes and sense of inadequacy as a student. The connection between self-control and well-being is internationally well studied, but self-control has been studied less in Finland. This study provides deeper understanding regarding upper secondary school students’ self-control and academic well-being in a specific Finnish context. Methods. The participants were 424 general upper secondary school students from 12 sport-oriented schools around Finland. Students filled in a questionnaire, which consisted of questions about self-control, well-being, studying and sports. Widely used Brief Self-Control Scale was translated into Finnish. Self-control and well-being factors were validated by exploratory factor analysis. T-tests were used to identify differences in self-control and well-being by gender and study program. The effects of self-control variables on the well-being dimensions were examined by means of regression analyses. Results. Three different dimensions of self-control were found: self-discipline, impulsivity and indolence. Results indicate that self-control is not merely inhibiting impulses, but self-control involves also an initiatory dimension. Girls reported less self-discipline but more exhaustion than boys. The results show that sports program students express less indolence and cynicism than general program students. There were no significant differences in the other self-control and well-being variables by gender or program. From self-control dimensions, indolence was the most prominent predictor of well-being dimensions. The findings indicate that studying in the sports program does not lead to more school-related stress than general studies at least in the first two years of upper secondary studies. These findings could be used by student counselling for the detection and early prevention of school burnout.