Browsing by Subject "prokrastinaatio"

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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.
  • Romppanen, Heidi (Helsingfors universitet, 2016)
    Graduation from university takes usually longer than the target time. This study focuses on exploring procrastinating university students. Strategic delayers and unnecessarily delaying students were excluded from the study. The aim of this study is to find out what kind of goal orientations procrastinators have and what kind of counselling would enhance study progress. Research questions were: 1) What kind of goal orientations procrastinators have? 2) What kind of needs of counselling procrastinators have? 3) Is there a connection between goal orientations and the need for counselling? Goal orientations were constructed on the basis of the students' goals, motivation and self-regulation skills. The data consist of transcribed interviews of eight students from Faculty of Arts. Students were identified as procrastinators in a previous study. The method of analysis was an abductive content analysis. Based on the data, categories that described most clearly students' goal orientations and needs of counselling were constructed. Connection between goal orientations and needs for counselling were explored by cross-tabulating goal orientations and needs for counselling which were found out of the data. As a result four goal orientation groups were formed: intrinsically motivated goal-oriented, intrinsically motivated without a goal, externally motivated goal-oriented, externally motivating without a goal. Students without a goal did not have a clear aim for the studies or for the future. Goal-oriented students knew what kind of degree they wanted and how to make use of it in the future. Intrinsically motivated students liked to study in itself and they were truly interested in learning new knowledge and developing their expertise. Externally motivated students were interested in the university degree and its value in the working life. The level of self-regulation skills were low in all groups except for the intrinsically motivated goal-oriented students. The needs for counselling formed three main groups: the lack of information, support for study skills and individual counselling. The lack of information included problems with course-registration, lack of study guide and general information after first autumn semester. Students needed support for writing scientific essays and for learning methods. Individual counselling was needed for making study plans. There was not a clear connection between goal orientations and needs of counselling. The needs for counselling were distributed unevenly. Most of the students experienced lack of information. The need for individual counselling was emphasized by students without a goal, which is explained with uncertain plans for studies and for the future. So, the need of counselling seems to be very individual and there is no connection to goal orientations. As a conclusion the course for personal study plan should be individualized so that the study plans would be checked together with supervisor. Learning methods and academic writing skills should be taught during the first study period. Individual counselling should be available throughout the studies, also after the first semester. Guidance services at the University of Helsinki should be clarified and a basic student counsellor office should be created.