Browsing by Subject "yliopisto-opiskelija"

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  • Timonen, Meri Tuuli Elina (Helsingin yliopisto, 2019)
    This thesis researches anti-Americanism among South-Korean university students. South-Korea is known to be very pro-American country, but anti-American sentiment has existed in the society especially in the beginning of 21st century. The goal of this thesis is to know, if anti-Americanism still exists in South-Korea. The university students are target group, since university students have been major force behind anti-Americanism since the 1980’s in South-Korea. The research question asks, how South Korean university students perceive the U.S. The hypothesis assumes, that they perceive the U.S. positively. Research literature focuses on books and articles about anti-American sentiment in South-Korea. The theoretical framework constitutes the concept of ethnic nationalism, that is widely researched among western and South-Korean scholars. Ethnic nationalism means nationalism based on the idea of ethnic unity. In Korea, it is traditionally connected with primordialism and uniqueness of Korean race. Also, theories of intercultural conflicts are applied. Not too much emphasis is paid to political aspects. This thesis focuses on nationalistic theories, and some identity theories are taken into consideration. Area- and cultural studies, sociology, history and are main study fields of this thesis. Gender studies are given some emphasis. The data is gathered with semi-structured survey research, conducted in November 2018 in Seoul, South Korea. The data consists 50 answers from Yonsei university students. The data is analysed both statistically and thematically. Mann-Whitney U test and Kruskal-Wallis test are used in statistical analysis. SPSS serves as the main tool of the analysis. The analysis focuses on four different variables; gender, ideology, foreign experience and English skill. Thematic analysis is qualitative, whereas statistical quantitative. The results indicate, that male students have more positive view of the U.S. than female students. Furthermore, students with leftist-ideology hold more negative view than right-wing or centrist. Foreign experience and English skill had little influence on the views. Thematic analysis shows, that South-Korean students have very pragmatic attitude towards the U.S. Overall, the results argue, that South-Korean anti-Americanism is very complex phenomenon, and is constantly changing. Anti-Americanism exists in South Korea but is not so evident. People tend to have neutral attitudes towards the U.S. and this neutrality can vary from pro-Americanism to anti-Americanism. Causes behind anti-Americanism are so diverse, that it is hard to predict when anti-American sentiment gains popularity in the future.
  • Silvo, Sofia (Helsingin yliopisto, 2020)
    The purpose of the study was to examine university students and recent graduates with reading difficulties. The aim was to explore what factors have contributed to the students and recent graduates applying for university studies despite their dyslexia. The aim was additionally to study strategies and means of compensation used by the students, their experiences with support received from the educational institutions, and the educational paths the students had taken. The hypothesis was that dyslexic students have had a slower and more laborious educational path than other students. Previous research on the subject has shown that dyslexic students have used a large variety of study strategies and compensatory measures, and family support, in particular, has played an important role in the study path. Timing of the dyslexia diagnosis has also affected the course of education. The study is a multi-case study with thematic interviews using narrative analysis. The research material consisted of seven theme interviews, which were transcribed and organized using the atlas.ti program. Narrative, chronologically progressive accounts were produced of the interviewees' educational paths. The narrative analysis of the material was based on the compilation of materials founded on twenty themes and examination of the narrative reports. The educational paths of the interviewees formed two clear groups. In one group, education progressed directly from primary school to high school and university. Students in the second group experienced long breaks in education and all did not attend high school. Almost all interviewees were diagnosed after elementary school, but the material does not indicate that the education process suffered from a late diagnosis. Not all interviewees needed support for their study paths because of dyslexia. On the other hand, certain students would have needed support but had not received enough. The interviewees had a variety of learning strategies and means of compensation. The study confirms that teaching early learning strategies and early implementation and design support would support dyslexic pupils. Family support was an essential resource for the interviewees during their educational paths.
  • Niinistö, Sari (Helsingin yliopisto, 2021)
    Objective of the study. The objective of the study was to research students learning experiences in mindfulness. I studied the experiences of students in the Faculty of Medicine about learning and the structuring of learning in the context of the mindfulness skills course. My perspective was intrapersonal and individual. There is little research data on the learning process of mindfulness because the mainstream of the study has concentrated on the clinical purposes of use and effects of mindfulness skills. I studied learning experiences using three questions: How do students describe conscious orientation of attention and selfaccepting perception (learning mindfulness)? How do students describe the effects / consequences of learning mindfulness for themselves? What meanings do students give to mindfulness learning? Methods. The research material was collected as part of the mindfulness and well-being course 2020. Participants in the Faculty of Medicine course practiced mindfulness skills during the course and returned learning diaries and a learning reports as part of the course. Among those who issued research permits, seven students (N = 7) were randomly selected in proportion to the population in the field of medicine and two students in psychology. The analysis of the learning diaries and the report was carried out with the help of theory-guided content analysis. The analysis identifies the impact of previous theoretical knowledge and research. Results and conclusions. Students described the objects, body, emotions, and thinking of directing attention on a general level. An accepting attitude towards self and practice was the most prominent attitude in the trainings of mindfulness skills although neutral, negative, judgmental, and ambivalent attitudes were seen. Students had very varied experiences of the effects and consequences of learning mindfulness. The effects were concrete changes in the operation or the control of the feelings and thinking. The effects of the learning process showed mindfulness as balancing experiences and a stress reliever. Insights and the development of self-confidence emerged, but anxiety and prejudice were also seen. Mindfulness was perceived as a meaningful stress management tool, a professional tool, an enabler of a conscious lifestyle and self-education. The progress of learning as a process was reflected in the results
  • Aho, Outi (Helsingfors universitet, 2014)
    Objectives. University students learn discipline specific skills and knowledge during their studies, and at the same time they also develop many generic skills for their future working life. Therefore there are needed to theoretical understanding and studies about students' quality of learning, development of generic skills and study success. The research questions of this study were based on this kind of theoretical framework. The aim is to explore the university students' approaches to learning and their experiences of development of generic skills during their university studies. In addition, aim is to explore the relationship between approaches to learning and study success. Furthermore, this study examines whether the study success is explained by two items: experiences of approaches to learning and generic skills. Methods. The data was collected through an electronic questionnaire at the University of Helsinki. It is a part of a wide studying and working life questionnaire, which has developed and often used at the University of Helsinki. A total of 561 university students from different faculties, who had recently received their masters' degree, participated in the study. The research methods were an independent samples t-test, one-way ANOVA and linear regression analysis. Results and conclusions. According to the results, the students achieved high scores both on deep approach to learning and on organized studying but lower scores on surface approach. Furthermore, the deep approach is connected both with organized studying and good study success. Students who had received a high grade in their master's thesis had, in average, a deeper approach to learning. The deep approach to learning seems to promote success in university studies. It had a positive correlation also with the experiences of generic skills. In addition, the only predictor to study success was students' ability to analyze and categorize knowledge. The results confirm that university studies can meet the demands of both the scientific knowledge and learning as well as the working life. The future challenge will still be to analyze generic skills and to take those skills into consideration when developing higher education.