排序方式： 共有16条查询结果，搜索用时 15 毫秒
1.
New instructional procedures have been developed and applied at the University of Helsinki, Department of Psychology since 1986. The aim of these procedures has been to enhance effective study skills. The idea is to stimulate active learning in students by so called activating instruction, which is theoretically based on a combination of Vygotsky’s ideas, applied cognitive science, and process-oriented instruction. In many courses, students have been able to choose a preferred form of instruction among the new and the traditional methods. A six-year longitudinal study was conducted in order to see, what kinds of choices psychology students (N=114) made and how these choices were connected with their academic progress. On the basis of student’s evaluations, the new methods differed significantly from traditional methods. Students associated the development of study skills and understanding more often with activating instruction than with traditional courses. The number of activating courses taken was related to success in final exam and thesis writing. Those who participated in activating instruction studied slower during the first three years of their studying, but were more successful in the long term. 相似文献
2.
Kai Pekka Hakkarainen Susanna Wires Jenni Keskinen Sami Paavola Pasi Pohjola Kirsti Lonka 《Studies in Continuing Education》2014,36(1):83-100
The purpose of the present study was to investigate knowledge-creating agency by examining doctoral students' accounts of their pursuits, using structured interviews. We examined all of the talk apparently related to agency of 13 doctoral students taking part in collective doctoral training in two, highly regarded Finnish research communities (natural science and medicine). The doctoral process involved the participants pursuing article-based theses based on collectively shared research problems and journal articles co-authored with the supervisor and other senior researchers. Based on the qualitative analysis of the interviews, three categories of agentic talk were identified, respectively, for three proposed types of knowledge-creating agency: personal, distributed, and ‘object-related’. Personal agency involved participants' reflection on their academic competence, self-efficacy, and personal strengths and weaknesses. Distributed agency played an important role in assisting these participants overcoming challenges; this includes sharing of expertise, receiving social support, and having a sense of collective efficacy. Object-related agency, in turn, represented integration of a doctoral student's efforts with those of her immediate research community while pursuing shared research objects (e.g., co-authored articles). Apart from issues of agency which, the authors propose, are raised in the interviews, the data provide content-rich accounts of the collective nature of doctoral experiences. 相似文献
3.
Sari Lindblom-Ylänne Kirsti Lonka 《European Journal of Psychology of Education - EJPE》2000,15(1):19-32
This study focuses on the dissonant study orchestrations of high-achieving university students. Advanced psychology students’ dissonant study orchestrations were compared with previous findings of advanced medical students orchestrations. Further, the relation of study orchestrations to study success was examined. The subjects were 28 advanced psychology students at the University of Helsinki, Department of Psychology who returned a task booklet of learning; of these, 24 students completed a questionnaire concentrating on the students’ interests, expectations and evaluation of the curriculum. All students were high achievers who had gone through a demanding selection process. The subjects completed three questionnaires concentrating on their study practices, conceptions of knowledge, expectations, and evaluation of the instruction in the Department of Psychology. The results showed that seven out of 28 students expressed a dissonant study orchestration. The results further showed that students’ individual study orchestrations were not related to study success. A comparison between advanced medical and psychology students showed that although the profiles of dissonant study orchestrations were technically similar among medical and psychology students, content analyses revealed that reasons for the development of dissonant study orchestrations were different. 相似文献
4.
This study investigated the relationships among approaches to learning, regulation of learning, cognitive and attributional
strategies, stress, exhaustion, and study success. University students (N = 437) from three faculties filled in a questionnaire concerning their self-reported study behaviour, cognitive strategies,
and well-being. Their interrelations were examined in a variable- and a person-oriented way. Latent class clustering was used
for clustering students into homogeneous groups. Three groups of students were identified: non-academic, self-directed, and
helpless students. Helpless students reported higher levels of stress and exhaustion than non-academic or self-directed students.
Self-directed students had the highest GPA. Our findings demonstrate the usefulness of combining cognitive and emotional aspects
for investigations of students’ learning. 相似文献
5.
Two studies explored the existence of gender differences in spontaneous study-strategies use while learning from texts. In Study I, the Learning-from-text test (LFT), intended to measure deep-level text comprehension skills by high-school graduates, was about philosophy (n = 200) and in Study II about statistics (n = 487).The results of two sets of data showed significant gender-associated differences in strategy use: female participants used overt study strategies, in particular notetaking more often than male participants. However, no differences between men and women in comprehending either statistical or philosophical texts were found. It was concluded that different study strategies more than gender differentiate the learning outcomes. 相似文献
6.
Annamari?Heikkil?Email author Kirsti?Lonka Juha?Nieminen Markku?Niemivirta 《Higher Education》2012,64(4):455-471
Current theories of learning emphasize the role of motivational and affective aspects in university student learning. The aim of the present study was to examine the interrelations among approaches to learning, self-regulated learning, and cognitive strategies in the context of teacher education. Cognitive-motivational profiles were identified among novice teacher students. It was also looked at, whether well-being, epistemological beliefs, and study success in an activating lecture course were related to these profiles. The participants were 213 first year teacher students, who participated in an activating lecture course at a major Finnish university. The students filled in a questionnaire including items based on the MED NORD instrument (Lonka et al. in Med Teach 30:72–79, 2008). The structural validity of the scales was tested by means of a series of factor analyses. Latent class clustering was used for clustering students into homogeneous groups. Finally, a series of ANOVAs was conducted to examine between-group differences across the criterion variables. Three groups of students were identified (1) non-regulating students (50%), (2) self-directed students (28%), and (3) non-reflective students (22%). Non-regulating students expressed the highest levels of stress, exhaustion, and Lack of Interest. Self-directed students received the highest grades. The profiles were not only related to study success, but also to the general well-being of the students. It was concluded that motivational profiles may have not been optimal, even in this highly-selected population. It is of interest to see, how these students shall develop during their studies. 相似文献
7.
Higher Education - University students’ epistemic beliefs may have practical consequences for studying and success in higher education. Such beliefs constitute epistemic theories that may... 相似文献
8.
Selecting students for medical school: What predicts success during basic science studies? A cognitive approach 总被引：1，自引：0，他引：1
This study focuses on differences between multiple-choice science tests and a learning-from-text (LFT) test, and how these tests predict success in basic medical studies. The subjects (N = 503) were applicants to the Helsinki University Medical Faculty. All of them had to take an entrance examination in order to be considered for admission to a 6-year study programme combining medical school and graduate studies. The entrance examination consisted of three traditional multiple-choice science tests and one LFT test, the latter designed to measure deep-level processing of text. A follow-up study was conducted in order to see how the different tasks were related to the grades and pace of studying of those who were accepted onto the programme.As hypothesized, there were very high correlations among the three multiple-choice tests, but no correlations between the LFT subtasks and the multiple-choice tests. LISREL analyses showed that the LFT Synthesis Task, designed to measure the ability to pull together the essentials of a text, was the best predictor of academic progress during basic science studies. 相似文献
9.
The purpose of the study was twofold. Firstly, we aimed at distinguishing groups of students with differing general orientations to university studies. Secondly, our goal was to establish a connection between orientations and students' intentions to discontinue their studies as well as their actual absences. The participants of the study were all the first year students of a multi-disciplinary Finnish university. A questionnaire was used including the Inventory of General Study Orientations (IGSO) and questions about students' motives for entrance and intentions to discontinue their studies. Archive data from the university's student register were also utilised to examine study orientations' connections with actual absences and study success.Students were divided into three study orientation groups: study-oriented students, work-life oriented students, and non-committed students. Students' intentions to discontinue their studies were related according to their study orientation. It was found that students who intended to change their major subject or to abandon their studies altogether belonged most often to the group of non-committed students. The same was true concerning students' actual absences during the first two years of studying. Regarding the study success as measured by study credits and grades, work-life oriented students obtained the best result. 相似文献
10.
How to select medical students who will be successful during different study phases as well as later in their profession is a difficult problem. This study focuses on the predictive value of students' entry-level skills measured by three multiple-choice science tests, the secondary school matriculation examination, and 'Learning-from-text' (LFT) tasks which were designed to measure critical thinking skills.The subjects (N = 109) were those medical students who were accepted in the University of Helsinki Faculty of Medicine in 1988. The results showed that the three science tests predicted the medical course grades. Further, a LFT task intending to measure the ability to pull together the essentials of a text predicted the pace of studying during both basic and advanced studies. LFT tasks intending to measure the deepest level of learning, i.e., the application of knowledge, predicted the grades obtained for the advanced courses. 相似文献