Students’ experiences of study-related exhaustion,regulation of learning,peer learning and peer support during university studies     

Räisänen  Milla  Postareff  Liisa  Lindblom-Ylänne  Sari 《European Journal of Psychology of Education - EJPE》2021,36(4):1135-1157

The present mixed-method longitudinal study examines students’ experiences of study-related exhaustion, regulation of learning, peer learning and peer support during university studies. At the first measurement point, 188 first-year students completed the questionnaire. At the second measurement point, 91 of the 188 students participated in the follow-up study at their fourth study year and completed the same questionnaire again. Of these, twelve students were interviewed. The results showed that experienced study-related exhaustion and self-regulation of content increased during studies. However, the results also showed a large individual variation in experienced study-related exhaustion. The students whose exhaustion decreased described experiences of peer support that helped them to develop their self-regulation skills. Students whose study-related exhaustion remained low evaluated their self-regulation skills as good. They experienced that they did not need other students’ support in the regulation of learning. The students whose study-related exhaustion increased or remained high described more problems in self-regulation. Most students relied on peer support because of self-regulation problems. However, not all students used other students’ support despite of problems in studying. It can be concluded that regulation skills have a key role in experienced study-related exhaustion during studies.

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Attachment and sensitivity among parents with ADHD – a multiple-case study     

Milla Syrjänen  Airi Hautamäki  Natalia Pleshkova  Sinikka Maliniemi 《Emotional and Behavioural Difficulties》2019,24(2):156-166

This study aimed to explore the self-protective strategies of six parents with ADHD and the sensitivity they displayed in dyadic interaction with their under 3-years-old children. The parents were interviewed using the Adult Attachment Interview. Parental sensitivity was assessed using the CARE-Index. The study showed a variation of the parents’ self-protective strategies and sensitivity. The more complex the parent’s self-protective strategy was, the less sensitive was the interaction. Some parents’ need for self-protection compromised their ability to protect their child and decreased their sensitivity. All parents displayed indications of unresolved traumas, which also impaired their sensitivity to the signals of their child and ability to engage in mutual regulation of arousal and emotion with their child. Attachment-oriented family psychological assessment, including assessments of the self-protective strategies of each family member would make possible to design a treatment adapted to the unique family needs, also in order to alleviate early risk.  相似文献   

An assessment of the interplay between literacy and digital Technology in Higher Education     

Nikou  Shahrokh  Aavakare  Milla 《Education and Information Technologies》2021,26(4):3893-3915

Education and Information Technologies - Digital technologies fundamentally transform teaching and learning in higher education environments, with the pace of technological change exacerbating the...  相似文献