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European Journal of Psychology of Education - 相似文献
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Mari Murtonen Erkki Olkinuora Tuire Palonen Kai Hakkarainen Erno Lehtinen 《International Journal of Educational Research》2008,47(4):213-222
The rapid development in working life during recent decades has changed the structures of work organisations and expectations of employees’ work. Differing forms of professional employment and different types of organisational environments likely promote different types of motivational patterns in workers. The aim of this study was to apply a systemic motivational orientation model, originally developed for the educational context, to study work motivation. Altogether, 584 persons, from 11 organisations, representing work with different levels of knowledge intensity, responded to the questionnaire. The key finding is that rapidly changing, increasingly complex, and fundamentally networked organisations are challenging environments for worker motivation. For some employees, these environments open opportunities for intellectually inspiring activities and continuous learning in socially encouraging environments. However, for many high level employees, not only is working in these environments an intrinsically motivated flow-like experience, but also they are emotionally demanding and anxiety generating environments with conflicting duties and roles. 相似文献
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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
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Mikko Aro Risto Rinne Kati Lahti Erkki Olkinuora 《International Journal of Lifelong Education》2013,32(6):459-474
Economic globalization is a powerful force which changes the relationship between markets and states, and places the world economy ahead of national economies. In this article, I explore the globalization doctrine and describe the impact of economic globalization on Canada. I suggest a role for university adult educators and call for university extension and continuing education staff to become more vocal in their opposition to inequality. 相似文献
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Anu Kajamaa Kristiina Kumpulainen Helmi-Riikka Olkinuora 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(2):371-386
This study reports on an investigation of teacher interventions in students’ collaborative work in an educational makerspace. We draw on a qualitative analysis of video data on teacher–student interaction derived from 94 students (aged 9–12) and their teachers in a Finnish school. The results show that the teacher interventions were both student- and teacher-initiated. Three leading teacher intervention strategies were identified, namely authoritative, orchestrating and unleashing which emerged in teacher–student interactions dealing with conceptual, procedural, technological, behavioural and motivational issues. The study demonstrates the demands makerspaces pose for teacher–student interaction, and how moving from authoritative to collaborative interaction requires collective efforts and cultural change. 相似文献
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University students' situational reaction tendencies: Reflections on general study orientations,learning strategies,and study success 总被引：1，自引：1，他引：0
The purpose of the study was to bridge the gap between situational and more general measures in investigating university students' studying. More precisely, the aim was to establish a connection between students' situational reaction tendencies and their general study orientations. Furthermore, situational reaction tendencies were related to the applied learning strategies and actual study success. The participants in the study were 578 second year students in a multi-disciplinary Finnish university. A questionnaire was used including the Inventory of General Study Orientations (IGSO) and measures concerning situational reaction tendencies, learning strategies, self-efficacy and self-evaluated expertise. Archive data from the university's student register were utilized to objectively examine study success. The following four groups of students with differing situational reaction tendencies were distinguished: performance-oriented students, task-oriented students, socially oriented students and avoiders. It was found that the groups differed from each other regarding general study orientations, applied learning strategies and study success. 相似文献
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This study explored university students’ views of whether they will need research skills in their future work in relation
to their approaches to learning, situational orientations on a learning situation of quantitative methods, and difficulties
experienced in quantitative research courses. Education and psychology students in both Finland (N = 46) and the USA (N = 122), who thought that they would need research skills in their future work, differed significantly from the students who
were not sure whether they would need these skills. The students, who considered research skills important for their future
work, were more task-oriented, used a deeper approach to learning and experienced fewer difficulties in the learning of research
skills than other students. This finding implies that experiences in learning, learning approaches and situational orientations
are related to expectations about future work. For instruction, this means that if we were somehow able to change students’
experiences and orientations towards research into a more positive direction, students might be better prepared for their
future work. 相似文献
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