It appears that there is disciplinary variation in approaches to learning. Furthermore, the results indicate that both approaches to learning and the discipline have an effect on students' experiences of the teaching-learning environment.

No abstract

No abstract

Implementing 21 st century skills at school, including social and emotional learning (SEL), has become increasingly important in many countries. The present study investigated in four countries the development of teachers' SEL, through which people develop their social and emotional intelligence, by using internationally widely-used Lions Quest (LQ) teacher workshops as an intervention. Possible changes in teachers' attitudes, values, knowledge, and skills during the LQ were explored. An exploratory factor analysis was conducted using data from the pre-test responses of two countries. This analysis produced three factors. The created factor structure was further confirmed using pre-test data from another two countries. Repeated measures ANOVA (GLM), giving its ability to perform overall comparisons in one step, and the specified follow-up comparisons were used to examine the gain scores between and within groups, and to statistically control for some characteristics. The results showed that the teachers perceived the importance of the LQ goals as more important after participating in the LQ teachers' workshop. In addition, they felt more competence in implementing the LQ content in their classrooms. Further, teachers valued the LQ higher after the workshop. In the comparison group, however, no changes were found. In conclusion, LQ appears to fulfill the expectations of supporting teachers in implementing LQ content, including 21 st skills and SEL, in the classroom.

This study investigated medical students' perceptions of their learning environment and how these related to well-being in terms of experienced exhaustion and losing interest in personal studies. The goal was to also examine whether students' perceptions and experiences of well-being related to their academic self-concept. Experiences were compared between lecture-based learning (LBL) and problem-based learning (PBL) environments. The MED NORD questionnaire was used to measure students' experiences of their learning environment, experienced well-being (i.e. exhaustion and lack of interest) and academic self-concept. A total of 610 students participated. Structural equation modelling was used to investigate relationships between the variables under study. A cross-sectional design was used to compare experiences between different medical schools. Worry about future workload was found to positively relate to exhaustion, whereas worry and study satisfaction both negatively related to lack of interest. Experienced high workload related to both exhaustion and lack of interest. In turn, lack of interest was negatively related to academic self-concept, whereas exhaustion was positively related to it. PBL students reported higher levels of worry concerning future workloads, but they also experienced receiving more feedback. In addition, novice PBL students experienced higher levels of exhaustion and better academic self-concept than LBL students. No such differences were found between students in the clinical phase. Lack of interest concerning personal studies appeared to be more unfavourable than experiences of exhaustion, because the former was related to low academic self-concept. The PBL environment appeared challenging, but only during the first years of study.