Factors affecting study-related burnout among Finnish university students: teaching-learning environment, achievement motivation and the meaning of life

Meriläinen, Matti

doi:10.1080/13538322.2014.978136

Cited by 33 publications

(41 citation statements)

References 32 publications

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“…Data was collected using a questionnaire compiled by Kuittinen and Merilä inen (2011;Merilä inen, 2014;Merilä inen & Kuittinen, 2014). The questionnaire was translated into Chinese using English as an intermediate language, with semantic and syntactic adaptations made when necessary.…”

Section: Data Collectionmentioning

confidence: 99%

Perception of Workload and its Relation to Perceived Teaching and Learning Environments among Finnish and Chinese University Students

Hernesniemi¹,

Räty²,

Kasanen³

et al. 2017

IJHE

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Earlier research has shown that an excessive workload has a substantial negative effect on students' well being. The present study examines how Finnish and Chinese university students' perceptions of workload are related to their perceptions of the teaching and learning environments (TLE). This is done in order to determine whether the perceived workload of students could be reduced by improving the quality of their TLE. Also the levels of experienced workload of Finnish and Chinese students are compared in this study. The group of participants consisted of 3035 Finnish students and 2309 Chinese students. Since this work is cross-cultural in nature, the adequacy of the level of structural equivalence of the research instrument was confirmed, and, when appropriate, the effect of different response styles on the results was taken into account. Both standard and robust statistical methods were used for the analyses. The results show that in both the Finnish and the Chinese groups the students' perceptions of their workload and TLE are significantly but rather weakly related. Furthermore, irrespectively of whether the response styles are accounted for or not, the results indicate that Chinese students perceive a heavier workload than do Finnish students.

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Section: Data Collectionmentioning

confidence: 99%

Perception of Workload and its Relation to Perceived Teaching and Learning Environments among Finnish and Chinese University Students

Hernesniemi¹,

Räty²,

Kasanen³

et al. 2017

IJHE

View full text Add to dashboard Cite

show abstract

“…The questionnaire used was put together by Kuittinen and Meril€ ainen (2011;Meril€ ainen, 2014;Meril€ ainen & Kuittinen, 2014). This Finnish version of the questionnaire was translated into Chinese using English as an intermediate language.…”

Section: Methodsmentioning

confidence: 99%

“…The TLE variables (Table 2) have been formed previously (Hernesniemi et al, 2017b). The set of AM items ( Table 3 in Results) comprise items assessing students' ability beliefs, students' expectancies for success, students' utility value beliefs, and students' cost beliefs, specifically, fear of failure (items adapted from Wigfield & Eccles, 2000, by Kuittinen & Meril€ ainen, 2011Meril€ ainen, 2014;Meril€ ainen & Kuittinen, 2014). The response options of the items range from completely disagree to strongly agree (1-5).…”

Section: Methodsmentioning

confidence: 99%

Students’ achievement motivation in Finnish and Chinese higher education and its relation to perceived teaching‐learning environments

Hernesniemi

Räty

Kasanen

et al. 2019

Scandinavian J Psychology

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This cross‐cultural study of Finnish and Chinese students set out to compare the levels of achievement motivation (AM) in order to investigate whether the differences in them might be explained by the different cultural response styles and whether these response styles could be controlled for with a method which includes response style variables as covariates in ANCOVA. This study also scrutinizes relationships between perceived teaching‐learning environments (TLE) and AM within each cultural group. The survey sample consisted of 3,035 Finnish and 2,309 mainland Chinese university students. Finnish students were found to rate the level of AM markedly higher than do Chinese students. It was determined that the method applied for response style controlling is not suitable for cross‐cultural studies, even though it is recommended for this use. A modification of the method, which is based on robust statistical tools, was found not to change this conclusion, but it can nevertheless be used to obtain useful information about the effects of response style differences. The results also show that similar relationships between AM and TLE could be identified in the data of both groups. However, for the Finnish group AM is related to perceived suitable workload, whereas for the Chinese group it is related to teacher encouragement.

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“…Teacher's influencing of student is a broad scale activity, etc. motivation manner, quality of pedagogical communication, say (Meriläinen, 2014), level of interactions, form and manner of mediation of housework, possibility of knowledge testing, evaluation manner, approach to student, respecting principles etc. In the view of stress experienced in school conditions we have to make appeal to the fact that in many cases it can develop into socio-pathological phenomena and improper manifestation of behaviour, inform (Özberk, Dağli, Altinay and Altinay, 2017).…”

Section: Stressors Of High School Studentsmentioning

confidence: 99%

Stress Effect Factors and Socio-Pathological Phenomena in Teaching and Learning Environment

2019

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Stress represents an inner human state in a positive or negative sense that can be considered a threat. From the researchers conducted in the Czech and Slovak Republic, it can be shown that adequate stress has a significant effect on brain activity. Stress in teaching and learning environment leads to the emergence and development of socio-pathological phenomena. Contributors focus on social, emotional and behaviour stress factors in pupils/students with an impact on the occurrence of socio-pathological phenomena and risk behaviours in the educational process. The main methods of realization of the empirical research were the questionnaire survey, the own structure of the contribution authors, the experiment method, the statistical method of the F-test of equivalence and the t-test with uneven dispersion. The authors of the paper further analysed the statements of teachers who reported the most frequent preferences of stress factors in students.

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Factors affecting study-related burnout among Finnish university students: teaching-learning environment, achievement motivation and the meaning of life

Cited by 33 publications

References 32 publications

Perception of Workload and its Relation to Perceived Teaching and Learning Environments among Finnish and Chinese University Students

Perception of Workload and its Relation to Perceived Teaching and Learning Environments among Finnish and Chinese University Students

Students’ achievement motivation in Finnish and Chinese higher education and its relation to perceived teaching‐learning environments

Stress Effect Factors and Socio-Pathological Phenomena in Teaching and Learning Environment

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