Students’ views on thesis supervision in international master’s degree programmes in Finnish universities

Filippou, Kalypso; Kallo, Johanna; Mikkilä-Erdmann, Mirjamaija

doi:10.1080/14675986.2017.1333713

Cited by 36 publications

(43 citation statements)

References 27 publications

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“…This study found that students’ professional experiences shaped the case participants’ beliefs and motivation. Those lacking professional background and knowledge seemed to have great difficulty in proposing meaningful topics and selecting appropriate methods for their research, echoing Filippou et al’s (2017) finding that early discussion on students’ previous experiences and even cultural background in research supervision can help to meet the students’ needs and expectations better. As the wider literature would also suggest, students’ agency is shaped by personal and sociocultural factors and plays a crucial role in facilitating their learning (Bown, 2009; Gao, 2010; Huang, 2011; Lan, 2018; Mäkitalo, 2016; Mercer, 2011).…”

Section: Discussionmentioning

confidence: 98%

Learning to Design Research: Students’ Agency and Experiences in a Master of Education Program in Hong Kong

Yang

Zhou

et al. 2020

ECNU Review of Education

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Purpose: Learning to do research has been understudied in the context of professional development in postgraduate programs. This exploratory study investigated the agency and experiences of five Chinese students who learned to design their research project in a Master of Education program at an English-medium university in Hong Kong SAR. Design/Approach/Methods: We obtained the data from semi-structured interviews and documents to establish data triangulation. Findings: The findings revealed that (1) the students’ agency in research design and proposal writing was associated with their personal/professional backgrounds, (2) their English proficiency affected their agency in the proposal writing, (3) the supervisors’ feedback would stimulate students’ agency in changing/refining their research design, and (4) ineffective supervision and learning resources would impede students’ achievement of agency on their way to creating a robust research design. Originality/Value: This study adds empirical evidence to the field of research training through the lens of learner agency. It demonstrates the applicability of using the ecological framework of agency in theoretically interpreting the contextual facilitators and constraints in making postgraduate students active agents.

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Section: Discussionmentioning

confidence: 98%

Learning to Design Research: Students’ Agency and Experiences in a Master of Education Program in Hong Kong

Yang

Zhou

et al. 2020

ECNU Review of Education

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“…In this vein, appraisal of self-efficacy is the way a student assesses their performance and achievement in the learning environment. Studies have found that there is a correlation between students' self-efficacy and their academic performance [26,27].…”

Section: Appraisal Of Self-efficacymentioning

confidence: 99%

Enhancing Students’ Self-Efficacy: Implication for High School Guidance and Counselling Educators

Mathwasa¹,

Sibanda²

2020

Counseling and Therapy

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As students enter high school, they face a myriad risk of adverse outcomes such as pressure to perform or drop out; peer influence to conform or be an outcast; drug and substance abuse; delinquency, poverty and possibly abuse and neglect. It is also at this stage where most teenage students experience identity crisis. As a result, students' self-efficacy is then impaired, and their resilience diminished with every stress and trauma they experience. Thus far, there has been scanty research in utilising classroom guidance in understanding what factors impact or not, and how school counsellors choose to engage in classroom guidance. While much guidance and counselling in schools has focused on career choices, sexual and physical harassment, and perhaps, bereavement, abuse and neglect, very little is known on how detrimental lack of self-efficacy and resilience is to the high school student. Even though educators aim to cover the academic syllabus, it is also essential that operative guidance and counselling should also pay equal attention to the social syllabus. This chapter aims to explore the factors that are detrimental to students' self-efficacy, resilience and coping mechanism; how classroom guidance and counselling can reduce the risk of the adverse outcomes in the society.

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“…Öz yeterlikle ilgili olarak, alanyazında öğretmen yeterliği ve öğretmen yeterliğinin ölçümü konularında bazı karışıklıklar bulunmasına rağmen, öğretmen yeterliği eğitim araştırmalarına konu olan önemli boyutlardan biridir (Woolfolk & Hoy, 1990). Bireylerin öz yeterlik inançları üzerine eğitim alanında çok sayıda araştırma yürütülmüştür 2005;Filippou, 2019;İnce Aka, 2016;Kılıç, Keleş & Uzun, 2015;Kutluca & Aydın, 2016;Malinauskas;2017;Morgil, Seçken & Yücel, 2004;Saraçoğlu, Şengül Yıldırım & Bektaş, 2019;Yenen & Dursun, 2019). Alanyazında öğretmenlerin öz yeterlik inançlarına yönelik olarak genel ve kişisel olmak üzere iki farklı öz yeterlik tanımı yapılmıştır.…”

Section: Introductionunclassified

Fen Laboratuvari Kullanimina Yöneli̇k Öz Yeterli̇k Ölçeği̇: Geçerli̇k Ve Güveni̇rli̇k Çalişmasi

Kızkapan¹,

Kirmizigül

2021

Trakya Eğitim Dergisi

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Bu çalışmada fen bilimleri öğretmen adaylarının fen laboratuvarı kullanımına ilişkin öz yeterliklerinin belirlenmesine yönelik geçerliği ve güvenirliği sağlanmış bir ölçek geliştirilmesi amaçlanmıştır. Çalışma 2019-2020 öğretim yılının güz döneminde Kayseri ve Nevşehir'de bulunan iki üniversitenin Fen Bilgisi Öğretmenliği lisans programının 3. ve 4. sınıflarında öğrenim görmekte olan 194 (166 kadın ve 28 erkek) öğrencinin katılımı ile gerçekleştirilmiştir. Alanyazın taraması sonucunda 66 soruluk bir madde havuzu oluşturulmuştur. Uzman değerlendirmesi sonucunda madde sayısı 38'e indirilmiştir. Bu 38 soru fen bilgisi öğretmen adaylarına uygulanmıştır. Ölçeğin yapı geçerliği kapsamında açımlayıcı ve doğrulayıcı faktör analizi yapılmıştır. Faktör analizi sonucunda ölçeğin dört faktörlü bir yapıda olduğu görülmüştür. Bu faktörler sırası ile "fen laboratuvarında fiziki ortam ve araç gereçleri kullanabilme öz yeterliği", "bilimsel süreç becerilerini uygulayabilme öz yeterliği", "fen laboratuvarında bağımsız çalışabilme öz yeterliği" ve "fen laboratuvarında kriz yönetimi öz yeterliği" şeklinde isimlendirilmiştir. Daha sonra doğrulayıcı faktör analizi yürütülmüş ve bu faktör yapısı doğrulanmıştır (χ2/ sd = 566.288/ 318 < 3, GFI= 0.833, CFI= IFI= 0.90, RMSEA= 0.064). Geçerlik analizinin ardından güvenirlik analizi yürütülmüştür. Ölçeğin tamamı için Cronbach alfa güvenirlik katsayısı 0.85 olarak bulunmuştur. Alt boyutlara ait Cronbach alfa güvenirlik katsayıları ise sırasıyla 0.78, 0.73, 0.68 ve 0.59 olarak hesaplanmıştır. Sonuç olarak hazırlanan ölçeğin geçerli ve güvenilir bir ölçek olduğu yorumu yapılmıştır.

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Students’ views on thesis supervision in international master’s degree programmes in Finnish universities

Cited by 36 publications

References 27 publications

Learning to Design Research: Students’ Agency and Experiences in a Master of Education Program in Hong Kong

Learning to Design Research: Students’ Agency and Experiences in a Master of Education Program in Hong Kong

Enhancing Students’ Self-Efficacy: Implication for High School Guidance and Counselling Educators

Fen Laboratuvari Kullanimina Yöneli̇k Öz Yeterli̇k Ölçeği̇: Geçerli̇k Ve Güveni̇rli̇k Çalişmasi

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