排序方式: 共有3条查询结果,搜索用时 0 毫秒
1
1.
Lindblom-Ylänne Sari Haarala-Muhonen Anne Postareff Liisa Hailikari Telle 《European Journal of Psychology of Education - EJPE》2017,32(4):687-701
European Journal of Psychology of Education - The aim of the present study was to explore the individual profiles of successful, rapidly progressing first-year university students. The participants... 相似文献
2.
Anne Haarala-Muhonen Mirja Ruohoniemi Anna Parpala Erkki Komulainen Sari Lindblom-Ylänne 《Higher Education》2017,74(6):949-962
The relationship between study success and the nature of 550 first-year law students’ study processes was investigated using a modified version of the Approaches to Learning and Studying Inventory. The students were classified into four study profiles according to their approaches to learning, indicating the nature of their study processes. In addition, the students were divided into six study success groups on the basis of their earned study credits and grade point average. The results showed that both approaches to learning and study success in the first study year predicted graduation time and the completion of the degree. Thus, it is important that faculties actively use measures, such as the inventory used in the present study, to promote first-year students’ awareness of their study practices and support the progress of their studies. Individual students need tailored guidance in transitioning to university studies and identifying the demands of the study programme. 相似文献
3.
Anne Haarala-Muhonen Mirja Ruohoniemi Nina Katajavuori Sari Lindblom-Yl?nne 《Learning Environments Research》2011,14(2):155-169
The present study explored differences in students’ perceptions of their teaching–learning environments in three professional
academic disciplines at the University of Helsinki, using a modified version of the Experiences of Teaching & Learning Questionnaire.
A total of 426 first-year students from the Faculties of Law, Pharmacy and Veterinary Medicine participated in the study.
When six scales measuring students’ perceptions of their teaching–learning environments were devised, veterinary and pharmacy
students experienced their teaching–learning environment more positively than law students. Significant differences in students’
perceptions were found between disciplines on the four scales of Alignment, Staff Enthusiasm and Support, Constructive Feedback
and Support from Other Students. Comparisons between the disciplines helped in recognising special features of each discipline
from novice students’ points of view. The questionnaire was found to provide valuable information about the quality of teaching
and learning. 相似文献
1