How to make a lecture course an engaging learning experience?

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International variation in perceiving goals of a youth development programme (Lions Quest)

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What Kind of Leadership Fosters Pedagogically Innovative School Culture?

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Do situational academic emotions predict academic outcomes in a lecture course?

This study explored the relationships between situational academic emotions, self-study time, and learning outcomes in a lecture course. The participants were 107 Finnish first-year teacher students in a student-activating educational psychology lecture course. Interest and exhaustion were positively related, whereas anxiety was negatively related to the grade awarded for the course. These three situational academic emotions explained overall 29% of the course grade and they still predicted significant variance in grades even with the influences of self-reported self-study time controlled. Finally, a mediation analysis revealed that interest mediated the relationship between self-study time and learning outcomes.This study explored the relationships between situational academic emotions, self-study time, and learning outcomes in a lecture course. The participants were 107 Finnish first-year teacher students in a student-activating educational psychology lecture course. Interest and exhaustion were positively related, whereas anxiety was negatively related to the grade awarded for the course. These three situational academic emotions explained overall 29% of the course grade and they still predicted significant variance in grades even with the influences of self-reported self-study time controlled. Finally, a mediation analysis revealed that interest mediated the relationship between self-study time and learning outcomes.Peer reviewe

The Experience of Laboratory Learning – How Do Chemistry Students Perceive Their Learning Environment?

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Focusing on doctoral students’ experiences of engagement in the thesis work

While doctoral students’ reasons for attrition and negative experiences have been explored for a long time, little is known about their engagement in their doctoral process. This study aimed at filling the gap in the doctoral education literature by exploring the nature of students’ engagement in doctoral work. Altogether, 21 behavioural sciences doctoral students from one top-level research community were interviewed. The interview data were qualitatively content analysed. The students described their engagement in terms of experiences of dedication, efficiency and sometimes absorption. The sources of their engagement were typically increased sense of competence and relatedness. They less often reported strengthened sense of autonomy and contribution as the sources. In addition, three qualitatively different experiences of engagement in doctoral work, adaptive engagement, agentic engagement and work-life inspired engagement were identified from the students’ descriptions. Further, there was a variation among the students in terms of what experiences of engagement they emphasized in different phases of their doctoral studies. Our results suggest that rather than being a singular entity doctoral student engagement in the doctoral work varies

How does continuing training on social interaction skills benefit teachers?

5th ICEEPSY International Conference on Education & Educational Psychology in Kyrenia Cyprus (Oct 22-25, 2014)/ guest editors: Zafer Bekirogullari, Melis Minas.Peer reviewe

Sense of competence and optimism as resources to promote academic engagement

5th ICEEPSY International Conference on Education & Educational Psychology in Kyrenia Cyprus (Oct 22-25, 2014)/ guest editors: Zafer Bekirogullari, Melis Minas.Peer reviewe

Experiences of Disengagement – A Study of Doctoral Students in the Behavioral Sciences

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