22 SES 10 C, Teaching, Learning and Assesment in Higher Education
University students’ well-being and satisfaction have got a lot of attention lately. Researchers have been interested in students’ health and healthy behavior, on the other hand interest has been focused in studying experiences and how studies are regarded. Also proceeding of studies and problems of dropping them out have been in researchers’ focus. University students’ perceptions of a good university teaching and teachers have been investigated in several studies. Despite this, it is not usual to clarify, why and what are the reasons, students appreciate just those things in teaching they have revealed for researches. Due to Voss and Kruber (2006, 230) students appreciate that teaching and teachers promote and maintain indirectly also students’ well-being and security.
The interdisciplinary aim of this study is by combining pedagogical and medical approach to find factors that are related to the nature of studying at university and study environment those factors have a connection with well-being the university students have perceived and which probably also promote the capability to study (Audin, Davy & Barkham 2003).
The first aim of this study was to find out what university students perceived capability to study is and how perceived studying capablity, physical health and psychic health are connected to students’ study related burnout. The second aim was to reveal how students’ sense of coherence (Antonovsky, 1979), achievement motivation (Wigfield & Eccles, 2000, 68) and university teaching learning environments (Entwistle, McCune & Hounsell, 2002, 2004; Manninen ym., 2007, 35–41) predict study related burnout. These factors are defined to be the factors of the pedagogical well-being.
Antonovsky, A. (1979). Health, stress, and coping. 2. pr. 1980. San Francisco: Jossey-Bass. Audin, K., Davy, J. & Barkham, M. (2003). University Quality of Life and Learning (UNIQoLL): An approach to student well-being, satisfaction and institutional change. Journal of Further and Higher Education, 27, 365-382. Entwistle, N., McCune V. & Hounsell, J. (2002). Approaches to studying and perceptions of university teaching learning environments: concepts, measures and preliminary findings. luettu 14.1.2009, http://www.ed.ac.uk/etl/. Entwistle, N., McCune, V. & Hounsell, J. (2004). Investigating ways of enhancing university teaching-learning environments: Measuring students` approaches to studying and perceptions of teaching. In E. De Corte, L. Verschaffel, N. Entwistle & J. von Merriënboer. 2004. (eds.) Powerful learning environments: Unravelling basic components and dimensions. Amsterdam: Pergamon, 89–107. Manninen, J., Burman, A., Koivunen, A., Kuittinen, E., Luukannel, S., Passi, S. & Särkkä, H. (2007). Oppimista tukevat ympäristöt: johdatus oppimisympäristöajatteluun. Helsinki: Opetushallitus. Salmela-Aro, K. & Näätänen, P. (2005). Koulu-uupumusmittari BBI-10. Helsinki: Edita. Voss, R. & Gruber, T. (2006). The desired teaching qualities of lecturers in higher education: a means end analysis. Quality Assurance in Education 14 (3), 217–242. Wigfield, A. & Eccles, J. S. (2000). Expectancy – value theory of achievement motivation. Contemporary Educational Psychology 25 (1), 68–81.
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.