Browsing by Subject "minäkuva"
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(2018)Aims. The aim of my research was to study the use of social media of 15–17 year old Finnish teenagers and what effects social media has on them. Earlier studies have shown that an average Finnish teenager uses social media approximately 15 hours during a week. It has also been studied that the social media has an effect on self-esteem. I chose social media and it’s effects on teenagers as my research subject because as a phenomenom the social media is rather young, which is why there has not been done many Finnish studies focusing on the teenagers’ social media use. My research assignment is to find out what kind of social media users teenagers are and what kind of effects social media has on their self experiences. Methods. The study was qualitative and 45 teenagers from age 15 to 17 participated in it. The data was collected with an internet questionnaire which was shared through social media, and it contained mainly open questions. The data was analysed by using qualitative data-based content analysis. Results and conclusions. Most of the teenagers used social media 3–4 hours daily or more. It was used for entertainment, for finding information, communication, current affairs, sharing one’s own life experiences and for finding inspiration, among other things. Almost half of the teenagers were bullied over social media. Appearance was also essential in the social media. Social media created ideals for appearance for teenagers and set them under critique, gave them false image of reality and made the teenagers look for the acceptance through outlooks. 31 of them had gotten positive comments on their appearance from social media and 13 had gotten negative comments. Those comments had an impact on the teenagers’ self-esteem, mood and feelings. Teenagers had also objects of identification and admiration in social media, such as videobloggers, artists, models and their own friends, and they were influenced by them. They felt that social media had many positive and negative effects on their lives. Positive effects were the rise of self-esteem, being more brave in expressing one’s own opinion, the possibilities of keeping in touch with other people and being the source of inspiration, motivation and information, among other things. The negative effects were the social media taking too much time and creating pressure, its bad effect on physical condition and sleep, distortion of self-image, the mean people and the need to be always within reach, among other things. The results of this study implicate that the social media has a comprehensive effect on the lives of the teenagers and their self experiences.
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(2018)Tutkimuksessa tarkastelen sitä, mitä tehtäviä uskonnollisen kuvan sisältävät vaatteet saavat pukeutujien symbolisessa toiminnassa. Tutkimuksen aineisto koostuu internetsivustoilta kerätyistä keskusteluista ja niistä valikoiduista kommenteista, joissa pukeutujat ilmaisevat, vaatevalintansa taustalla olevia syitä. Olen koonnut aineiston 36 eri verkkosivulta tai -keskustelusta ja tutkimuskysymyksen kannalta relevantteja kommentteja valikoitui aineistoon yhteensä 147 kappaletta. Lähestyn tutkimuksessa uskonnollisen kuvan sisältävää vaatetta symbolina, joka pystyy siihen liittyvien merkitysten välityksellä herättämään ja aktivoimaan käyttäjässään ja katsojassaan konnotaatioita eli erilaisia elämyksellisiä prosesseja kuten mielikuvia, merkityksiä, muistoja ja tunteita. Teoreettisissa taustaluvuissa rakennan ymmärrystä uskonnollisen kuvan sisältävästä vaatteesta ensin uskonnolliseen kuvaan nivoutuvan symbolisen toiminnan kautta; osana ihmisten elettyjä uskontoa ja osana kulttuureja, joissa sekulaarit toimijat liittävät kuviin uusia merkityksiä. Uskonnollista kuvaa käsittelevien lukujen jälkeen tuon mukaan symbolisen vuorovaikutuksen näkökulman, joka kuvaa vaatteen välityksellä tapahtuvaa inhimillistä symbolista toimintaa. Symbolisessa vuorovaikutuksessa pukeutujat liittävät itseensä merkityksiä ja asemoituvat suhteessa kulttuurisiin ja henkilökohtaisiin ambivalensseihin, ilmaisevat itseään, hallinnoivat minään liitettäviä mielikuvia ja toimivat suhteessa itseensä ylläpitääkseen eheää minäkäsitystä. Olen eritellyt aineistosta on teoriasidonnaisen sisällönanalyysin keinoin kaksi symbolisen toiminnan muotoa, joissa uskonnollista kuvastoa sisältävien vaatteiden käyttöä voidaan ymmärtää. Vaatteet ovat toisaalta välineitä symbolisen vuorovaikutuksen prosesseissa, joissa pukeutujat hallinnoivat minäänsä ja siihen liitettäviä mielikuvia uskontojen, muotien ja populaarikulttuurien sekä alakulttuurien ja tyylien merkitysverkostoissa. Toisaalta vaatteet asettuvat osaksi symbolista toimintaa, jossa keskeistä on vuorovaikutuksen sijaan ne elämykselliset prosessit, joita pukeutujat voivat vaatteen välityksellä tavoittaa. Uskonnollisen kuvan sisältävä vaate voi olla paitsi toiminnan väline, se voi herättämiensä konnotaatioiden kautta toimia suhteessa pukeutujaan liikuttamalla tunteita, suuntaamalla ajatuksia kohti sekä tekemällä läsnä olevaksi pukeutujan elämäntarinan, minäkuvan ja todellisuuden jäsentämisen kannalta keskeisiä kertomuksia kuten suhteita, ideoita, uskomuksia tai muistoja.
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(2023)My Master's thesis is a qualitative study, the purpose of which is to find out how teachers working in pre-primary and in the early stages of basic education the importance of self-esteem and how they recognise the differences between healthy and weak self-esteem in children. I will also try to find out what methods are they using to support the development of children's healthy self-esteem and what they perceive as potentially damaging factors for children's self-esteem in the learning environment in both pre-primary and early- elementary education. I want answers to these questions because self-esteem has a significant impact on a child's development and life. I collected research data from seven teachers who work in different preschools and early-elementary schools. By Early-elementary school I mean the first and second grade of elementary school. The research material was collected using thematic interviews. The interviews were conducted during October and November 2022. I analysed my research data using the phenomenographic method of analysis. The research shows that all interviewed teachers were aware of the basics of self-esteem formation. They were able to distinguish between healthy and poor self-esteem based on children's behaviour and felt that supporting healthy self-esteem was an important part of their daily work. According to the interviewed teachers, healthy self-esteem promotes among other things a better future for children and affects learning and motivation. The teachers felt that strength-based teaching, positive interaction and creating a safe environment are the best ways to promote children's self-esteem. They also emphasized the importance of professional support and cooperation because it enables providing the necessary help to children, which also increases the teachers' own competence and well-being at work. Although supporting healthy self-esteem is important, challenges related to working conditions and the teacher's own problems can prevent teachers from supporting each child in a way that would promote the development of children's healthy self-esteem. Every teacher interviewed cited a negative atmosphere as a barrier to children's self-esteem development. In addition, challenges faced by teachers that have a negative impact on professionalism, such as fatigue and teachers' personal problems, were perceived to have a negative impact on children's self-esteem. Lack of resources, time pressure on teachers, and neglecting children's challenges were also identified as significant problems.
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(2016)There has been done some research on the relationship between girls and media before, but the amount of current studies is very little because of the vast change of media culture. Also the perspective of these researches has rarely been in the girls them selves. Thereby the porpoise of this research is to enlighten sixth grade girls' perspectives on the phenomenon at hand. The goal is to find out how these girls' interpret the female image of visual media culture and how media effects on the development of their self-image. Girls' thoughts on the necessity of media education are also in a significant role. Theme interview that was done in groups was the method that was used in this research to collect the data. Sixteen sixth grade girls were interviewed in five interview groups. Three base materials representing visual media culture were used in the theme interviews. The collected data was analyzed by theory-guided content analysis. The data was categorized mostly to themes that rose from the interviews and and results were compared to the theoretical framework. The results of this research were divided into three broader themes that were convergent with the research questions. First of all the girls analyzed and interpreted the female image of media culture. Sexualization was clearly seen in all of the base materials, but the girls reacted more disapprovingly to the material that was closet to their own everyday context. It is easier for the girls to accept sexualization in public media culture, where the objectification of women has become an ordinary phenomenon. Secondly the girls discussed medias influence on their self-esteem. The girls expressed how they get inspired through the pictures they see in media and discussed on the meaning it has on their clothing and appearance ideals. They make purchase decisions and admire sporty bodies through media, yet the true influence was hard to recognize for some of the girls. Be-cause of the many effects that media has, the girls think that issues related to it should also be talked about in school. Especially the risks and problematic situations that media contains were seen as something that should be dealt with together. All in all the sixth grade girls showed as skill-full agents of media culture, for whom social media especially is a significant part of every day life.
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(2015)The aim of this study was to examine 6th graders' self-esteem and find out what kind of factors in the school environment are interrelated with it. This study examined interrelation between self-esteem and gender, learning difficulties, school value, school satisfaction, teacher's behavior, being bullied and participating in bullying. These different variables were chosen based on previous studies about self-esteem. The aim is to gain better understanding of the different factors that influence students' self-esteem in the school environment and therefore provide help for teachers battling with issues regarding self-esteem enhancement. The data was collected in the spring of 2013 as part of the Mind the Gap -project. Participants (n=735) were 6th grades from 33 different schools. Three different groups according to self-esteem were formed: weak, mediocre, and strong self-esteem in relation to other respondents. Relations between self-esteem and other variables were examined by Pearson's product-moment coefficient and Independent-Samples T test was used to examine differences between genders. Finally two-way ANOVAs were conducted to investigate self-esteem and gender differences regarding the different variables. According to the results 6th graders evaluated their self-esteem as relatively good. Boys reported better self-esteem than girls. However the boys also experienced more learning difficulties and took part in bullying more than girls. Girls' reported their school value, on the other hand, higher than boys'. There were no differences between genders in school satisfaction, experiencing teacher's behavior nor being bullied. The effect of self-esteem was clearly higher than the effect of gender on all the variables. Also an interaction effect of self-esteem and gender was found regarding being bullied. In the mediocre self-esteem group boys experienced more bullying than girls. The boys of the mediocre self-esteem group also participated in bullying the most.
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(2015)Aims. Previous researches has suggested that the teacher can by evaluation and oral feedback affect students' self-content either in a positive or a negative way (Ihme, 2009, s. 59). The aim of this study was to research and analyze elementary school teachers' views and opinions about holistic evaluation, especially about discrepancies and authorities that appear in evaluation together with evaluation which develops student's self-content. The purpose of this study is to describe and develop evaluation that takes place in school and research the importance of supporting student's positive self-content in learning. Methods. The study was executed as a qualitative case study and all together three teacher took part in as cases. The data was collected by interviewing the teachers and by observing their oral feedback in the classroom. The data was analyzed using discourse-analysis. The analysis focused mostly for the teachers' interview data, which the observation data was meant to complete. Results and conclusions. The results of this study were that in spite of the age, gender or working-experience, all of the cases considered the importance of the versatile evaluation and that supports the development of student's self-content. The study was also suggesting that according the interview data the teachers' ideological thinking did not always extend into a practical level, but also the two traditions appearing in curriculum and the resources affected for the evaluation. For this reason this study suggest that the evaluation and development of students' self-content is a part of a wider social phenomenon. The study also suggested that teachers' evaluation did not always support students' self-content in a best possible way and for that reason teachers should put effort also for their own action while supporting the development of students positive self-content.
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(2014)The purpose of this study is to explore information about the experiences of home economics teachers on their body image and appearance, and the effects that these factors have on their work. A person's body image consists of many factors, of which appearance, body figure and experienced body mass are central to this study. As a school-subject, home economics deals with life management, which includes themes like coping with everyday life and nutrition awareness. Contemporary issues such as highlighted body awareness, everybody's possibility to share what they view as a healthy lifestyle along with the changing conception of well-being make the position of home economics teachers, who teach these very topics, especially interesting. An authentic teacher is not in conflict with her teaching, is inspiring, respectful and appreciates her subject. How does a home economics teacher then position herself and her body in a functional classroom? The main research questions are 1. a) How do home economics teachers view their body image? 1. b) What factors affect their body image? 2. How are professionalism, teaching and acting in work community related to the experienced body image? This study focuses on personal and lived experiences and the data were collected using the qualitative theme interview method in the fall of 2014. The data were analysed with the qualitative content analysis method through clustering the experiences and aiming at local explaining. The participants had different experiences and their description remained somewhat shallow. The participating home economics teachers are mainly happy with their body or at least on their way to its acceptance. The essential factors affecting body image are overall well-being, a healthy lifestyle, factors related to mood and feedback from others. All of these factors can also be seen to relate partly to the teacher's body. In accordance with contemporary culture, the participants view their body as changeable. For a home economics teacher, the body is an important work tool that cannot be in conflict with the substance matter being taught. It is an example body that signals the correct way to position oneself in a home economics environment when it comes to hygiene as well as overall practice. It is also a model of what a body can be like in this world. It is considered important to set an example of acceptance, presence and respect also through facial expressions and gestures. A home economics teacher is part of a work community and has a strong professional identity in which the body plays a minor role. Home economics teachers seem to have a separate professional body image. The role of the body in teaching is mostly constructed through personal reflection in the course of work experience – it is therefore essential to consider whether the position of the body in the work environment should be taken to account at an earlier point in the career.
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(2018)The purpose of this study is to investigate the change of craftmaker's self-concept after a diagnosis of physical disease or injury, and the meanings of crafts for physically ill or injured long-term craftmakers. In this study I use a term ”craftself-concept” to describe the craftmaker's self-concept of her/himself as a craftmaker. A Craftself-concept is a belief system of her/himself, that includes all the person's knowledge and skills of crafts. The research data consists of thematic interviews of four physically invalid women who all have different kind of backgrounds. All intervieweers have a different diagnosis of physical disease or injury and a long-term craft hobby. A Disease or injury has affected in their ability to function, which have affected, not only their lives, but their ways to do crafts as well. I have analysed the craftself-consept via themes: A change in craftmaking, change in a self-esteem, change in a feeling of capability and valuation. And the meanings of craft via themes: Pain relief, success experiences, expressional and social meanings. By analysing the chance in craftself-consept, there was a few common elements that could be found. In general, physical disease or injury does change a person's craftself-concept and strenghthens the meanings of crafts in their lives. A Physical disease or injury had changed the intervieweers ways to do crafts and it had also increased or decreased craftmaking significantly. It had affected to their self-esteems as craftmakers and their feeling of capability and valuations of crafts in a positive way. The intervieweers had also found a new meaning of making crafts: Pain relief. Craft making relieves the pain and feeling of illness, and it's good for a health in many ways.
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(2023)Tutkielma käsittelee aseistakieltäytymistä ja aseistakieltäytyjiä Suomessa vuosina 1960-2015. Aihetta on Suomessa tutkittu vähän, vaikka miehiä koskeva asevelvollisuus on ollut Suomessa voimassa vuodesta 1922. Suomen kontekstissa tätä aihetta on tutkittu aikaisemmin muutamissa maisterintutkielmissa. Varusmiesliiton kannan mukaan nykyinen asevelvollisuus on syrjivä, ja sen tulisi koskea molempia sukupuolia. Asevelvollisuus koskettaa lähes jokaisen suomalaisen miehen elämää jossain vaiheessa. Tutkielmassa kysytään, miten aseistakieltäytyminen on vaikuttanut Aseettomat kädet- muistitietokeruuseen vastanneiden miesten minäkuvaan. Aineistoa ei ole aikaisemmin tutkittu. Tutkielmassa tarkastellaan, minkälaisia teemoja vastaajien kirjoituksissa tulee esiin, ja minkälaisia merkityksiä he antavat aseistakieltäytymiselle osana omaa minäkuvaansa. Vastausten tutkimuksessa hyödynnetään muistitietotutkimuksen, tunnehistorian sekä kokemushistorian piirteitä. Tutkimusaineisto on kerätty vuonna 2015 Aseistakieltäytyjäliiton, Itämerikeskussäätiön ja Työväen muistitietotoimikunnan toimesta. Vastaajien joukossa on eri ikäisiä aseistakieltäytyjiä, ja heihin kuuluu niin siviilipalvelusmiehiä, totaalikieltäytyjiä kuin aseettoman palveluksen suorittaneita. Vastaajia pyydettiin kirjoittamaan omista kokemuksistaan, vakaumuksestaan sekä aseistakieltäytymisprosessista, ja kuvaamaan muistojaan mahdollisimman tarkasti. Aineistossa esiintyy sekä vahvoja ulkopuolisuuden että yhteisöön kuulumisen kokemuksia. Pelko ulkopuolelle jäämisestä liittyy usein perheen ja ystävien suhtautumiseen. Osan vastaajista on ollut vaikea nähdä aseistakieltäytyminen muussa valossa kuin niiden narratiivien kautta joita he olivat oppineet. Nämä käsitykset aseistakieltäytymisestä liittyvät usein laiskuuteen, outouteen ja normaalin elämän ulkopuolelle jättäytymiseen. Yleisesti vastauksissa ilmenee kuitenkin ylpeyttä omasta rohkeudesta ja omasta tiestä, vaikka se olisikin poikennut normeista. Tärkeäksi hetkeksi vastaajien kertomuksissa nousee esiin vakaumuksentutkintamenettely, jossa ennen vuotta 1986 vastaajien täytyi todistaa oma vakaumuksensa viranomaismenettelyssä. Uudemmissa vastauksissa tärkeä murroskohta on siviilipalvelukoulutukseen osallistuminen, jossa vastaajat kohtasivat muita samassa tilanteessa olevia aseistakieltäytyjiä, ja kokivat heidän kanssaan sekä yhtenäisyyttä että erilaisuutta.
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(2013)Tämä pro gradu -tutkielma kertoo sijaishuollossa olleista nuorista sekä etenkin heidän käsityksistään omasta minäkuvastaan ja sen rakentumisesta. Minäkuva ymmärretään tässä tutkimuksessa Markku Ojasen ja Liisa Keltikangas-Järvisen tavoin eräänlaiseksi ihmisen päätösten ja elämän ratkaisujen pohjalla vaikuttavaksi kivijalaksi, joka ilmenee muille yleensä siinä tavassa, jolla ihminen kuvaa itseään. Rakenteeltaan minäkuva nähdään tässä tutkimuksessa Richard J. Shavelsonin näkemyksen tapaan kolmitasoisena, jossa ylimpänä on suhteellisen pysyvä yleinen minäkuva, keskimmäisenä yleisen minäkuvan erityiset osa-alueet (sosiaalinen, emotionaalinen ja fyysinen minäkuva) ja alimpana suppeammin rajautuneet minäkuvan osa-alueet, kuten itselle merkityksellisten toisten näkemykset minäkuvan osana. Tutkimuskysymyksinä tässä tutkimuksessa on se, millaisiin asenteisiin nuoret törmäävät sijaishuollossa olonsa jälkeen ja miten nämä asenteet rakentavat heidän minäkuvaansa, sekä se, millaisiin ryhmiin sijaishuollossa olleiden nuorten minäkuvien luonteet jakautuvat. Aineistona tässä tutkimuksessa käytettiin haastatteluaineistoa, joka oli alun perin kerätty kansainvälisen SOS-lapsikyläjärjestön viisivuotista I Matter ('Minulla on väliä') -hanketta varten. Kaikki hankkeeseen liittyvät haastattelut oli aikanaan toteutettu vertaishaastatteluina eli sijaishuollossa olleita nuoria olivat haastatelleet nuoret, jotka olivat itsekin olleet aiemmin sijaishuollossa. Hanketta varten Suomessa oli haastateltu kesäkuun 2011 ja tammikuun 2012 välisenä aikana kaikkiaan 53 nuorta, jotka olivat haastatteluhetkellä olleet keskimäärin 22-vuotiaita ja jotka oli sijoitettu sijaishuoltoon keskimäärin hieman alle 9-vuotiaina. Naisia ja miehiä haastateltavissa oli ollut lähes yhtä paljon (naisia 54 %). Tätä tutkimusta varten näistä 53 haastattelusta poimittiin 30:n satunnaisesti valitun nuoren vastaukset kahteen kysymykseen: 'Miten ihmiset suhtautuvat sinuun, kun he saavat tietää, että olet ollut sijaishuollossa?' sekä 'Miten haluaisit tulla nähdyksi muiden ihmisten silmissä?' (yhteensä 59 sivua litteroitua tekstiä). Aineiston analysointi toteutettiin sisällönanalyysin keinoin sekä aineistolähtöisesti että teoriaohjaavasti pohjautuen Richard J. Shavelsonin näkemykseen sosiaalisesta, emotionaalisesta ja fyysisestä minäkuvasta yleisen minäkuvan erityisinä osa-alueina. Tutkimuksen tulosten mukaan nuoret törmäävät hyvin monenlaisiin asenteisiin sijaishuollossa olonsa jälkeen, mutta heidän minäkuvansa rakentumiseen näyttäisivät vaikuttavan etenkin heidän saamansa ulkopuolinen tuki, heidän oma kykynsä aiempien kokemustensa reflektointiin sekä heidän mahdollisuutensa ja kykynsä suunnata katseensa tulevaan menneisyyden sijaan. Nuorten minäkuvien luonteiden puolestaan voidaan katsoa jakautuvan kaikkiaan seitsemään eri ryhmään eli sosiaalisesti taitaviin, emotionaalisesti taitaviin, tavallisuuden tavoittelijoihin, selviytyjiin, itseensä tyytyväisiin, menneisyyden leimaamiin sekä vetäytyjiin, ja isoista keskinäisistä eroista huolimatta niissä painottuvat etenkin Richard J. Shavelsonin kolmijaon mukaiset sosiaaliset ja emotionaaliset osa-alueet minäkuvasta.
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(2019)Using grades as a student evaluation method has traditionally a significant role in the society’s school system, and at the same it’s seldom questioned. Taking into account the long time period that we have already been familiarized with the negative effects of grades, this is interesting. Researching the effects of grades on motivation, self-image and performance of a student with special needs is on the focus of this thesis. Previous research literature indicates that using grades as an evaluation method lowers student’s motivation and interest towards learning. According to results, that’s not the only way grades affect students since grades also have a negative effect on student’s self-esteem, performance, behavior and attitudes. Grades also increase the likelihood of student focusing mainly on getting good grades which takes the energy and interest out of learning and developing skills and knowledge. Material for this research was collected by interviewing six people with age of 14-15, studying in a class for students with special needs. Content analysis was used as a method for analyzing the material for the research. Results are not aligned with the previous research. Most of the students who were interviewed considered grades as a factor increasing motivation. There were no findings of grades affecting motivation in a negative way. Neither the self-image of students was changed to more negative due to grades. Based on students’ views, grades are expressions of the work done and level of competence, not the students themselves.
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(2018)Objectives. The first objective of this study was to find out how the fifth and sixth graders, who participated in an intervention of positive pedagogy with an emphasis on character strengths, describe themselves being at their very best. The second objective of the study was to discover the potential changes in their understanding on the matter, during the intervention. Methods. The intervention took place in spring 2015 with 93 students involved. The empirical material of this study consists of the before- and after-essays on the matter of "Me at my very best" of 54 students among the original participants. The material has been analyzed in the spirit of the grounded theory -method, where applicable and with the help of the computer program ATLAS.ti. Results and conclusions. The students found a gratifying amount of reasons in their selves and their lives to be happy or proud about. The bulk of the student's descriptions of being at their very best involved a sense of achievement in hobbies or schoolwork, especially in competitive sports. Also, helping others and bringing joy to them was regarded very rewarding. In the essays that were written after the intervention, character strengths and other immaterial experiences were more appreciated than material things. The strongest changes occurred among the students, whose self-image or status in their family/schoolclass, according their essays, used to be somewhat weak or unstable. The students, who already before the intervention had a strong, positive self-image and/or did competitive sports, expressed little change in their essays or none at all.
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(2018)The purpose of this study is to investigate the experiences of early childhood educators on how sex education is implemented into early childhood education and understand how early childhood educators experience their role as sexuality educators. The aim is to create an awareness of the importance of sex education as part of the child´s overall growth and development. The importance of sex education to the well-being of the individual is highlighted by emphasizing its central role on the development of one´s healthy self-identity and positive self-image. This thesis aims to fill the research gap of the sex education among early childhood educator, and to enhance knowledge on the development of children's sexuality and how to nurture it. The diversification of our societies in recent times also creates new needs that need to be considered in the field of early childhood education. Earlier research (Väestöliitto 2013-2014) showed that the level of sexual education in early childhood education was varied, and that the educators had a great need for support and current knowledge. The theoretical framework of this thesis is based on a model of comprehensive sexuality education development on the basis of WHO recommendations. (Väestöliitto 2017 a.) method. The material of the study was collected by interviewing early childhood educators at a Helsinki day care center and its director. The data collection method used was a theme interview. The interviews were tested by means of pilot interviews. The method of analysis of the material was qualitative content analysis. result and conclusions. The result of the research showed that children expressed their sexuality at day care centers in many ways, and that teachers tend to respond to this in a sensitive way, showing their appreciation for the child. A significant amount of sex education took place, but it was not always conscious and only seldom systematic. The level of sex education was variable, as the early childhood educators did not have enough current information nor the necessary support for the implementation of sex education. The teachers experienced sex education as a natural part of their work. On the other hand, there were also respondents who responded negatively to sexual education. Partnerships in sex education were poorly implemented due to conflicting opinions between parents and kindergarden teachers.
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(2023)Tavoitteet: Tutkimuksessa selvitettiin Turun ja pääkaupunkiseudun urheiluakatemiaurheilijoiden psyykkisen rasittuneisuuden ja minäkuvan yhteyttä kilpailutilanteessa koettuun suoriutumiseen. Lisäksi selvitettiin psyykkisen rasittuneisuuden esiintyvyyttä sukupuolen, yksilö- ja joukkuelajien sekä yksittäisten urheilulajien välillä. Menetelmät: Tutkimuksen aineisto on osa pääkaupunkiseudun urheiluakatemian ja Jyväskylän yliopiston kilpa- ja huippu-urheilun tutkimuskeskuksen yhteistyössä toteuttamaa MAPS-Q tutkimusta (Multidisciplinary Assessment of Preparedness in Sport Questionnaire). Aineiston keruu on toteutettu sähköisenä Webropol-kyselynä. Tutkimukseen valikoitui 114 urheilijaa. Tässä tutkimuksessa käytettiin psyykkisen rasittuneisuuden kyselyä sekä psyykkisten taitojen kyselylomakkeesta minäkuvaa ja kilpailutilanteessa suoriutumista koskevaa väittämää. Kontrolloitavina muuttujina hyödynnettiin sukupuoli ja urheilumuoto (joukkue/yksilö). Muuttujien välisiä yhteyksiä tarkasteltiin lineaaristen mallien avulla. Urheilumuodon ja sukupuolten välistä eroavaisuutta urheilijan minäkuvassa sekä psyykkisessä rasittuneisuudessa tarkasteltiin khiin neliö -testin sekä posthoc -vertailujen avulla. Tulokset: Psyykkinen rasittuneisuus oli yhteydessä kilpailutilanteessa suoriutumiseen: mitä korkeammat rasittuneisuuden pisteet olivat, sitä heikompi oli urheilijan koettu suoriutuminen kilpailutilanteessa. Kilpailutilanteessa koettu suoriutuminen oli yhteydessä urheilijan minäkuvaan: myönteinen minäkuva esiintyi yhdessä kilpailutilanteessa onnistumisen kanssa. Miesyksilöurheilijoiden minäkuva oli myönteisempi miesjoukkue-, naisyksilö- ja naisjoukkueurheilijoiden minäkuvaan verrattuna. Psyykkisen rasittuneisuuden esiintyvyydessä eri psyykkisen rasittuneisuuden voimakkuuksissa ei ollut eroa sukupuolen tai yksilö- ja joukkueurheilijoiden välillä. Vertailtaessa eri lajien edustajia, muodostelmaluistelijoiden ja käsipallon pelaajien psyykkisen rasittuneisuuden pisteet olivat korkeimmat. Johtopäätökset: Tutkimuksen mukaan psyykkinen rasittuneisuus sekä minäkuva ovat yhteydessä kokemukseen kilpailutilanteessa suoriutumisesta. Valmentajan ja urheilijan on hyvä tunnistaa psyykkiseen rasittuneisuuteen vaikuttavat tekijät, jotta psyykkistä rasittuneisuutta pystytään ennaltaehkäisemään ja se pystytään mahdollisimman varhaisessa vaiheessa tunnistamaan. Vähentämällä urheilijan psyykkistä rasittuneisuutta mahdollistetaan urheilijalle parempi suorituskyky kilpailutilanteessa. Urheilijan myönteistä minäkuvaa ja sen pysyvyyttä tulee tukea, koska myönteinen minäkuva lisää edelleen onnistumisen todennäköisyyttä kilpailutilanteessa.
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