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The CEW course seemed to provide the students with an opportunity to develop their own professional roles and their functions as team members.

The subjects (N = 175), freshmen and fifth year students in psychology (n = 59) and medicine (n = 116), described their modes of studying by answering open-ended questions and Likert-type questions, presented to them within a task booklet. They were first asked to write down their own subjective definitions of learning. Scales to classify the answers were adopted from Lonka et al. (1990). Second, subjects were given a comprehension monitoring probe adopted from Ryan (1984). Responses were analysed to determine the specific comprehension criteria the student employed. Third, students rated a set of 71 statements concerning learning styles, regulation of learning, and conceptions of learning (Entwistle & Ramsden, 1983;Vermunt & van Rijswijk, 1988). Embedded in the last set of statements were seven items that were used to classify students as dualists or relativists (Perry, 1968;Ryan, 1984). It was found that constructivist conceptions of learning were the most typical of (advanced) psychology students, whereas learning was more often seen as intake of knowledge by the medical students. Highest dualism scores were obtained by the first year students, especially medical students. In general, dualists were more likely to report knowledge comprehension criteria to test their understanding than were relativists, and dualists' conceptions of learning were also more passive. Four principal components were identified that reflected qualitatively different approaches to learning and knowledge: externally regulated and reproduction-directed learning (PC 1), self-regulated, meaning-directed, and goal-oriented learning (PC2), constructivist epistemology (PC3), and active professional orientation (PC4). Medical students scored higher on variables related to PC1 and PC4, whereas psychology students scored higher on scales associated with PC2 and PC3.

Recent research shows an increased concern with well-being at school and potential problems associated with students' use of socio-digital technologies, i.e., the mobile devices, computers, social media, and the Internet. Simultaneously with supporting creative social activities, socio-digital participation may also lead to compulsive and addictive behavioral patterns affecting both general and school-related mental health problems. Using two longitudinal data waves gathered among 1702 (53 % female) early (age 12-14) and 1636 (64 % female) late (age 16-18) Finnish adolescents, we examined cross-lagged paths between excessive internet use, school engagement and burnout, and depressive symptoms. Structural equation modeling revealed reciprocal cross-lagged paths between excessive internet use and school burnout among both adolescent groups: school burnout predicted later excessive internet use and excessive internet use predicted later school burnout. Reciprocal paths between school burnout and depressive symptoms were also found. Girls typically suffered more than boys from depressive symptoms and, in late adolescence, school burnout. Boys, in turn, more typically suffered from excessive internet use. These results show that, among adolescents, excessive internet use can be a cause of school burnout that can later spill over to depressive symptoms.

Successful studying in Ph. D. education is a complex matter. Although Ph. D. students are a highly select group, some never finish. This paper explores the problems that doctoral candidates face during their doctoral studies as well as students' well-being in relation to their studying engagement. The study is part of a larger research project on doctoral education. Altogether 669 doctoral students from the Faculties of Arts, Medicine, and Behavioural Sciences responded to the survey. Doctoral students' perceptions of the problems they encountered during their studies varied. The problems reported were related to general working processes, domain-specific expertise, supervision, the scholarly community, and resources. Doctoral students' well-being and study engagement showed a clear relationship. More effective means are needed to foster students' ability to overcome problems encountered during their Ph. D. studies.

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