How to enhance the smoothness of university students’ study paths?

Abstract

Today's educational policies aim at making education more effective. However, in order to realize this in practice, not only reforms in educational policy or institutions are enough. More attention should be exerted on students' study paths as a whole. Using the descriptive research design paradigm, this article shall present an illustration of the factors that comprises the university students' study paths. Based on the illustration, the authors discuss what good university studying is and how teachers are able to make students progress with their study paths smoother. The authors argue that teachers should be more thoughtful and willing to genuinely help and confront students as individuals. In essence, teachers should act as mentors who further students' engagement in studying.

Finnish Straight-A Graduates’ Perceptions of the Smoothness of the Study Paths

“…The model starts with the idea of three fundamental processes of positive development: selection, optimization, and compensation. Thus, smoothness of a study path can mean that the student can choose subjects that correspond to his or her skills and strengths (see also Määttä & Uusiautti, 2012). Selection gives a direction to the study path by focusing the resources on certain areas and regulating behavior from a situation and time to another (Baltes & Freund, 2003).…”

“…Selection gives a direction to the study path by focusing the resources on certain areas and regulating behavior from a situation and time to another (Baltes & Freund, 2003). Optimization refers to a process in which the student chooses the most suitable and relevant study methods (Määttä & Uusiautti, 2012). It is a process in which relevant means or resources are acquired, refined, coordinated, and applied (Baltes & Freund, 2003).…”

“…In other words, the student should be ready to try optional subjects and study methods that could enhance the smoothness of the study path. This necessitates that the student should constantly and consciously evaluate new situations, and his or her possibilities and skills (see Määttä & Uusiautti, 2012;San Antonio, 2008).…”

“…Every level of the individual-environment system gets its typical features from the mutual interaction between its elements, not just from the influence of the separate parts. Määttä and Uusiautti (2012) have concluded that students' study paths are guided by four core factors. The student himself or herself including his or her abilities, habits, motivation, study skills, and preconceptions, forms one of these four core factors.…”

Finnish High-Achieving Students’ Perceptions of the Best Practices in Teaching

“…Nor is the purpose of this study to argue that Finnish students' motivation, skills, and well-being could be improved just by analyzing teaching and teachers' work. Curricula and learning goals, contents, and evaluations (see Määttä & Uusiautti, 2012a), the larger educational systems and collaborations (Waters, 2011), as well as other social and cultural factors, such as families' social status and parents' education (see Hickman, Bartholomew, Mathwig, & Heinrich, 2008;Norberg-Schonfeldt, 2008;Warburton, Bugarin, & Nuñez, 2001) have their own role in directing students' expertise, well-being, and attitude to school and learning.…”