The Psychology of Study Success in Universities

Abstract

Universities around the world are under increasing pressure to maintain high levels of graduation and to make study processes as efficient as possible, with teachers and students struggling to meet the expectations placed upon them as a result. The Psychology of Study Success in Universities asks whether it is possible to meet these demands at the same time as protecting the well-being of students. Drawing on an extensive and detailed analysis of study success in universities in Finland, the authors of this thought-provoking work argue that universities should be more concerned with students' satisfaction and place greater weight on students' perceptions of the elements that enhance or hinder their success. The book provides a multidimensional picture of the student-and teachingrelated factors that promote study success. Giving voice to graduate students, including those enrolled a PhD program, the authors look at the resources that students have at their disposal to establish what inspires and motivates the students, what slows them down, and what kinds of experiences students have of successful studies. Määttä and Uusiautti present a wealth of high-quality research showing that good teaching and successful study processes can be secured by immediate and caring interaction, flexible and student-centred teaching and supervision, and interdisciplinary collaboration between teachers. The Psychology of Study Success in Universities is essential reading for academics, researchers, and postgraduate students in the fields of education and psychology, as well as for those interested in positive psychology, student well-being, and pedagogical studies.

The Teacher’s Educational Psychological Game Sense (EPGS) as the Foundation of a Student’s Positive Self-Conception

“…University students understand the importance and relationship of self-expression, self-understanding and selfaccommodation to enhance their communication capability depending on their ability to define self-conception (Park, Kim, & Bang, 2016). Successful and intelligent students identify their performance and confidence themselves as learners (Määttä & Uusiautti, 2018;Tuominen et al, 2020) to overcome their deficiencies as a positive and strong indicator depending on their belief about their self-conception, academic abilities and teacher support (Cherng, 2017). Because the positive self-concept of sensible students works in different directions and domains (Marsh & Craven, 2006) which has been explained as a multidimensional (Marsh & O'Mara, 2008) comprises of self-enhancement (Goorin & Bonanno, 2009) and self-protected (Alicke & Sedikes, 2009) entity and phenomena connected with good self-esteem (Trautwein & Möller, 2016).…”

How Do Students Describe Their Study Processes in the Competence-Based Vocational Special Education Teacher Training?

“…In addition, the teacher's role in identifying competences, spotting them from the student's earlier experience, became emphasized. The teacher has to hand the power to the students so that they can lead their own learning processes, and therefore, also the teacher's trust and caring in students is central (see also Määttä and Uusiautti 2018).…”

Five Basic Cornerstones of Sustainability Education in the Arctic

“…Yet, we realize that it is not easy to renew education, and the old learning and teaching methods tend to be adopted from generation to another. However, we want to emphasize the role of teachers and teacher educators in showing an example, teaching optimism, and providing sustainability skills of the future [76,77]. New teaching methods should be actively tested and implemented, but an open-minded attitude is needed ( [47], see also [78,79].…”