0000000000202965
AUTHOR
Emmi Enlund
Opettajien eettinen kuormittuneisuus ja eettiset dilemmat
Tutkimuksessa tarkasteltiin opettajien eettistä kuormittuneisuutta, eettisten dilemmojen sisältöjä sekä niissä esiintyviä sidosryhmiä kahden eri dilemmatyypin suhteen. Eettistä kuormittuneisuutta kuvattiin eettisten dilemmojen useudella ja niistä johtuvalla stressillä. Dilemmatyypeistä ensimmäinen kuvasi tilanteita, joissa henkilö ei tiedä, mikä on oikea toimintapa (A-tyypin dilemma). Toinen kuvasi tilanteita, joissa henkilö joutuu syystä tai toisesta toimimaan sääntöjen, normien tai omien arvojen vastaisesti (B-tyypin dilemma). Tutkimus toteutettiin toukokuussa 2011 kyselytutkimuksena, joka kohdistui kaupunkiorganisaation sivistyspalveluissa työskenteleviin opettajiin. Heistä tutkimukseen …
Parental ability attributions regarding children's academic performance: Person-oriented approach on longitudinal data
The aim of this study was to identify subgroups of mothers and fathers who differ according to the patterns of causal attribution to ability for their children's academic success and failure across early school years. Moreover, the extent to which the mother and father of the same child share the same attribution pattern, and how the attribution patterns are associated with the parents' level of education, children's sex and children's academic performance was investigated. A total of 1721 mothers and 1198 fathers filled out a questionnaire concerning their child-related ability attributions when the children were in Grades 1–3. Five different attribution patterns were identified with laten…
Stability in Parents' Causal Attributions for Their Children's Academic Performance: A Nine-Year Follow-up
This study investigated the interindividual stability and mean-level changes in parents’ causal attributions for their children’s academic performance across a 9-year period from the first year in primary school (Grade 1, age 7) to the end of lower secondary school (Grade 9, age 16). In all, 212 children participated in the study. The results showed that, after we controlled for the children’s level of academic performance, the parents made fairly similar causal attributions when their children were in the ninth grade as they did in the first grade. Changes in the mean-level happened in only external attributions. Further, the differences between mothers and fathers in the stability of thei…
Stability and variability in parents' causal attributions for their child's academic success and failure
This research examined the mean-level, interindividual and intraindividual stabilities in parents’ causal attributions for their child’s performance outcomes. Parental causal attributions to ability, effort, teaching and task difficulty were studied separately for mothers and fathers. Three Finnish data sets were used. The first sample was derived from the Jyväskylä Entrance into Primary School study, in which 212 children and their parents were followed from the beginning of the first grade to the end of the ninth grade. The second sample included over 1,700 children and their parents from the First Steps study, in which the participants were followed from the beginning of the first grade …