Tampere University Survey for Second-year and Fourth-year Students 2022

The survey is conducted among second-year and fourth-year students at the Tampere University to collect information on the success of their studies, the development of their skills and expertise, and their well-being. In addition to the above, the survey focuses on experiences of study and learning environments, student services, inclusion and equality, and distance learning. The survey started by asking how the respondents' studies were progressing, whether they had received the support they needed to plan their studies, and whether the personal study plan, course options and modes of study were supporting their progress. Next, students' views on the development of their own knowledge and expertise were explored. Respondents were then asked to rate the learning and study environments and their effectiveness. Further, respondents rated a range of student services. Next, students' experiences of inclusion and equality were explored. Respondents were asked about issues such as attachment to studies and the university, equality in teaching and facing harassment. The final section dealt with student wellbeing and learning ability. Respondents rated a range of statements relating to issues such as coping, loneliness and the workload of studies. The Student Boredom Inventory (SBI-9) was used in this context. Finally, respondents were asked about the impact of the Covid-19 pandemic on their studies. Background variables included the respondent's gender, faculty and year when commenced studies.

本调查针对坦佩雷大学二年级及四年级学生进行，旨在搜集他们学业成就、技能与专长发展以及身心健康状况的相关信息。此外，调查还聚焦于学生的学习和教育环境体验、学生服务、包容性与平等性，以及远程学习的相关情况。调查伊始，通过询问受访者学业进展情况、是否获得了规划学习所需的支持，以及个人学习计划、课程选择和学习方式是否有助于其学业进步。随后，探究了学生对自身知识及专长发展的看法。受访者随后被要求对学习和学习环境及其有效性进行评价。进一步地，受访者对一系列学生服务进行了评价。接着，调查探讨了学生在包容性与平等性方面的体验。受访者就学业与大学情感依恋、教学中的平等性以及遭受骚扰等问题进行了反馈。最后一部分涉及学生的身心健康和学习能力。受访者对与应对能力、孤独感和学业负担等问题相关的多项陈述进行了评价。在此背景下，使用了学生无聊感清单（SBI-9）。最后，受访者被询问新冠疫情大流行对其学业的影响。背景变量包括受访者的性别、入学学院及年份。