Tampere University Survey for Second-year and Fourth-year Students 2023

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, and inclusion and equality. The survey started by asking respondents how their 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. The respondents were then asked to rate their satisfaction with the learning and study environments. 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 burden of studies. In this context, the Student Boredom Inventory (SBI-9) was used. Background variables included the respondent's gender, faculty, and year when commenced studies.

本次调查针对坦佩雷大学二年级和四年级学生进行，旨在收集他们学业成功情况、技能与专业素养发展以及生活福祉的相关信息。除上述内容外，调查还专注于探讨学生的学习与生活环境体验、学生服务以及包容性与平等性问题。调查伊始，通过询问受访者其学业进展情况、是否获得了规划学习所需的支持以及个人学习计划、课程选择和授课方式是否有助于其学习进程。随后，对学生在知识及专业素养发展方面的观点进行了深入了解。受访者随后被要求对其学习与学习环境满意度进行评级。进一步地，受访者对一系列学生服务进行了评级。接着，调查探究了学生在包容性与平等性方面的体验。受访者被问及对学习与大学情感依恋、教学中的平等性以及遭受骚扰等问题。最后，调查涉及学生的福祉与学习能力。受访者对应对挑战、孤独感以及学业负担等相关问题进行了评级。在此背景下，采用了学生无聊量表（SBI-9）。背景变量包括受访者的性别、所属学院以及开始学习时的年份。