Students at the University of Turku 1999-2001

A follow-up study of students at the University of Turku. Participating students had started their studies in the autumn of 1998 and the surveys were conducted in 1999, 2000 and 2001. The composite data were part of a research project called Growing Demands of Skills and Knowledge - Learning and Development of Expertise in the Information Society, which in itself was a subproject of the Information Research Programme. The research programme was funded by the Academy of Finland. The surveys contain both one-off questions and annually repeated questions. In each survey, respondents evaluated their study strategies, the quality and nature of teaching in their course/major subject/department and their plans for the future. In the 2000 survey, the students evaluated their study success, study strategies and time management. Several questions pertained to preparing for exams. Feelings in socially demanding situations involving groups (e.g. seminars) were charted. Study aims and the extent of guidance received were investigated. Other questions covered the respondents' childhood home, occupation and education of their parents, reading and cultural participation of the family, parental attitudes to university studies, respondents' ICT skills when entering the university and current leisure habits. The respondents evaluated the level of their own expertise in their field of study. In 2001, the respondents were asked whether they worked during terms and whether they had under-age children. They were also asked whether their idea of their future professional field had changed during studies and whether the field was suitable for them. Different aspects of the learning environment in their course/major subject were studied (e.g. teaching methods, work load, degree of abstractness, feedback, quality of teaching). Experiences of guidance from student counsellors, teachers or fellow students were charted. Other questions covered study strategies, workload, study goals, exam preparations and feelings caused by studies. Future plans were studied by asking whether the respondents aimed to continue studying the same subject. Respondents rated the importance of different characteristics, skills and knowledge (e.g. human, language or literary skills, innovativeness, ability to solve problems) for experts in their field. Background variables included, among others, the respondent's gender, year of birth, faculty, major subject/course and previous degrees.

对图尔库大学学生进行的一项后续研究。参与学生于1998年秋季开始学习，调查分别在1999年、2000年和2001年进行。综合数据是名为《技能与知识需求增长——信息社会中的专业能力学习与发展》的研究项目的一部分，该研究项目本身又是信息研究计划的一个子项目。该研究计划由芬兰科学院资助。调查内容既包括一次性问题，也包括每年重复的问题。在每次调查中，受访者对其学习策略、课程/专业/系的教学质量与性质以及未来规划进行了评估。在2000年的调查中，学生对其学习成果、学习策略和时间管理进行了评估。其中一些问题与考试准备相关。调查了涉及团体（例如研讨会）的社会要求情境下的情绪。研究了学习目标及所获得的指导程度。其他问题涉及受访者的童年家庭背景、父母的职业与教育程度、家庭的阅读与文化参与、父母对大学学习的态度、受访者进入大学时的ICT技能以及当前的休闲习惯。受访者对其研究领域内自身专业能力的水平进行了评估。在2001年的调查中，受访者被问及是否在学期期间工作以及是否有未成年子女。他们还被问及在学业期间他们的未来职业领域观念是否有所改变，以及该领域是否适合他们。研究了课程/专业课程的学习环境的不同方面（例如教学方法、工作量、抽象程度、反馈、教学质量）。记录了来自学生顾问、教师或同侪的指导经验。其他问题涉及学习策略、工作量、学习目标、考试准备以及学习带来的感受。通过询问受访者是否旨在继续学习同一科目，研究了未来计划。受访者对他们在研究领域内专家所需的不同特征、技能和知识（例如人类、语言或文学技能、创新性、解决问题的能力）的重要性进行了评分。背景变量包括受访者的性别、出生年份、学院、专业/课程以及之前的学位等。