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，旨在收集其学业成就、技能与专长发展以及身心健康状况的相关信息。调查内容除上述事项外，还聚焦于学生的学习和教学环境体验、学生服务、包容性与平等性，以及远程学习的经历。调查伊始，便询问了受访者的学习进度、是否获得了规划学业所需的支持，以及个人学习计划、课程选择和学习方式是否有助于其学习进程。随后，对受访者自身知识及专长发展的看法进行了探究。接着，受访者被要求对学习和教学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级。随后，调查探讨了学生的包容性与平等性体验。受访者被询问了诸如对学业及大学的依恋、教学中的平等性以及遭遇骚扰等问题。最后一部分则涉及学生的身心健康和学习能力。受访者对与应对、孤独感和学业工作量相关的一系列陈述进行了评级。在此背景下，使用了学生无聊度量表（SBI-9）。最终，受访者被询问了新冠疫情对他们学业的影响。背景变量包括受访者的性别、所在学院及入学年份。