Ways of supporting our colleagues to support their

Ways of supporting our colleagues to support their students and improve our training Inga Karton Estonian Academy of Security Science; University of Tartu, Estonia inga. karton@sisekaitse. ee Tõnu Jürjen University of Tartu, Estonia tjyrjen@gmail. com Ulvi Uulimaa-Margus Estonian Academy of Security Science, Estonia Ulvi. Uulimaa-Margus@sisekaitse. ee 1

Aims • Overview of study: – Student extrinsic and intrinsic motivation and learning styles: surface and deep approach • Role of importance and confidence in learning • Supporting confidence: affirmations • Sharing new exercises 2

What influencing learning? • • • Deep approach to learning Surface approach to learning Intrinsic motivation extrinsic motivation Study motivation – Motivation is important to initiate and stay on track when studying – Students that are motivated intrinsically are more committed to study because the exercise or the process is interesting for them » Biggs and Tang (2008)

Study • 157 students participated in the survey, 87 men and 69 women, 64 day and 93 distance students, ages 19 to 53 – day students and distance students of professional higher education; distance students of the Master’s program of EASS • The study motivation – 14 statements about intrinsic and extrinsic motivation • The approach to learning – Biggs, Kember ja Leung (2001) Study Process Questionnaire – 20 question Estonian version adapted by Valk, Marandi and Pilt (2006) • The commitment to study – questions about time spent on studying vs. free time activities, and time spent interacting with other students 4

Correlations with intrinsic and extrinsic motivation Intr. Mot intrinsic motivation Extr. Mot , 54*** deep approach to learning (motive) , 34** , 24* deep approach to learning (strategy) , 24* , 41*** surface approach to learning (M) , 01 -, 23* surface approach to learning (STR) , 28* , 10 deep approach to learning , 33** , 41*** surface approach to learning , 16 -, 10 GPA , 09 , 19 N=79; ***p<. 001. **p<. 01. *p<. 05 5

Linear regression to intrinsic motivation 6

Linear regression to intrinsic motivation 7

Linear regression to deep approach to learning 8

Linear regression to surface approach to learning 9

Interactions btw learning approach and motivation deep approach to learning R²=. 35 . 58*** . 51*** intrinsic motivation R²=. 43 . 40*** surface approach to learning R²=. 08 . 28** . 23** . 30** extrinsic motivation R²=. 24 10

Evaluation of importance and self-efficacy „How important is that you will learn at school? Rate 0 -10: 0 - not important at all; 10 - very important How sure you are if you decide to learn then you will be able to do that? Rate 0 -10: 0 - I’m not sure at all; 10 - I’m very sure 11

4 profile of students High self-efficacy Low importance High self-efficacy Student is sure that she/he can learn in the case if he/she considering that learning is important but he/she is not convinced that he/she want to study Student understand that learning is important and believing that he/she will be successful in that Student don’t see learning important and he/she do not believe that he/she will be successful if he/she try Here is the problem the belief that he/she will success if they try. Here the problem is not in unwillingless to learn, because he/she is showing their will Low importance Low self-efficacy High importance Low self-efficacy 12

Exercise: Part I • Please think about one particular very unpleasant person in your life – Please rate: how much you like this person: – “ 0” – I do not like her/him at all; “ 10” – I like her/him very much • write the number down 13

Exercise: Part I • Next please think about one very pleasant person in your life – Please rate: how much you like this person: – “ 0” – I do not like her/him at all; “ 10” – I like her/him very much • write the number down 14

Exercise: Part II • Please write down one compliment or some affirmation to this very unpleasant person – 3 minutes 15

Exercise: Part II • Please write down one compliment or some affirmation to this very pleasant person – 3 minutes 16

Exercise: Part III • Now please re-rate how much you like this unpleasant person: – “ 0” – I do not like her/him at all; “ 10” – I like her/him very much • write the number down • And how much you like this pleasant person: – “ 0” – I do not like her/him at all; “ 10” – I like her/him very much • write the number down 17

Feedback • What happened? • Which theoretical backgrounds this exercise may affect? 18

References Biggs, J. and Tang, C. (2008). Õppimist väärtustav õpetamine ülikoolis [Teaching for Quality Learning at University: What the Student Does]. Tõlge eesti keelde: T. Pill. Tartu Ülikooli Kirjastus. (Original is published Society for Research into Higher education and Open University Press 2007). Biggs, J. , Kember, D. , Leung, Y. P. (2001). The revised two-factor Study Process Questionnaire: RSPQ-2 F. British Journal of Educational Psychology, 71, 133 -149. Bye, D. , Pushkar, D. , Conway, M. (2007). Motivation, Interest, and Positive Affect in Traditional and Nontraditional undergraduate Students. Adult Education Quarterly, Vol. 57, 2: 141 -158. Retrieved October 20, 2009 from EBSCOhost. Evans, C. J. , Kirby, J. R. , and Fabrigar, L. R. (2003). Approaches to learning, need for cognition, and strategic flexibility among university students. British Journal of Educational Psychology 73, 507– 528. Retrieved March 10, 2010 from EBSCOhost. Kiguwa, P. , Silva, A. (2007). Teaching and learning: addressing the gap through learning styles. South African Journal of Psychology 37 (2) , 354 -360. Retrieved March 10, 2010 from EBSCOhost. Markland, D. , Ryan R. M. , Tobin V. J. & Rollnick, S. (2005) Motivational Interviewing and Selfdetermination Theory. Journal of Social and Clinical Psychology, 24, 811 -831. Miller, B. (2004). Toward a Theory of Motivational Interviewing. Online slide presentation. Kätte saadav MI kodulehelt www. motivationalinterview. org/ Rollnick, S. , Miller, W. R. , & Butler, C. C. (2008). Motivational Interviewing in Health Care. The Guilford Press: New York. Valk, A. , Marandi, T. , Pilt, L. , Villems, A. , Ruul, K. (2006). Kuidas toetada sügavat õppimist ülikoolis? Tartu Ülikool. Retrieved October 20, 2009 from www. ut. ee/orb. aw/class=file/action=preview/id=221382/sugav_oppimine. pdf. 19

Thank you! 20