<p>Engineering students are expected to develop professional skills in addition to their technical knowledge as outcomes of accredited engineering programs. Among the most critical professional skills is the ability to work effectively in a team. Working effectively in teams has learning benefits and also provides an environment for developing other professional skills such as communication, leadership skills, and time management. However, students will develop those skills only if their teams function effectively.</p> <p>This dissertation includes three studies that together inform team formation and management practices to improve team dynamics. The first study investigates mixed-gender team dynamics to determine whether those teams are realizing their potential. The second study explores the relationship of individual psychological safety and students’ team member effectiveness and the moderating effects of team-level psychological safety. The third study explores self-rating bias among first-year engineering students and its relationship to student characteristics and dimensions of team-member effectiveness. </p> <p>Although mixed-gender teams had equal team dynamics with all-male teams, more team facilitation and training are needed to improve the experience of mixed-gender teams. Asian, Black, and Hispanic/Latino students, as well as students with lower GPA, report lower psychological safety, which is associated with lower team-member effectiveness. Team-level psychological safety moderated this effect for Asian and Hispanic/Latino students. Students’ effort in teams was associated with lower self-rating bias, likely an indication of greater self-awareness. Together, these studies and their findings contribute to a broader understanding that there are interrelationships among team composition, team dynamics, and team-member effectiveness, and that these relationships differ based on student characteristics such as race/ethnicity, gender, and prior knowledge. This work adds to the body of research demonstrating the importance of teaching students about effective teamwork, conducting regular peer evaluations of team functioning, and interpreting those peer evaluations carefully to avoid perpetuating any biases. This work also demonstrates the usefulness of psychological safety as an important indicator of marginalization.</p>

The thesis deals with understanding of success and failure of work with clients from the educational care center staff's perspective and their sources of evaluation. This issue is part of the self-evaluation. Author uses a semi-empirical method. The theoretical part of the thesis presents activities, target groups and (teaching) staff's job specification in the educational care center. Then it defines self-evaluation, lists specific principles of professional work with clients and states the factors that are part of success or failure of staff's interventions. The conclusion of the thesis shows particular methods that can help to achieve self-evaluation and presents the self-efficacy studies. The goal of the survey research is to find out what the educational care center's staff considers as success and failure of their work and which indicators help them to evaluate their work. Author uses qualitative research design and semi-structured interview as a data collection method. The data are processed by the components of the grounded theory. The research shows that participants consider any small positive change in behavior or attitude of their clients as success. Especially non-cooperation is considered to be a failure. The sources for self-evaluation of their work are clients' feedback, different...

京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第19081号 / 人博第734号 / 新制||人||176(附属図書館) / 26||人博||734(吉田南総合図書館) / 32032 / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)教授 壇辻 正剛, 教授 東郷 雄二, 教授 齋藤 治之, 教授 服部 文昭 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

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This is a qualitative actions research study of pre school teachers’ reflections about their choices and actions. The qualitative actions research study is combined with semistructured interviews, mind map-conversations and a videocamera in order to bring awareness about the pedagogs actions. The theory i use to analys the results is poststructural discourse. The aim is to understand and investigate how and if teachers in preschool change their analyses and reflections practice, during their action research process. Another purpose, during this process, is to understand how the pre school teachers reflect and value their knowledge in the context of their profession and practice. The questions i aim to answer are:1. In which ways does the action research process change the pre school teachers reflectionspractice?2. How do the pre school teachers reflect upon and value their knowledge about their profession within their practice?The conclusion is that action research, semistructured interviews, mind map- conversations and the observered material from the videocamera led the preschool teachers to develop at their own pace, and from their own problemed based questions and thoughts. They go from a structure view on the pedagogical practice to a subjective self evaluation view, where change is possible and their own knowledge about their profession becomes visible.

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Ett hinder inom utbildningar på högre nivå har sedan länge varit att det är svårt förlärare att få en bild över hur det går för studenterna som överensstämmer medverkligheten. De områden som förmodas vara svåra kanske inte upplevs som detav studenterna, och vice versa. Utöver direkta frågor från studenter så behöverlärarna gissa sig fram till vad studenterna upplever som svårt, vilket inte ger en sannbild.Inom vissa tekniska och matematiska utbildningar rekommenderar lärare övningarsom studenterna förväntas göra för att skapa en förståelse för området. Det finnsen risk att studenter inte genomför uppgifterna löpande utan i stället spenderarmycket tid vid kursens slut. Det ger inte samma djupa kunskap som att kontinuerligtstudera.Lärare publicerar vanligen de uppgifter som rekommenderas i en textfil påtillgänglig utbildningsplattform, vilket inte ger möjlighet att lösa de problem somtidigare nämnts. Förslaget är därför RekUpp (Rekommenderade Uppgifter), enwebbapplikation som lärarna ska kunna använda för att föreslå uppgifter somstudenterna bör utföra. Programmet är skräddarsytt för att engagera studenternai reflektion angående sin egen prestation samt ge förutsättningar för att bättrehantera sin egen studietid. Informationen och den data som uppstår kan lärarnaanvända på bästa sätt för att övergripande analysera studenternas prestationer påkursen. Programmet förväntas både bidra till att lösa problemet med brist påinformation och till att engagera studenter.I det här arbetet redovisas utvecklingsprocessen. Denna baseras på tidigareforskning kring självreglering, självreflektion och digitala verktyg för att på bästamöjliga sätt engagera studenter och samtidigt få ut information som lärare kananvända för att justera och förbättra undervisningen. Tanken är att utvecklingen avsystemet, och de slutsatser som presenteras, ska kunna användas somutgångspunkt eller ramverk för att utveckla liknande system. / An obstacle in higher education has for a long time been that it is difficult forteachers to get an overview for how the students are performing. The parts of thecourse that are believed to be hard may not be, and vice versa. Beyond directquestions from students, teachers must guess from the best of their ability aboutwhich exercises that the students experience as difficult.Within certain technical and mathematical educations, it is common for teachersto recommend exercises that the students are expected to complete to get anunderstanding of the field. There is a risk that students don’t do these exercisescontinuously and instead spend a lot of time studying ahead of an exam at the endof the course. This does not give the same deep knowledge as continuous studydoes.Teachers tend to publish these exercises in a text file on an available learningplatform, this does not solve the problems mentioned previously. A suggestion fora solution is RekUpp (from the Swedish translation of Recommended exercises), aweb application that teachers can use to publish which exercises students aremeant to do. The program is tailored to engage students in self-reflection abouttheir performance and give them prerequisites for better time management. Theinformation and data that is created can be used by teachers to analyze how thestudents are performing. The system is expected to contribute to solving both theproblem of a lack of information and to continuously engage students.In this report the development process is described. This is based on previousresearch about self-regulation, self-reflection, and digital tools to engage studentsin the best possible way and at the same time transfer information that teacherscan use to adjust and improve their courses. The intention is that the developmentof the program, and the conclusions that are presented, can be used as a startingpointor framework to develop similar systems.

The object of the study was academic performance and personal characteristics freshmen studying at the Faculty of Psychology of UrFU. The subject of the study factors of the success of the training activity of first-year students freshmen studying at the Psychological Faculty of UrFU. The master's thesis consists of an introduction, two chapters, conclusions, a list of references (70 sources) and an annex including the blank forms of the applied methods. The volume of the master`s thesis is 114 pages, which include 21 figures and 7 tables. The introduction reveals the relevance of the chosen research problem, the level of development of the problematics; the objective and the tasks of the study are set, the subject matter and the scope of the research are determined, the basic and additional hypotheses are formulated, the methods and the empirical base are defined, as well as the stages of the research, theoretical and practical significance of the work. The first chapter includes a review of foreign and domestic literature on the success factors, a description of the characteristics of hardiness in adolescence. The sections devoted to the relationship between self-esteem and viability, as well as the relationship between coping strategies and the success of training activities. Conclusions on the first chapter are the results of the study of theoretical material. The second chapter is devoted to the empirical part of the study. It includes a description of the organization and methods of the study, as well as the results obtained due to the applied methods: a Method of Universal еуые YIT SPCH, questionnaire MBTI, i est-questionnaire of self-relationship a Ways of Coping Questionnaire by R. Lazarus and S. Folkman (adapted by L. Wasserman), a Hardiness Test by S. Maddi (adapted by D. Leontiev, E. Rasskazova) and G. Eysenck Personality Questionnaire (EPI). Also, the chapter presents a comparative, correlation and factor analysis of the results of the study. The findings of Chapter 2 are the main results of the empirical study. In the conclusion, brief results of the theoretical and empirical parts of the work are presented, as well as conclusions on the hypotheses. The practical significance of the study is substantiated and possible prospects for further development of the problematics are described. / Объектом исследования явилась академическая успеваемость и личностные характеристики первокурсников, обучающихся на психологическом факультете УрФУ. Предметом исследования факторы успешности учебной деятельности первокурсников, обучающихся на психологическом факультете УрФУ. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (70 источников) и приложения, включающего в себя бланки применявшихся методик. Объем магистерской диссертации 114 страниц, на которых размещены 21 рисунок и 7 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются основная и дополнительные гипотезы, указываются методы и эмпирическая база, а также этапы проведения исследования, теоритическая и практическая значимость работы. Первая глава включает в себя обзор иностранной и отечественной литературы по теме исследования, описание факторов успешности, особенности психологии студенчества. Представлены разделы, посвященные взаимосвязи интеллектуально-личностных качеств и успешности учебной деятельности. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание организации и методов проведенного исследования и результатов, полученных по всем использованным методикам методика «Универсальный интеллектуальный тест (УИТ СПЧ)»; - опросник MBTI (И. Майерс - К. Бриггс); - тест-опросник самоотношения (В.В. Столин, С.Р. Пантелеев);). Также в главе представлены сравнительный, корреляционный анализы результатов исследования. Выводы по главе 2 включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики.

The transformation from an industrial to a knowledge society is changing values and traditional work structures. The digitalization of the working environment has fundamentally affected the requirements and needs of employees and, therefore, the way work processes are designed in companies. New Work describes this comprehensive structural transformation of our working world. A central aspect of the concept is communication with digital media in today’s global society and digital age. Digital communication is ubiquitous and a central success factor for companies. Its ubiquity affects the organization of work processes significantly. ... [Aus: Introduction]