A1 Journal article (refereed)
Pedagogical practices predicting perceived learning of social skills among university students (2022)

Virtanen, A., & Tynjälä, P. (2022). Pedagogical practices predicting perceived learning of social skills among university students. International Journal of Educational Research, 111, Article 101895. https://doi.org/10.1016/j.ijer.2021.101895

JYU authors or editors

Publication details

All authors or editors: Virtanen, Anne; Tynjälä, Päivi

Journal or series: International Journal of Educational Research

ISSN: 0883-0355

eISSN: 1873-538X

Publication year: 2022

Volume: 111

Article number: 101895

Publisher: Elsevier

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1016/j.ijer.2021.101895

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/79494

Abstract

The aim of this study was to examine what kinds of pedagogical practices predict perceived learning of university students’ social skills in classes where these skills are not set as learning outcomes. Data were collected from students of various disciplines by means of a questionnaire and then analysed using regression analysis. Students’ learning of social skills was explained by pedagogical factors related to 1) the modes of teaching and learning, 2) the features of the constructivist learning environment, 3) the features of the integrative pedagogy, and 4) the circumstances pertaining to the atmosphere of the learning environments involved in their studies. Factors belonging to three of these elements predicted the learning of social skills amongst university students. The regression models explained 46–58% of the learning of social skills. The results showed that collaborative learning typical of a constructivist learning environment plays a critical role in the learning process. In contrast, the modes of traditional or individual learning, such as listening and feedback or evaluation given by the teacher, loaded negatively in the regression model. Overall, the results suggest that collaborative and active forms of learning are highly significant in the learning of social skills. The study also brought up new perspectives to consider in the teaching of social skills.

Keywords: studies in an institution of higher education; social skills; students; pedagogy of higher education; educational methods; learning environment; collaborative learning; independent study

Free keywords: social skills; learning; pedagogy; university student

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2022

Preliminary JUFO rating: 2