A1 Journal article (refereed)
Academic experiences of information technology students : uncovering first-year challenges (2024)

Järvinen, M., Sipiläinen, K., Roslöf, J., Lehesvuori, S., Kettunen, L., & Hämäläinen, R. (2024). Academic experiences of information technology students : uncovering first-year challenges. European Journal of Engineering Education, Early online. https://doi.org/10.1080/03043797.2024.2377304

JYU authors or editors

Publication details

All authors or editors: Järvinen, Miitta; Sipiläinen, Katriina; Roslöf, Janne; Lehesvuori, Sami; Kettunen, Lauri; Hämäläinen, Raija

Journal or series: European Journal of Engineering Education

ISSN: 0304-3797

eISSN: 1469-5898

Publication year: 2024

Publication date: 12/07/2024

Volume: Early online

Publisher: Taylor & Francis

Publication country: Netherlands

Publication language: English

DOI: https://doi.org/10.1080/03043797.2024.2377304

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/96481

Abstract

This study explored the learning experiences of first-year information technology students at the beginning of their studies. Identifying the early experiences is important, as we know they can predict later challenges and persistence in studies. We focus on a novel understanding of relations between learning approaches, self-efficacy and burnout experiences, and relations between these experiences and study progress. We combined the quantitative survey data and the qualitative interviews to create a detailed view of first-year challenges. Interview data was used to deepen the understanding about students’ experiences. We found that burnout and self-efficacy correlated negatively with each other. Burnout also correlated negatively with organised studying, and positively with surface approach. Self-efficacy correlated negatively with surface approach. Study progress correlated negatively only with surface approach. Two-folded causal relationships are considered, and possible interventions to enhance students’ self-efficacy, support them with time management and studying skills, and prevent burnout are discussed.

Keywords: studies in an institution of higher education; students; self-efficacy; exhaustion; study skills; conceptions of learning; information and communication technology sector

Free keywords: engineering education; self-efficacy; burnout; learning approaches

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Preliminary JUFO rating: 1