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Tämän pro gradu -tutkielman tavoitteena oli selvittää liikunnanopettajan sekä seitsemäsluokkalaisten temperamenttipiirteiden voimakkuuksia, opettaja-oppilassuhteen lämpimyyttä ja ristiriitoja sekä temperamentin yhteyttä opettajan ja oppilaan väliseen suhteeseen. Lisäksi tutkittiin, onko tyttöjen ja poikien välillä eroa temperamenttipiirteissä ja opettaja-oppilassuhteen lämpimyydessä ja ristiriidoissa. Tutkimuksen kohdejoukkona olivat keskisuomalaiset seitsemäsluokkalaiset oppilaat sekä heidän liikunnanopettajansa. Tutkimukseen osallistui yhteensä 34 oppilasta (19 tyttöä, 14 poikaa ja yksi muun sukupuolinen) ja he kaikki saivat kyselylomakkeen vastausten perusteella heille laaditut yksilölliset temperamenttiprofiilit. Kyselytutkimuksen aineisto kerättiin keväällä 2019.
Tutkimuksessa oppilaiden temperamenttia tarkasteltiin suomenkielisellä 9–16-vuotiaille tarkoite-tulla The Early Adolescent Temperament Questionnaire – Revised (EATQ-R) -mittarilla (Ellis & Rothbart 2001a). Tuloksia analysoitiin Mann-Whitneyn U-testillä. Opettajan temperamenttipiirteitä puolestaan selvitettiin temperamentin itsearvointiin tarkoitetulla The Adult Temperament Questionnaire short form (ATQ-SF) -mittarilla (Evans & Rothbart 2007a). Lisäksi opettaja arvioi opettaja-oppilassuhteidensa lämpimyyttä ja ristiriitoja Piantan (2001) Student Teacher Rating Scale short form (STRS-SF) -mittarilla. Temperamentin yhteyttä opettajan ja oppilaan väliseen suhteeseen analysoitiin Pearsonin korrelaatiokertoimilla. Lisäksi ryhmien (lämpimin, vähiten lämmin, ristiriitaisin ja vähiten ristiriitainen opettaja-oppilassuhde) välisiä temperamenttieroja tarkasteltiin Mann-Whitneyn U-testillä. Myös opettajan temperamenttipiirteitä vertailtiin em. ryhmien temperamenttipiirteisiin.
Tulokset osoittivat, että oppilaiden temperamenttipiirteistä korkeimpia arvoja saivat läheisyys (ty-töt ka=4,22, pojat ka=3,40) ja tarkkaavaisuus (tytöt ka=3,61, pojat ka=3,49). Alhaisimmat arvot puolestaan saivat aggressiivisuus (tytöt ka=2,02, pojat ka=1,96) ja ujous (tytöt ka=2,53, pojat ka=1,83). Tuloksien mukaan tytöt arvioivat läheisyyden (p=0,004) ja toiminnanhallinnan (p=0,029) korkeammaksi poikiin verrattuna. Opettajan temperamenttipiirteistä voimakkaimpia olivat myönteisten tunteiden kokeminen (ka=6,50) ja sosiaalisuus (ka=6.00). Opettaja arvioi suhteensa poikiin ristiriitaisemmaksi tyttöihin verrattuna (p=0,017). Tutkittaessa oppilaiden temperamentin yhteyttä opettajan ja oppilaan välisen suhteen laatuun, havaittiin, että toiminnanhallinta korreloi negatiivisesti (r=-0,35, p=0,043) ristiriitaisuuden kanssa. Tytöillä temperamenttipiirteistä jännityshakuisuus (r=0,46, p=0,049) ja läheisyys (r=0,57, p=0,011) olivat tilastollisesti merkitsevästi yhteydessä lämpimään opettaja-oppilassuhteeseen. Pojilla puolestaan temperamenttipiirteistä pelko (r=0,58, p=0,031) korreloi positiivisesti ja superfaktori ulospäin suuntautuneisuus (r=-0,58, p=0,029) negatiivisesti lämpimään opettaja-oppilassuhteeseen. Vertailtaessa lämpimimmän ja vähiten lämpimän suhteen oppilaiden temperamenttipiirteitä havaittiin, että ryhmien välillä oli tilastollisesti merkitsevä ero läheisyydessä (p=0,046). Ristiriitaisimman ja vähiten ristiriitaisen suhteen ryhmien välillä puolestaan oli tilastollisesti merkitsevä ero toiminnanhallinnassa (p=0,046) ja aggressiivisuudessa (p=0,027). Tutkimukseen perustuen voidaan suositella, että tulevaisuudessa temperamentti huomioitaisiin paremmin opettajien koulutuksessa, jotta he oppisivat tunnistamaan paremmin oppilaiden temperamenttipiirteitä ja huomioimaan täten oppilaiden yksilölliset tarpeet opetuksessaan.
The aim of this master thesis was to examine the magnitude of temperament traits of physical education
teacher and the seventh-grade students, the closeness and conflicts in teacher-child relationship and the
associations between the temperament and the teacher-child relationship. Furthermore, the closeness
and conflicts were also examined together with the temperament traits of girls and boys to investigate
potential sex differences. The participants of this study included the seventh-grade students from Central
Finland and their physical education teacher. The study consisted of 34 students (19 girls, 14 boys and
one transgender), and all of them were given an individual temperament profile based on the answers of
a questionnaire. The data of the questionnaire survey was collected in the spring of 2019.
In this study, students their temperament traits were examined using a Finnish version of the Early Adolescent Temperament Questionnaire-Revised (EATQ-R) survey (Ellis & Rothbart 2001a), which is
intended for 9–16 years old. The results were analysed using Mann-Whitney U-test. In turn, the temperament traits of the teacher were examined using the Adult Temperament Questionnaire-short form
(ATQ-SF) survey, which is intended for self-assessment (Evans & Rothbart 2007a). In addition, the
teacher graded her teacher-child relationship’s closeness and conflicts with Pianta’s (2001) Student
Teacher Rating Scale-short form (STRS-SF). The temperament associations in the teacher-child relationship were analysed with the Pearson’s correlation coefficient. In addition, the differences between
the groups (the closest, the least close, the most conflict containing, and the least conflict containing
teacher-child relationship) were examined with the Mann-Whitney U-test. Additionally, the teacher’s
temperament traits were compared to the above-mentioned groups’ temperament traits.
The results showed that the temperament traits affiliation (girls mean=4.22, boys mean=3.40) and attention (girls mean=3.61, boys mean=3.49) were found the highest for the students. In turn, the lowest
values were scored for aggression (girls mean=2.02, boys mean=1.96) and shyness (girls mean=2.53,
boys mean=1.83). The results showed, that the girls scored higher for the traits affiliation (p=0.004) and
activation control (p=0.029) compared to the boys. The strongest temperament traits of the teacher were
scored for the positive affect (mean=6.50) and sociability (mean=6.00). Teacher graded her relationship
with boys more conflicted compared to the girls (p=0.017). When comparing the students’ temperament
associations to the teacher-child relationship quality, it was found that the activation control correlated
negatively with conflicts (r=-0.35, p=0.043). For the girls’ temperament traits, high intensity pleasure/surgency (r=0.46, p=0.049) and affiliation (r=0.57, p=0.011) both correlated statistically significant
to the close teacher-child relationship. In contrast, fot the boys’ temperament traits, fear (r=0.58,
p=0.031) correlated positively and superfactor surgency (r=-0.58, p=0.029) negatively to the close
teacher-child relationship. When comparing the closest and the least close relationships of the students’
temperament traits, a statistically significant difference in affiliation was found (p=0.046). Furthermore,
there was also statistically significant difference between the most conflicted and the least conflicted
teacher-child relationship for activation control (p=0.046) and aggression (p=0.027). Based on this
study, it is recommended that educational teachers increase their attention to student temperaments so
that they learn to recognize their traits and use that to taking into account the students individual needs
in their teaching.
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[{"key": "dc.contributor.advisor", "value": "Palom\u00e4ki, Sanna", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Fomin, Krista", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2019-10-28T09:42:05Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2019-10-28T09:42:05Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2019", "language": "", "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/66065", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "T\u00e4m\u00e4n pro gradu -tutkielman tavoitteena oli selvitt\u00e4\u00e4 liikunnanopettajan sek\u00e4 seitsem\u00e4sluokkalaisten temperamenttipiirteiden voimakkuuksia, opettaja-oppilassuhteen l\u00e4mpimyytt\u00e4 ja ristiriitoja sek\u00e4 temperamentin yhteytt\u00e4 opettajan ja oppilaan v\u00e4liseen suhteeseen. Lis\u00e4ksi tutkittiin, onko tytt\u00f6jen ja poikien v\u00e4lill\u00e4 eroa temperamenttipiirteiss\u00e4 ja opettaja-oppilassuhteen l\u00e4mpimyydess\u00e4 ja ristiriidoissa. Tutkimuksen kohdejoukkona olivat keskisuomalaiset seitsem\u00e4sluokkalaiset oppilaat sek\u00e4 heid\u00e4n liikunnanopettajansa. Tutkimukseen osallistui yhteens\u00e4 34 oppilasta (19 tytt\u00f6\u00e4, 14 poikaa ja yksi muun sukupuolinen) ja he kaikki saivat kyselylomakkeen vastausten perusteella heille laaditut yksil\u00f6lliset temperamenttiprofiilit. Kyselytutkimuksen aineisto ker\u00e4ttiin kev\u00e4\u00e4ll\u00e4 2019. \n\nTutkimuksessa oppilaiden temperamenttia tarkasteltiin suomenkielisell\u00e4 9\u201316-vuotiaille tarkoite-tulla The Early Adolescent Temperament Questionnaire \u2013 Revised (EATQ-R) -mittarilla (Ellis & Rothbart 2001a). Tuloksia analysoitiin Mann-Whitneyn U-testill\u00e4. Opettajan temperamenttipiirteit\u00e4 puolestaan selvitettiin temperamentin itsearvointiin tarkoitetulla The Adult Temperament Questionnaire short form (ATQ-SF) -mittarilla (Evans & Rothbart 2007a). Lis\u00e4ksi opettaja arvioi opettaja-oppilassuhteidensa l\u00e4mpimyytt\u00e4 ja ristiriitoja Piantan (2001) Student Teacher Rating Scale short form (STRS-SF) -mittarilla. Temperamentin yhteytt\u00e4 opettajan ja oppilaan v\u00e4liseen suhteeseen analysoitiin Pearsonin korrelaatiokertoimilla. Lis\u00e4ksi ryhmien (l\u00e4mpimin, v\u00e4hiten l\u00e4mmin, ristiriitaisin ja v\u00e4hiten ristiriitainen opettaja-oppilassuhde) v\u00e4lisi\u00e4 temperamenttieroja tarkasteltiin Mann-Whitneyn U-testill\u00e4. My\u00f6s opettajan temperamenttipiirteit\u00e4 vertailtiin em. ryhmien temperamenttipiirteisiin. \n\nTulokset osoittivat, ett\u00e4 oppilaiden temperamenttipiirteist\u00e4 korkeimpia arvoja saivat l\u00e4heisyys (ty-t\u00f6t ka=4,22, pojat ka=3,40) ja tarkkaavaisuus (tyt\u00f6t ka=3,61, pojat ka=3,49). Alhaisimmat arvot puolestaan saivat aggressiivisuus (tyt\u00f6t ka=2,02, pojat ka=1,96) ja ujous (tyt\u00f6t ka=2,53, pojat ka=1,83). Tuloksien mukaan tyt\u00f6t arvioivat l\u00e4heisyyden (p=0,004) ja toiminnanhallinnan (p=0,029) korkeammaksi poikiin verrattuna. Opettajan temperamenttipiirteist\u00e4 voimakkaimpia olivat my\u00f6nteisten tunteiden kokeminen (ka=6,50) ja sosiaalisuus (ka=6.00). Opettaja arvioi suhteensa poikiin ristiriitaisemmaksi tytt\u00f6ihin verrattuna (p=0,017). Tutkittaessa oppilaiden temperamentin yhteytt\u00e4 opettajan ja oppilaan v\u00e4lisen suhteen laatuun, havaittiin, ett\u00e4 toiminnanhallinta korreloi negatiivisesti (r=-0,35, p=0,043) ristiriitaisuuden kanssa. Tyt\u00f6ill\u00e4 temperamenttipiirteist\u00e4 j\u00e4nnityshakuisuus (r=0,46, p=0,049) ja l\u00e4heisyys (r=0,57, p=0,011) olivat tilastollisesti merkitsev\u00e4sti yhteydess\u00e4 l\u00e4mpim\u00e4\u00e4n opettaja-oppilassuhteeseen. Pojilla puolestaan temperamenttipiirteist\u00e4 pelko (r=0,58, p=0,031) korreloi positiivisesti ja superfaktori ulosp\u00e4in suuntautuneisuus (r=-0,58, p=0,029) negatiivisesti l\u00e4mpim\u00e4\u00e4n opettaja-oppilassuhteeseen. Vertailtaessa l\u00e4mpimimm\u00e4n ja v\u00e4hiten l\u00e4mpim\u00e4n suhteen oppilaiden temperamenttipiirteit\u00e4 havaittiin, ett\u00e4 ryhmien v\u00e4lill\u00e4 oli tilastollisesti merkitsev\u00e4 ero l\u00e4heisyydess\u00e4 (p=0,046). Ristiriitaisimman ja v\u00e4hiten ristiriitaisen suhteen ryhmien v\u00e4lill\u00e4 puolestaan oli tilastollisesti merkitsev\u00e4 ero toiminnanhallinnassa (p=0,046) ja aggressiivisuudessa (p=0,027). Tutkimukseen perustuen voidaan suositella, ett\u00e4 tulevaisuudessa temperamentti huomioitaisiin paremmin opettajien koulutuksessa, jotta he oppisivat tunnistamaan paremmin oppilaiden temperamenttipiirteit\u00e4 ja huomioimaan t\u00e4ten oppilaiden yksil\u00f6lliset tarpeet opetuksessaan.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "The aim of this master thesis was to examine the magnitude of temperament traits of physical education\nteacher and the seventh-grade students, the closeness and conflicts in teacher-child relationship and the\nassociations between the temperament and the teacher-child relationship. Furthermore, the closeness\nand conflicts were also examined together with the temperament traits of girls and boys to investigate\npotential sex differences. The participants of this study included the seventh-grade students from Central\nFinland and their physical education teacher. The study consisted of 34 students (19 girls, 14 boys and\none transgender), and all of them were given an individual temperament profile based on the answers of\na questionnaire. The data of the questionnaire survey was collected in the spring of 2019.\nIn this study, students their temperament traits were examined using a Finnish version of the Early Adolescent Temperament Questionnaire-Revised (EATQ-R) survey (Ellis & Rothbart 2001a), which is\nintended for 9\u201316 years old. The results were analysed using Mann-Whitney U-test. In turn, the temperament traits of the teacher were examined using the Adult Temperament Questionnaire-short form\n(ATQ-SF) survey, which is intended for self-assessment (Evans & Rothbart 2007a). In addition, the\nteacher graded her teacher-child relationship\u2019s closeness and conflicts with Pianta\u2019s (2001) Student\nTeacher Rating Scale-short form (STRS-SF). The temperament associations in the teacher-child relationship were analysed with the Pearson\u2019s correlation coefficient. In addition, the differences between\nthe groups (the closest, the least close, the most conflict containing, and the least conflict containing\nteacher-child relationship) were examined with the Mann-Whitney U-test. Additionally, the teacher\u2019s\ntemperament traits were compared to the above-mentioned groups\u2019 temperament traits.\nThe results showed that the temperament traits affiliation (girls mean=4.22, boys mean=3.40) and attention (girls mean=3.61, boys mean=3.49) were found the highest for the students. In turn, the lowest\nvalues were scored for aggression (girls mean=2.02, boys mean=1.96) and shyness (girls mean=2.53,\nboys mean=1.83). The results showed, that the girls scored higher for the traits affiliation (p=0.004) and\nactivation control (p=0.029) compared to the boys. The strongest temperament traits of the teacher were\nscored for the positive affect (mean=6.50) and sociability (mean=6.00). Teacher graded her relationship\nwith boys more conflicted compared to the girls (p=0.017). When comparing the students\u2019 temperament\nassociations to the teacher-child relationship quality, it was found that the activation control correlated\nnegatively with conflicts (r=-0.35, p=0.043). For the girls\u2019 temperament traits, high intensity pleasure/surgency (r=0.46, p=0.049) and affiliation (r=0.57, p=0.011) both correlated statistically significant\nto the close teacher-child relationship. In contrast, fot the boys\u2019 temperament traits, fear (r=0.58,\np=0.031) correlated positively and superfactor surgency (r=-0.58, p=0.029) negatively to the close\nteacher-child relationship. When comparing the closest and the least close relationships of the students\u2019\ntemperament traits, a statistically significant difference in affiliation was found (p=0.046). Furthermore,\nthere was also statistically significant difference between the most conflicted and the least conflicted\nteacher-child relationship for activation control (p=0.046) and aggression (p=0.027). Based on this\nstudy, it is recommended that educational teachers increase their attention to student temperaments so\nthat they learn to recognize their traits and use that to taking into account the students individual needs\nin their teaching.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Miia Hakanen (mihakane@jyu.fi) on 2019-10-28T09:42:04Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2019-10-28T09:42:05Z (GMT). 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