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[{"key": "dc.contributor.advisor", "value": "Aarto-Pesonen, Leena", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Kauppila, Anni", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Ahoniemi, Jenni", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2023-05-10T05:48:42Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2023-05-10T05:48:42Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2023", "language": "", "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/86840", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "T\u00e4m\u00e4n pro gradu -tutkimuksen tavoitteena on kuvata ADHD-diagnosoitujen yl\u00e4koululaisten min\u00e4pystyvyytt\u00e4 koululiikunnassa. Lis\u00e4ksi tutkimuksen tavoitteena on analysoida ADHD-diagnosoitujen yl\u00e4koululaisten min\u00e4pystyvyyteen vaikuttavien k\u00e4sitysten merkityksi\u00e4. Tutkimuksen tarkoituksena on saada opetusalalla toimiville ammattilaisille lis\u00e4\u00e4 tietoa tuen tarpeessa olevien oppilaiden min\u00e4pystyvyyden tukemiseksi. Perusopetuslaki ja perusopetuksen opetussuunnitelma sitouttavat eri aineiden opettajat huomioimaan tuen tarpeessa olevat oppilaat oppimisen edist\u00e4miseksi.\n\nKvalitatiiviseen tutkimukseen osallistui kahdeksan keskisen Suomen ADHD-diagnosoitua yl\u00e4koulun oppilasta. Satunnaisella otannalla valitut oppilaat osallistuivat oman peruskoulunsa liikunnanopetukseen. Aineisto ker\u00e4ttiin puolistrukturoidulla teemahaastattelulla syksyll\u00e4 2022. Haastatteluaineisto analysoitiin teoriasidonnaisesti laadullisella sis\u00e4ll\u00f6nanalyysill\u00e4 ja fenomenografisella analyysill\u00e4. Tutkimuksen teoreettisena viitekehyksen\u00e4 toimi p\u00e4\u00e4osin Albert Banduran min\u00e4pystyvyyden kehitysteoria.\n\nTutkimuksen tulokset osoittivat ADHD-diagnosoitujen oppilaiden min\u00e4pystyvyyden ilmenev\u00e4n nelj\u00e4ss\u00e4 min\u00e4pystyvyystyypiss\u00e4. Vahvassa min\u00e4pystyvyydess\u00e4 oppilas hy\u00f6tyy itsereflektiosta ja sis\u00e4isest\u00e4 motivaatiosta. Liikunnanopetuksessa oppilaat hy\u00f6tyv\u00e4t saadusta\npalautteesta min\u00e4pystyvyystyypin mukaan eri tavoin. Heikossa min\u00e4pystyvyydess\u00e4 oppilas keskittyy vertailuun ja autonomian tarve on suuri. Opettajan tekem\u00e4t pedagogiset ratkaisut vaikuttavat oppilaan onnistumiseen ja motivaatioon riippuen min\u00e4pystyvyystyypist\u00e4. Samoin oppimisymp\u00e4rist\u00f6n ja liikuntav\u00e4lineiden vaihtelu vaikuttavat osallistumiskokemuksiin, ja positiiviset vuorovaikutussuhteet hy\u00f6dytt\u00e4v\u00e4t kaikkien min\u00e4pystyvyystyyppien oppilaita. My\u00f6s tunteet vaikuttavat liikunnan merkitykseen oppilaan el\u00e4m\u00e4ss\u00e4, ja vapaa-ajan liikunta-aktiivisuudella voidaan oppilaiden k\u00e4sityksen mukaan vaikuttaa min\u00e4pystyvyyteen koululiikunnassa.\n\nTutkimustulosten perusteella voidaan sanoa, ett\u00e4 heikon min\u00e4pystyvyystyypin oppilas tarvitsee\nmoniammatillista tukea ja vahva min\u00e4pystyvyys tukee sis\u00e4isen motivaation syntymist\u00e4. Opettajalla on hyv\u00e4 vaikutusmahdollisuus nuoren min\u00e4pystyvyyden tukemiseen eriytt\u00e4misen,\npositiivisen vuorovaikutuksen, ryhm\u00e4n sosiaalisten suhteiden tukemisen, vertailua v\u00e4hent\u00e4vien\nopetusmetodien ja yksil\u00f6llisen kehitt\u00e4v\u00e4n palautteen avulla.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "The purpose of this master's thesis is to describe the self-efficacy of ADHD-diagnosed lower secondary school pupils. A further purpose of this thesis is to analyze the meanings of beliefs that affect the self-efficacy of ADHD-diagnosed lower secondary school pupils. The intention of the thesis is to provide the education professionals with more information to support the selfefficacy of young people with special needs. The Basic Education Act and the basic education curriculum commit the teachers of different subjects to take students with special educational needs into account to promote learning.\n\nEight ADHD-diagnosed lower secondary school pupils from central part of Finland participated in the qualitative research. The pupils that were picked through random sampling participated in physical education classes in their own comprehensive schools. The corpus was gathered with a semi-structured theme interview in autumn 2022. The interview corpus was analyzed theory-bound with qualitative content analysis and with phenomenographic analysis. The theoretical framework of the research is mainly based on the self-efficacy development theory by Albert Bandura.\n\nThe results of the research showed that the self-efficacy of ADHD-diagnosed pupils manifests in four self-efficacy types. A pupil with strong self-efficacy also benefits from self-reflection and inner motivation. In physical education, the pupils benefit from feedback differently depending on the self-efficacy type. A pupil with weak self-efficacy concentrates on comparison and has a strong need for autonomy. The pedagogical solutions by the teacher affect the pupil's success and motivation depending on the self-efficacy type. A variation in the learning environment and sports equipment also affects the participating experiences, and positive interaction relationships benefit pupils with all self-efficacy types. In addition, feelings affect the importance of sports in the pupil\u2019s life, and according to the pupils, self-efficacy in physical education can be affected with leisure sport activities.\n\nThe conclusion from the research results is that a pupil with a weak self-efficacy type needs multidisciplinary support, and strong self-efficacy helps to create inner motivation. The teacher has good influencing possibilities to support self-efficacy by means of differentiation, positive interaction, social relationship support within the group, teaching methods that reduce comparison and individual improving feedback.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Paivi Vuorio (paelvuor@jyu.fi) on 2023-05-10T05:48:42Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2023-05-10T05:48:42Z (GMT). No. of bitstreams: 0\n Previous issue date: 2023", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "122", "language": "", "element": "format", "qualifier": "extent", "schema": "dc"}, {"key": "dc.language.iso", "value": "fin", "language": null, "element": "language", "qualifier": "iso", "schema": "dc"}, {"key": "dc.rights", "value": "In Copyright", "language": null, "element": "rights", "qualifier": null, "schema": "dc"}, {"key": "dc.subject.other", "value": "liikuntapedagogiikka", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "tuen tarpeessa oleva oppilas", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "ADHD-diagnosoitujen yl\u00e4koululaisten min\u00e4pystyvyys koululiikunnassa", "language": "", "element": "title", "qualifier": null, "schema": "dc"}, {"key": "dc.type", "value": "master thesis", "language": null, "element": "type", "qualifier": null, "schema": "dc"}, {"key": "dc.identifier.urn", "value": "URN:NBN:fi:jyu-202305102921", "language": "", "element": "identifier", "qualifier": "urn", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Master\u2019s thesis", "language": "en", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Pro gradu -tutkielma", "language": "fi", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Liikuntatieteellinen tiedekunta", "language": "fi", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Faculty of Sport and Health Sciences", "language": "en", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Liikunta- ja terveystieteet", "language": "fi", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Sport and Health Sciences", "language": "en", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "Jyv\u00e4skyl\u00e4n yliopisto", "language": "fi", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "University of Jyv\u00e4skyl\u00e4", "language": "en", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Liikuntapedagogiikka", "language": "fi", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Physical Education Teacher Education", "language": "en", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "yvv.contractresearch.funding", "value": "0", "language": "", "element": "contractresearch", "qualifier": "funding", "schema": "yvv"}, {"key": "dc.type.coar", "value": "http://purl.org/coar/resource_type/c_bdcc", "language": null, "element": "type", "qualifier": "coar", "schema": "dc"}, {"key": "dc.rights.copyright", "value": "\u00a9 The Author(s)", "language": null, "element": "rights", "qualifier": "copyright", "schema": "dc"}, {"key": "dc.rights.accesslevel", "value": "openAccess", "language": null, "element": "rights", "qualifier": "accesslevel", "schema": "dc"}, {"key": "dc.type.publication", "value": "masterThesis", "language": null, "element": "type", "qualifier": "publication", "schema": "dc"}, {"key": "dc.subject.oppiainekoodi", "value": "502", "language": "", "element": "subject", "qualifier": "oppiainekoodi", "schema": "dc"}, {"key": "dc.subject.yso", "value": "min\u00e4pystyvyys", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "motivaatio", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "liikunta", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "koululiikunta", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "oppilaat", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "ADHD", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "nuoret", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "opetus", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "opettajat", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "yl\u00e4koulu", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.rights.url", "value": "https://rightsstatements.org/page/InC/1.0/", "language": null, "element": "rights", "qualifier": "url", "schema": "dc"}]
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