Nina Katajavuori
Biographic Data
| ID | 1501657 |
|---|---|
| NAME | Nina Katajavuori |
| GIVEN NAMES | Nina |
| FAMILY NAME | Katajavuori |
| SIGNATURE | KATAJAVUORI N |
| AFFILIATIONS | University of Helsinki |
| ORCID | 0000-0001-5093-2402 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Enhancing Well-Being Among Chinese University Students: A Pilot Study of an Online Acceptance and Commitment Therapy Intervention
Many university students in China are suffering from mental health problems, and the need for preventative well-being trainings has been recognised. Given limited resources, innovative approaches are needed to increase university students’ well-being skills. The present case study aims to explore the change in Chinese university students’ psychological flexibility, well-being, and study-related burnout during an ACT-based online course and explor…
Psychological flexibility-based interventions for teacher well-being: A systematic review
Poor mental well-being among teachers is a well-documented concern, leading to the development of interventions that equip educators with skills to manage stress and support well-being. Interventions utilizing psychological flexibility approaches have shown promising outcomes such as increased well-being and reduced stress and burnout among workers. However, research reviewing interventions targeting teacher well-being through psychological flexi…
University students’ experiences of fully online teaching and learning environment—differences among learning profiles
This mixed-method study explores university students’ experiences of fully online teaching–learning environments and their relations to students’ approaches to learning profiles. Altogether, 504 students from different faculties completed questionnaire measuring approaches to learning and responded to an open-ended question about their experiences with online teaching–learning environment. A mixed-method approach was chosen to provide a comprehen…
Enhancing students’ well-being and studying in higher education: A comparison of two different study skill courses
Introduction University students face many challenges during their studies and the decline in university students’ well-being is currently an internationally shared concern. Among the most important factors influencing students’ well-being are time and effort management skills as well as psychological flexibility. The aim of this study was to compare two different study skills courses. One focused on time and effort management (TIMA) and the othe…
Exploring the Effects of an Acceptance and Commitment Therapy-Based Intervention Course on University Students’ Well-Being—A Mixed-Method Study
A decline in university students’ well-being is a serious concern internationally. The present study explores how university students benefit from an eight-week online acceptance and commitment therapy (ACT)-based intervention course. This course aims to improve psychological flexibility and organised studying skills. A total of 189 university students participated in the mixed-method study in the spring of 2021 comprising both quantitative and q…
Navigating the Evolving Landscape of Teaching and Learning: University Faculty and Staff Perceptions of the Artificial Intelligence-Altered Terrain
This study examines the perspectives of university faculty and staff regarding the influence of artificial intelligence on the higher education teaching and learning landscape following the global launch of free-to-use OpenAI ChatGPT in the autumn of 2022. The participants were 79 university faculty and staff from diverse academic fields across all campuses of a multidisciplinary university in Finland. The data were collected in two phases in May…
University students’ stress and burnout risk: Results of an ACT-based online-course using self-assessments and HRV-measurements
To answer to the need to find effective study-integrated ways to support university students’ well-being, an Acceptance and Commitment Therapy (ACT) -based online course intervention was conducted with quasi-experimental waiting-list control group design. Our aim with this study was to provide new knowledge of the relations and changes in students’ self-assessed and physiological indicators of well-being and study ability during the course. Parti…
Changes in university students’ behaviour and study burnout risk during ACT-based online course intervention: A mixed methods study
Previous research in higher education has shown that Acceptance and Commitment Therapy (ACT) -based interventions have beneficial effects on students’ well-being. However, not much is known about the range of behaviour changes behind these outcomes. In this mixed methods study, we explored the variety of the changes ACT-based course participating university students (N = 101) describe in their reflective learning reports. We did so by applying th…
Exhausting and difficult or easy: The association between psychological flexibility and study related burnout and experiences of studying during the pandemic
Introduction The COVID-19 pandemic caused a decline in students’ well-being, but on the other hand, students’ experiences of online learning and studying vary widely. The aim of this study is to examine the relationship between psychological flexibility and study-related burnout and to explore whether students with different levels of psychological flexibility have experienced burnout and online studying during COVID-19 differently. Methods The d…
University teachers’ professional vision with respect to their conceptions of teaching and learning: Findings from an eye-tracking study
This study investigated how university teachers’ (mis)conceptions of teaching and learning are related to their ability to notice and interpret pedagogically significant incidents in the classroom, that is their professional vision. Additionally, we examined whether university teachers can be supported in their development of conceptual understanding and professional vision through a short pedagogical training. A total of 32 university teachers w…
The impact of pedagogical and ICT training in teachers’ approaches to online teaching and use of digital tools
This study examines the relationship between teachers’ pedagogical and ICT training, their approaches to online teaching and the use of digital tools. The participants were 265, teachers from the large multi-disciplinary university in Finland. The data was collected in May–June 2020 during the early stages of COVID-19 pandemic. The results showed that teachers used digital tools more for delivering information and less for activating students. Th…
Promoting university students’ well-being and studying with an acceptance and commitment therapy (ACT)-based intervention
Students’ poor well-being is a serious problem in higher education. In part, this problem is related to the problems in studying as poorer study skills are related to poorer well-being. Both students’ study skills and their well-being should be enhanced in higher education, but effective ways to do this are needed. The aim of this study was to explore students’ experiences of an ACT-based online, 8-week course on university students’ well-being a…
Short pedagogical training in supporting university teachers’ professional vision: A comparison of prospective and current faculty teachers
This study investigates the effects of a short pedagogical training on university teachers’ professional vision and (mis)conceptions concerning teaching and learning, utilizing a mixed-methods approach. Participants’ written interpretations of a video-based teaching–learning situation were analyzed and comparisons were made between prospective and current faculty teachers. Before the course, participants missed almost half of the pedagogically re…
Covid-19 Accelerating Academic Teachers’ Digital Competence in Distance Teaching
This study examines, using a cross-sectional approach, the digital competence of academic teachers at a time when teaching shifted to digital distance learning at the start of the COVID-19 pandemic. Teachers from different academic fields at a large multidisciplinary Finnish university (N = 265) responded to a questionnaire about the purposes for which they use digital tools in teaching, how they evaluated their competence at distance teaching du…
Design and Usability Testing of an Augmented Reality (AR) Environment in Pharmacy Education—Presenting a Pilot Study on Comparison between AR Smart Glasses and a Mobile Device in a Laboratory Course
An essential feature of pharmacy education is the teaching of theoretical knowledge with the support of practical work in the laboratory. When properly utilized, laboratory activities have the potential to enhance students’ achievement, conceptual understanding, and positive attitudes towards learning. In this pilot study, an augmented reality (AR) environment was designed and introduced for teaching laboratory skills in pharmacy education at the…
First-Year Experience in the Covid-19 Situation and the Association between Students' Approaches to Learning, Study-Related Burnout and Experiences of Online Studying
The aim of this study was to explore the association between students' approaches to learning and their experiences of study-related burnout in their first year of higher education. The objective was also to explore these association with a person-oriented approach by examining various learning profiles and their relation to experiences of study-related burnout and experiences of studying during the COVID 19-situation. The participants in this st…
Fostering Performance in Hands-On Laboratory Work with the Use of Mobile Augmented Reality (AR) Glasses
The learning of laboratory skills is essential in science education, but students often get too little individual guidance in this area. Augmented reality (AR) technologies are a promising tool to tackle this challenge and promote students’ high-level learning and performance in science laboratories. Thus, the purpose of this study was (1) to design an AR-assisted learning environment to support individual knowledge construction, (2) to investiga…
Understanding procrastination: A case of a study skills course
Procrastination is consistently viewed as problematic to academic success and students’ general well-being. There are prevailing questions regarding the underlying and maintaining mechanisms of procrastination which are yet to be learnt. The aim of the present study was to combine different ways to explain procrastination and explore how students’ time and effort management skills, psychological flexibility and academic self-efficacy are connecte…
How Did Students with Different Learning Profiles Experience 'Normal' and Online Teaching Situation during Covid-19 Spring
This study compares university students' approaches to learning and experiences with the teaching-learning environment in general and during online studying as a result of the COVID-19 pandemic. It examines students' learning profiles and how students with different learning profiles experienced the teaching-learning environment during COVID-19 as well as their approaches to learning and study-related burnout in general. The participants were 665…
First-year students’ approaches to learning, and factors related to change or stability in their deep approach during a pharmacy course
Research shows that a surface approach to learning is more common among students in the natural sciences, while students representing the ‘soft’ sciences are more likely to apply a deep approach. However, findings conflict concerning the stability of approaches to learning in general. This study explores the variation in students’ approaches to learning and aims to analyse factors that are particularly related to the deep approach. The participan…
Academics’ conceptions of assessment and their assessment practices
Evaluating the use of criteria for assessing profession-specific communication skills in pharmacy
One central task in higher education is to provide students with interpersonal communication competence in their profession. To achieve this, specialised training, based on an understanding of disciplinary communication practices and appropriate assessment methods, is needed. However, there is a lack of reliable assessment instruments which are designed to assess profession-specific communication skills and to strengthen students’ reflective skil…
Consonance and dissonance in descriptions of teaching of university teachers
Studies on teachers' approaches to teaching have identified two qualitatively different categories of approaches. The learning-focused approach is about teaching as facilitating students' learning and learning as knowledge construction, while the content-focused approach concerns teaching as transmission of knowledge and learning as absorbing the transmitted information. The aim of the present study is to explore consonance and dissonance in the …
Consonance and dissonance in descriptions of teaching of university teachers
Studies on teachers' approaches to teaching have identified two qualitatively different categories of approaches. The learning-focused approach is about teaching as facilitating students' learning and learning as knowledge construction, while the content-focused approach concerns teaching as transmission of knowledge and learning as absorbing the transmitted information. The aim of the present study is to explore consonance and dissonance in the …
Understanding procrastination: A case of a study skills course
Procrastination is consistently viewed as problematic to academic success and students’ general well-being. There are prevailing questions regarding the underlying and maintaining mechanisms of procrastination which are yet to be learnt. The aim of the present study was to combine different ways to explain procrastination and explore how students’ time and effort management skills, psychological flexibility and academic self-efficacy are connecte…
How Did Students with Different Learning Profiles Experience 'Normal' and Online Teaching Situation during Covid-19 Spring
This study compares university students' approaches to learning and experiences with the teaching-learning environment in general and during online studying as a result of the COVID-19 pandemic. It examines students' learning profiles and how students with different learning profiles experienced the teaching-learning environment during COVID-19 as well as their approaches to learning and study-related burnout in general. The participants were 665…
First-Year Experience in the Covid-19 Situation and the Association between Students' Approaches to Learning, Study-Related Burnout and Experiences of Online Studying
The aim of this study was to explore the association between students' approaches to learning and their experiences of study-related burnout in their first year of higher education. The objective was also to explore these association with a person-oriented approach by examining various learning profiles and their relation to experiences of study-related burnout and experiences of studying during the COVID 19-situation. The participants in this st…
Consonance and dissonance in descriptions of teaching of university teachers
Studies on teachers' approaches to teaching have identified two qualitatively different categories of approaches. The learning-focused approach is about teaching as facilitating students' learning and learning as knowledge construction, while the content-focused approach concerns teaching as transmission of knowledge and learning as absorbing the transmitted information. The aim of the present study is to explore consonance and dissonance in the …
Academics’ conceptions of assessment and their assessment practices
Evaluating the use of criteria for assessing profession-specific communication skills in pharmacy
One central task in higher education is to provide students with interpersonal communication competence in their profession. To achieve this, specialised training, based on an understanding of disciplinary communication practices and appropriate assessment methods, is needed. However, there is a lack of reliable assessment instruments which are designed to assess profession-specific communication skills and to strengthen students’ reflective skil…
First-year students’ approaches to learning, and factors related to change or stability in their deep approach during a pharmacy course
Research shows that a surface approach to learning is more common among students in the natural sciences, while students representing the ‘soft’ sciences are more likely to apply a deep approach. However, findings conflict concerning the stability of approaches to learning in general. This study explores the variation in students’ approaches to learning and aims to analyse factors that are particularly related to the deep approach. The participan…
Fostering Performance in Hands-On Laboratory Work with the Use of Mobile Augmented Reality (AR) Glasses
The learning of laboratory skills is essential in science education, but students often get too little individual guidance in this area. Augmented reality (AR) technologies are a promising tool to tackle this challenge and promote students’ high-level learning and performance in science laboratories. Thus, the purpose of this study was (1) to design an AR-assisted learning environment to support individual knowledge construction, (2) to investiga…
Understanding procrastination: A case of a study skills course
Procrastination is consistently viewed as problematic to academic success and students’ general well-being. There are prevailing questions regarding the underlying and maintaining mechanisms of procrastination which are yet to be learnt. The aim of the present study was to combine different ways to explain procrastination and explore how students’ time and effort management skills, psychological flexibility and academic self-efficacy are connecte…
How Did Students with Different Learning Profiles Experience 'Normal' and Online Teaching Situation during Covid-19 Spring
This study compares university students' approaches to learning and experiences with the teaching-learning environment in general and during online studying as a result of the COVID-19 pandemic. It examines students' learning profiles and how students with different learning profiles experienced the teaching-learning environment during COVID-19 as well as their approaches to learning and study-related burnout in general. The participants were 665…
Covid-19 Accelerating Academic Teachers’ Digital Competence in Distance Teaching
This study examines, using a cross-sectional approach, the digital competence of academic teachers at a time when teaching shifted to digital distance learning at the start of the COVID-19 pandemic. Teachers from different academic fields at a large multidisciplinary Finnish university (N = 265) responded to a questionnaire about the purposes for which they use digital tools in teaching, how they evaluated their competence at distance teaching du…
Design and Usability Testing of an Augmented Reality (AR) Environment in Pharmacy Education—Presenting a Pilot Study on Comparison between AR Smart Glasses and a Mobile Device in a Laboratory Course
An essential feature of pharmacy education is the teaching of theoretical knowledge with the support of practical work in the laboratory. When properly utilized, laboratory activities have the potential to enhance students’ achievement, conceptual understanding, and positive attitudes towards learning. In this pilot study, an augmented reality (AR) environment was designed and introduced for teaching laboratory skills in pharmacy education at the…
First-Year Experience in the Covid-19 Situation and the Association between Students' Approaches to Learning, Study-Related Burnout and Experiences of Online Studying
The aim of this study was to explore the association between students' approaches to learning and their experiences of study-related burnout in their first year of higher education. The objective was also to explore these association with a person-oriented approach by examining various learning profiles and their relation to experiences of study-related burnout and experiences of studying during the COVID 19-situation. The participants in this st…
Exhausting and difficult or easy: The association between psychological flexibility and study related burnout and experiences of studying during the pandemic
Introduction The COVID-19 pandemic caused a decline in students’ well-being, but on the other hand, students’ experiences of online learning and studying vary widely. The aim of this study is to examine the relationship between psychological flexibility and study-related burnout and to explore whether students with different levels of psychological flexibility have experienced burnout and online studying during COVID-19 differently. Methods The d…
University teachers’ professional vision with respect to their conceptions of teaching and learning: Findings from an eye-tracking study
This study investigated how university teachers’ (mis)conceptions of teaching and learning are related to their ability to notice and interpret pedagogically significant incidents in the classroom, that is their professional vision. Additionally, we examined whether university teachers can be supported in their development of conceptual understanding and professional vision through a short pedagogical training. A total of 32 university teachers w…
The impact of pedagogical and ICT training in teachers’ approaches to online teaching and use of digital tools
This study examines the relationship between teachers’ pedagogical and ICT training, their approaches to online teaching and the use of digital tools. The participants were 265, teachers from the large multi-disciplinary university in Finland. The data was collected in May–June 2020 during the early stages of COVID-19 pandemic. The results showed that teachers used digital tools more for delivering information and less for activating students. Th…
Promoting university students’ well-being and studying with an acceptance and commitment therapy (ACT)-based intervention
Students’ poor well-being is a serious problem in higher education. In part, this problem is related to the problems in studying as poorer study skills are related to poorer well-being. Both students’ study skills and their well-being should be enhanced in higher education, but effective ways to do this are needed. The aim of this study was to explore students’ experiences of an ACT-based online, 8-week course on university students’ well-being a…
Short pedagogical training in supporting university teachers’ professional vision: A comparison of prospective and current faculty teachers
This study investigates the effects of a short pedagogical training on university teachers’ professional vision and (mis)conceptions concerning teaching and learning, utilizing a mixed-methods approach. Participants’ written interpretations of a video-based teaching–learning situation were analyzed and comparisons were made between prospective and current faculty teachers. Before the course, participants missed almost half of the pedagogically re…
Navigating the Evolving Landscape of Teaching and Learning: University Faculty and Staff Perceptions of the Artificial Intelligence-Altered Terrain
This study examines the perspectives of university faculty and staff regarding the influence of artificial intelligence on the higher education teaching and learning landscape following the global launch of free-to-use OpenAI ChatGPT in the autumn of 2022. The participants were 79 university faculty and staff from diverse academic fields across all campuses of a multidisciplinary university in Finland. The data were collected in two phases in May…
University students’ stress and burnout risk: Results of an ACT-based online-course using self-assessments and HRV-measurements
To answer to the need to find effective study-integrated ways to support university students’ well-being, an Acceptance and Commitment Therapy (ACT) -based online course intervention was conducted with quasi-experimental waiting-list control group design. Our aim with this study was to provide new knowledge of the relations and changes in students’ self-assessed and physiological indicators of well-being and study ability during the course. Parti…
Changes in university students’ behaviour and study burnout risk during ACT-based online course intervention: A mixed methods study
Previous research in higher education has shown that Acceptance and Commitment Therapy (ACT) -based interventions have beneficial effects on students’ well-being. However, not much is known about the range of behaviour changes behind these outcomes. In this mixed methods study, we explored the variety of the changes ACT-based course participating university students (N = 101) describe in their reflective learning reports. We did so by applying th…
University students’ experiences of fully online teaching and learning environment—differences among learning profiles
This mixed-method study explores university students’ experiences of fully online teaching–learning environments and their relations to students’ approaches to learning profiles. Altogether, 504 students from different faculties completed questionnaire measuring approaches to learning and responded to an open-ended question about their experiences with online teaching–learning environment. A mixed-method approach was chosen to provide a comprehen…
Enhancing students’ well-being and studying in higher education: A comparison of two different study skill courses
Introduction University students face many challenges during their studies and the decline in university students’ well-being is currently an internationally shared concern. Among the most important factors influencing students’ well-being are time and effort management skills as well as psychological flexibility. The aim of this study was to compare two different study skills courses. One focused on time and effort management (TIMA) and the othe…
Exploring the Effects of an Acceptance and Commitment Therapy-Based Intervention Course on University Students’ Well-Being—A Mixed-Method Study
A decline in university students’ well-being is a serious concern internationally. The present study explores how university students benefit from an eight-week online acceptance and commitment therapy (ACT)-based intervention course. This course aims to improve psychological flexibility and organised studying skills. A total of 189 university students participated in the mixed-method study in the spring of 2021 comprising both quantitative and q…
Enhancing Well-Being Among Chinese University Students: A Pilot Study of an Online Acceptance and Commitment Therapy Intervention
Many university students in China are suffering from mental health problems, and the need for preventative well-being trainings has been recognised. Given limited resources, innovative approaches are needed to increase university students’ well-being skills. The present case study aims to explore the change in Chinese university students’ psychological flexibility, well-being, and study-related burnout during an ACT-based online course and explor…
Psychological flexibility-based interventions for teacher well-being: A systematic review
Poor mental well-being among teachers is a well-documented concern, leading to the development of interventions that equip educators with skills to manage stress and support well-being. Interventions utilizing psychological flexibility approaches have shown promising outcomes such as increased well-being and reduced stress and burnout among workers. However, research reviewing interventions targeting teacher well-being through psychological flexi…
Psychology (21 works) · Mathematics education (15 works) · Medicine (12 works) · Medical education (10 works) · Computer Science (9 works) · COVID-19 and Mental Health (7 works) · Higher education (7 works) · Pedagogy (7 works) · Burnout (6 works) · Clinical Psychology (6 works)