Henna Asikainen
Biographic Data
| ID | 1502563 |
|---|---|
| NAME | Henna Asikainen |
| GIVEN NAMES | Henna |
| FAMILY NAME | Asikainen |
| SIGNATURE | ASIKAINEN H |
| AFFILIATIONS | University of Helsinki |
| ORCID | 0000-0002-3858-211X |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
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…
We are here our hearts are there: Rurality, belonging and walking together
The notion of the rural idyll is well recognised within scholarship. Allied to this imaginary is that rural areas comprise white and homogenous space, with socially conservative values that are exclusionary. In recent decades, studies have identified the arrival of migrants into so-called New Immigration Destinations, rural spaces with little contemporary experience of immigration, often bringing with them a sense of cosmopolitanism. That researc…
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…
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…
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…
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…
Promoting deep approach to learning and self-efficacy by changing the purpose of self-assessment: A Comparison of Summative and Formative Models
Self-assessment has been portrayed as a way to promote lifelong learning in higher education. While most of the previous literature builds on the idea of self-assessment as a formative tool for learning, some scholars have suggested using it in a summative way. In the present study, we have empirically compared formative and summative models for self-assessment, based on different educational purposes (N = 299). Latent profile analysis was used t…
Do Students Develop Towards More Deep Approaches to Learning During Studies? A Systematic Review on the Development of Students’ Deep and Surface Approaches to Learning in Higher Education
The validity and students’ experiences of peer assessment in a large introductory class of gene technology
The relationship between student learning process, study success and the nature of assessment: A qualitative study
Air
Air
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…
Promoting deep approach to learning and self-efficacy by changing the purpose of self-assessment: A Comparison of Summative and Formative Models
Self-assessment has been portrayed as a way to promote lifelong learning in higher education. While most of the previous literature builds on the idea of self-assessment as a formative tool for learning, some scholars have suggested using it in a summative way. In the present study, we have empirically compared formative and summative models for self-assessment, based on different educational purposes (N = 299). Latent profile analysis was used t…
We are here our hearts are there: Rurality, belonging and walking together
The notion of the rural idyll is well recognised within scholarship. Allied to this imaginary is that rural areas comprise white and homogenous space, with socially conservative values that are exclusionary. In recent decades, studies have identified the arrival of migrants into so-called New Immigration Destinations, rural spaces with little contemporary experience of immigration, often bringing with them a sense of cosmopolitanism. That researc…
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…
Air
Air
The relationship between student learning process, study success and the nature of assessment: A qualitative study
The validity and students’ experiences of peer assessment in a large introductory class of gene technology
Do Students Develop Towards More Deep Approaches to Learning During Studies? A Systematic Review on the Development of Students’ Deep and Surface Approaches to Learning in Higher Education
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…
Promoting deep approach to learning and self-efficacy by changing the purpose of self-assessment: A Comparison of Summative and Formative Models
Self-assessment has been portrayed as a way to promote lifelong learning in higher education. While most of the previous literature builds on the idea of self-assessment as a formative tool for learning, some scholars have suggested using it in a summative way. In the present study, we have empirically compared formative and summative models for self-assessment, based on different educational purposes (N = 299). Latent profile analysis was used t…
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…
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…
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…
We are here our hearts are there: Rurality, belonging and walking together
The notion of the rural idyll is well recognised within scholarship. Allied to this imaginary is that rural areas comprise white and homogenous space, with socially conservative values that are exclusionary. In recent decades, studies have identified the arrival of migrants into so-called New Immigration Destinations, rural spaces with little contemporary experience of immigration, often bringing with them a sense of cosmopolitanism. That researc…
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 (13 works) · Mathematics education (8 works) · Medicine (8 works) · COVID-19 and Mental Health (7 works) · Burnout (6 works) · Clinical Psychology (6 works) · Medical education (6 works) · Perfectionism, Procrastination, Anxiety Studies (6 works) · Applied Psychology (5 works) · Computer Science (5 works)