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"fi": "Tutkimuksessa kartoitettiin koulutuksesta työelämään siirtymässä olevien ammattikorkeakoulu- ja yliopisto-opiskelijoiden työelämää ja yhteiskuntaa koskevia asenteita ja arvoja. Tutkimus toteutettiin verkkokyselynä suomalaisten ammattikorkeakoulujen ja yliopistojen rekrytointisivustojen kautta. Suuri osa kysymyksistä perustuu Helena Helven aikaisempaan seuranta- ja vertailututkimukseen. Aineistossa on käytetty lisäksi professori James Cótén kehittämää identiteettihorisonttia. Aluksi esitettiin työelämää ja yhteiskuntaa koskevia väittämiä, jotka liittyivät muun muassa työssä viihtymiseen, verotukseen, työllisyyteen ja työttömyyteen, markkinatalouteen ja talouskriisiin. Seuraavaksi kysyttiin, miten tärkeitä ovat erilaiset työn tai työpaikan ominaisuudet kuten palkka, työilmapiiri, etenemismahdollisuudet, työajat, esimiehen innostavuus ja reiluus tai työsuhteen vakinaisuus. Lisäksi selvitettiin, mitä ansiotyö merkitsee vastaajille henkilökohtaisesti. Seuraavaksi vastaajat arvioivat erilaisten työtä ja työelämää koskevien kehitysilmiöiden etenemisen todennäköisyyttä Suomessa lähivuosien aikana. Näitä olivat muun muassa varmojen, elinikäisten työpaikkojen loppuminen vähitellen kokonaan, osapäivätyön lisääntyminen, kiireen ja stressin lisääntyminen, eläke-ehtojen tiukentuminen ja ikääntyneiden jatkaminen työelämässä merkittävästi nykyistä pidempään. Tämän jälkeen esitettiin lukuisia väittämiä, joiden aihepiirejä olivat esimerkiksi tulonjako ja tuloerot, kansalaisten vaikutusmahdollisuudet päätöksentekoon, suomalaisuus, sukupuolten välinen tasa-arvo, kehitysapu ulkomaille, sosiaalietuudet Suomessa, tieteen ja teknologian merkitys, perinteiset arvot, maahanmuuttajat ja ihmisen toiminnan ympäristövaikutukset. Seuraavassa osuudessa tiedusteltiin vastaajien työkokemuksesta. Kysyttiin muun muassa, onko vastaajilla kokemuksia pätkätyöstä, montako työnantajaa heillä on ollut ja mitä mieltä he ovat erilaisista työtä ja koulutusta koskevista väittämistä. Lisäksi kysyttiin, mikä asia on tärkeintä työssä ja olisivatko vastaajat valmiita siirtymään ulkomaille työhön. Kyselyn viimeinen osuus sisälsi pääasiassa avoimia kysymyksiä. Kysyttiin muun muassa kolmea tärkeintä asiaa elämässä ja mikä on parasta tai vaikeinta elämässä. Pohdittiin myös tulevaisuutta, ammattivalintaa ja sitä, mikä tulee olemaan tärkeintä elämässä ensi vuonna, viiden vuoden kuluttua tai kymmenen vuoden kuluttua. Lisäksi kysyttiin vielä vastaajien harrastuksista, toiminnasta järjestöissä, kerhoissa tai yhdistyksissä sekä aikomuksesta äänestää seuraavissa vaaleissa. Taustamuuttujina tutkimuksessa olivat vastaajan syntymävuosi, sukupuoli, perhemuoto, maakunta, asuinkunnan koko ja koulutukseen sekä työhön liittyvät tiedot. Lisäksi kysyttiin, mihin yhteiskuntaluokkaan vastaajat katsovat kuuluvansa.",
"en": "The respondents were Finnish university and university of applied sciences graduates and students about to graduate, and the study charted their values and attitudes towards employment and society. The study was conducted using an online questionnaire which was available on the employment services webpages of Finnish universities and universities of applied sciences. The majority of the questions are based on Helena Helve's previous longitudinal comparative research. The identity horizon developed by James Côté has also been used in the questionnaire. The respondents were first asked to which extent they agreed with several statements relating to employment, taxation, pay, job security, trade unions, employment policy, entrepreneurship, influence of the market forces, economic crisis, commitment to job, importance of work and success at work. Importance of various characteristics of the job and working environment were charted as well as how the respondents viewed paid work (e.g. \"only as a means to earn a living\", \"a duty of every member of society\"). The next set of questions explored the likelihood of possible future developments in employment and occupational life, such as increase in part-time or temporary work. The respondents were asked to what extent they agreed with several statements charting their values and attitudes, such as \"Differences in the social standing of people are acceptable because they show how well people have made use of their opportunities\" and \"In my opinion, everyone should have the freedom to live as they see fit\". Work history was investigated with questions about participation in different unwaged activities (volunteering, work placement, internship etc.), experiences of temporary employment, and the number of employers. A number of statements charted the respondents' attitudes towards further education and career advancement. Attitudes towards temporary employment, the most important characteristics of a job and readiness to move abroad to work were investigated. The respondents were asked whether they felt they could have influence over their own life. Background variables included, among others, the respondent's gender, household composition, education, employment status, self-perceived social class, type of job contract and size of the municipality of residence."
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"fi": "Tutkimuksessa selvitettiin suomalaisen työelämän laatua kunta-alan palkansaajien näkökulmasta vuonna 1996. Tiedot perustuvat työministeriön työolobarometrin aineistoon, joka kattaa kaikkien alojen palkansaajat. Tätä aineistoa on kasvatettu Työturvallisuuskeskuksen kuntaryhmän toimeksiannosta kunta-alalla työskentelevien osalta poimimalla heistä lisäotos. Barometrien sisältö on pidetty suunnilleen edellisten vuosien kaltaisena. Vuonna 1995 mukaan otettiin kysymyksiä työpaikkojen erilaisten kehitysohjelmien yleisyydestä, työntekijöiden aloitteellisuudesta sekä ryhmissä työskentelystä. Näitä teemoja jatkettiin vuoden 1996 barometrissa. Uutena teemana oli työntekijöiden osaaminen ja vastaavasti työn vaatimustaso. Aluksi vastaajilta (N=452) tiedusteltiin työsuhteen pituutta ja luonnetta. Seuraavaksi selvitettiin työpaikan henkilöstömäärää, ja henkilöstössä tapahtuneita muutoksia viimeisen 12 kuukauden ajalta. Vastaajilta kysyttiin, oliko uusia työntekijöitä otettu vakinaiseen, tilapäiseen tai määräaikaiseen työsuhteeseen, ja oliko työntekijöitä esimerkiksi osa-aikaistettu, lomautettu tai siirretty toiseen yksikköön. Lisäksi tiedusteltiin muun muassa, oliko työpaikalla yhdistelty tai purettu yksiköitä, lisätty työn tuottavuuteen perustuvaa palkkausta, ja oliko töitä alettu ostaa ulkopuoleisilta. Vastaajat kertoivat, työskenneltiinkö työpaikalla ryhmissä tai tiimeissä. Työpaikan ilmapiiriä kartoitettiin kyselemällä, esiintyikö siellä kilpailuhenkeä, esimiesten ja alaisten tai työntekijöiden välisiä ristiriitoja, sekä olivatko ristiriidat lisääntyneet tai vähentyneet. Vastaajat arvioivat henkilöstön pätevyydessä ja ammatillisessa osaamisessa tapahtuneita muutoksia viimeisen vuoden ajalta. He myös ottivat kantaa työtehtävien suoritusvaatimusten muutoksen. Tämän jälkeen siirryttiin selvittämään vaikutusmahdollisuuksia eri asioihin työpaikallaan. Vastaajalta tiedusteltiin kuulumista ammattijärjestöön. Samoin tiedusteltiin ammattijärjestön vaikutusmahdollisuuksia. Vastaajan työaikaa selvitettiin kyselemällä ylitöistä ja ylitöihin liittyvistä korvauksista, kellokortin käytöstä, työajan joustosta sekä työn kausiluontoisuudesta. Edelleen tiedusteltiin muutoksia työtahdissa, työturvallisuudessa, työn henkisessä ja fyysisessä rasittavuudessa, ja esimerkiksi kannustuksen saannissa viimeisen 12 kuukauden aikana. Seuraavaksi tiedusteltiin kuukausipalkkaa veroja vähentämättä, työn määrän vaikutusta palkkaukseen, sekä kuinka vastaaja arveli palkkansa muuttuvan vuoden kuluessa. Seuraavaksi kysyttiin, oliko vastaaja tehnyt työolojen, työtapojen, tuotteiden tai palvelujen parantamiseen tähtääviä aloitteita, kuinka aloitteisiin oli suhtauduttu, ja oliko työpaikalla kuluneen vuoden aikana suunnitelmallisesti kehitetty tuottavuutta, palveluja tai laatua. Epävarmuutta työsuhteessa selvitettiin kysymällä, esimerkiksi pitikö haastateltava mahdollisena, että hänet lomautetaan, irtisanotaan tai siirretään toisiin tehtäviin. Vastaajat myös arvioivat työtilannettaan vuoden kuluttua sekä, saisivatko ammattiaan ja työkokemustaan vastaavaa työtä, mikäli jäisivät työttömiksi. Lisäksi kysyttiin, oliko vastaaja ajatellut ryhtyvänsä yksityisyrittäjäksi. Työelämän muutosten suuntaa selvitettiin tiedustelemalla, olivatko seuraavat asiat menossa parempaan vai huonompaan suuntaan: työnteon mielekkyys, sukupuolten välinen tasa-arvo, ympäristökysymykset, tietojen saanti tulevaisuuden tavoitteista, esimiesten johtamistapa, mahdollisuudet itsensä kehittämiseen ja työpaikan taloudellinen tilanne. Suhtautumista vuorotteluvapaaseen selvitettiin. Vastaajilta tiedusteltiin, mitä he ajattelivat vuorotteluvapaakokeilun sopivuudesta Suomen työmarkkinoille, ja olisiko vastaaja valmis käyttämään vuorotteluvapaata seuraavan kolmen vuoden aikana. Lisäksi tiedusteltiin, miten vastaaja ensisijassa käyttäisi ajan, jonka hän olisi työvuorottelussa, ja kuinka esimerkiksi toimeentulo, työuran häiriintyminen ja työssä viihtyminen vaikuttivat halukkuuteen käyttää vuorotteluvapaata. Vastaajat ilmoittivat, mikä olisi vastaan sopiva korvaustaso vuorotteluvapaalle siirtyvälle. Vastaajat ottivat kantaa erilasiin vuorotteluvapaata koskeviin väittämiin, kuten, helpottiko vuorotteluvapaa nuorten työllistymistä, vähensikö se heidän mielestään työttömyyttä ja palveliko se ensisijassa vain niitä, joilla oli varaa olla pois ansiotyöstä. Vastaajat myös arvioivat, kuinka heidän työnantajansa suhtautuisi, jos vastaaja ilmoittaisi halukkuudestaan vuorotteluvapaaseen. Lopuksi tiedusteltiin kotitalouden toimeentuloa ja vastaajan koulutusta. Kunta-alan työolobarometrissa on hyödynnetty työvoimatutkimuksen (Tilastokeskus 1996) taustamuuttujia. Taustamuuttujina olivat muun muassa sukupuoli, ikä, alue ja työpaikan toimiala.",
"en": "The annual survey studied employee opinion on the quality of working life in Finnish municipalities. Main themes were job characteristics, work environment, conflicts at the workplace, influence over decisions, working hours, pay systems and job security. The year 1996 survey contained new questions on job skills requirements and the recently established 'job alternative' leave system. First, the respondents were asked about the number of years they had worked for the employer they were working for at the time, type of contract, number of persons at the workplace, what kind of changes there had been in organisation, staff numbers, working hours and contracts over the past 12 months, and whether people had been transferred to other units. Further questions covered team work at the workplace, whether there had been conflicts at the workplace, between what groups and whether the conflicts had decreased or increased over the past 12 months. Skills requirements and changes in them were charted. Employee influence over, for instance, workload and tasks, and changes in the degree of incfluence were investigated as well as trade union influence and R's membership in a trade union or a professional association. Next set of questions covered overtime at work, overtime compensation, flexibility in working times, job characteristics, and changes over the past year in workload, physical or mental stress, in access to training etc. Wage level and pay systems were charted. One topic pertained to whether the respondents had presented any ideas to improve working conditions, products, services or working methods at the workplace, how the ideas had been received and whether there had been other development ideas. The respondents were asked how likely it was that they would be dismissed or laid off, or their tasks or working hours would be changed over the next year and how easy it would be to find a similar job. Opinions were charted on employment situation in Finland and what kind of changes were happening in working life in, for instance, relating to management style, possibility to influence decisions, the financial situation of their organisation. A number of questions and statements pertained to the 'job alternation' leave system. Background variables included the respondent's gender, age, urbanity of the municipality of residence, region, occupational status, industry of employment, employer type, weekly working hours, additional jobs, industry of additional job, basic education and vocational education, whether R worked for a municipality or a federation of municipalities and in which sector. Most background variables were obtained from the Labour Force Survey 1996 telephone interviews."
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"fi": "Vuoden 2005 Kunta-alan työolobarometri tarkastelee kuntien ja kuntayhtymien työolojen muutoksia. Tiedot perustuvat työministeriön työolobarometrin aineistoon, jota kattaa kaikkien alojen palkansaajat. Tätä aineistoa on kasvatettu Työturvallisuuskeskuksen kuntaryhmän toimeksiannosta kunta-alalla työskentelevien osalta poimimalla heistä lisäotos. Vuonna 2005 satunnaisesti valittujen haastateltujen kokonaismäärä kunta-alalla oli 733. Tutkimuksessa selvitettiin suomalaisen työelämän laatua palkansaajien näkökulmasta vuonna 2005. Ensimmäiset kysymykset koskivat työsuhteen pituutta ja luonnetta sekä työpaikan henkilöstöä. Esimerkiksi kysyttiin vuoden aikana tapahtuneista muutoksista henkilöstön lukumäärässä, irtisanomisista ja lomautuksista. Seuraavat kysymykset koskivat työpaikan ilmapiiriä, kuten esiintyykö työpaikalla ristiriitoja tai henkistä ja fyysistä väkivaltaa. Tämän jälkeen kysyttiin työtehtävistä ja työn luonteesta sekä palkkaukseen liittyvistä asioista, kuten ylityökorvauksista, lisistä ja tulospalkkioista sekä vastaajan suhtautumisesta palkkaukseensa. Seuraavissa kysymyksissä selvitettiin työpaikan luonnetta ja ominaisuuksia sekä kysyttiin työhön liittyvistä koulutuksista. Vastaajilta myös tiedusteltiin, pitävätkö he mahdollisena, että seuraavan vuoden aikana heidät esimerkiksi lomautetaan, irtisanotaan tai siirretään toisiin tehtäviin. Lisäksi vastaajat pohtivat työllisyystilannetta sekä sitä, onko työelämä muuttumassa suuntaan tai toiseen esimerkiksi tasa-arvon, ympäristökysymysten huomioon ottamisen, esimiesten johtamistavan tai itsensä kehittämisen mahdollisuuksien suhteen. Tämän jälkeen tiedusteltiin vielä muun muassa työkykyyn ja työterveyteen liittyviä asioita sekä sitä, miten tärkeä asia työ on perhe-elämään ja vapaa-aikaan suhteutettuna. Lisäksi kysyttiin, esiintyykö vastaajan työorganisaatiossa syrjintää tai eriarvoista kohtelua, joka perustuu esimerkiksi ikään, sukupuoleen, työsuhteen luonteeseen tai työntekijän syntyperään. Kunta-alan työolobarometrissa on hyödynnetty työvoimatutkimuksen (Tilastokeskus 2005) taustamuuttujia. Taustamuuttujina olivat muun muassa sukupuoli, ikä, alue ja työpaikan toimiala. Barometrin sisällöstä pääosa on pidetty samanlaisena eri vuosina. Vuonna 2005 uudistettiin ja laajennettiin palkkaustapoja koskenutta osiota.",
"en": "The annual survey studied employee opinion on the quality of working life in Finnish municipalities. Main themes were psychosocial working environment, job characteristics, pay systems, job satisfaction, employment security, training and development, capacity to work, and bullying and discrimination at work. The year 2005 survey contained amended and new questions on pay systems. First, the respondents were asked how many years they had worked for the employer they were working for at the time, type of contract, number of persons at the workplace, what kind of changes there had been in staff numbers, working hours, contracts and organisational structure over the past 12 months, and whether people had been transferred to other units. Further questions covered team work, and whether there had been conflicts at the workplace, between what groups and whether the conflicts had decreased or increased over the past 12 months. Incidents of bullying and violence were charted. Next set of questions covered autonomy and influence at work, overtime and its compensation, and membership in a trade union or professional association. Changes over the past year in workload, physical or mental stress, in access to training, support from supervisors etc were charted as well as pay systems and satisfaction with the workplace. One topic pertained to whether the respondents had presented any ideas to improve working conditions, products, services or working methods at the workplace and whether there had been other development initiatives. Other questions covered workplace characteristics and the respondents' participation in job-related training and development. The respondents were asked how likely it was that they would be dismissed or laid off, or their tasks or working hours would be changed over the next year. Opinions were charted on employment situation in Finland and what kind of changes were happening in working life in, for instance, relating to management style, possibility to influence decisions, the financial situation of their organisation. A number of questions investigated how the employees' capacity to work and occupational health and safety had been taken into account at the workplace, the respondents' sickness absences, illnesses, and estimate of own mental and physical capacity to work. The respondents were asked whether they would be willing to give up work. Discrimination at work based on ethnic group, age, gender or contract type was explored. Background variables included the respondent's gender, age, type of municipality, major region (NUTS2), region (NUTS3), occupational group, status in employment, industry of employment, employer type, weekly working hours, additional jobs, industry of additional job, education, whether R worked for a municipality or a federation of municipalities and in which sector. Most background variables were obtained from the Labour Force Survey 2005 telephone interviews."
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"bibliographic_citation": "Rutanen, Niina; Vuorisalo, Mari; Lucas Revilla, Yaiza; Can, Jasemin; Harju, Kaisa; Ståhlberg, Hanna. (2026). Transitions across early educational contexts (Trace): Interviews with children [Research data]. V. 9.10.2025. University of Jyväskylä. https://doi.org/10.17011/jyx/dataset/114733",
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"en": "The Trace data corpus covers datasets constructed and collected as part of the Children’s Socio-Spatial Relations and Lived Experiences in Early Childhood Educational Transitions project (Trace in ECEC), funded by the Research Council of Finland (no. 321374), in the pilot preceding the project, and the Children’s Spaces and Relations in the Transition to School project (SchoolTrace). \r\n\r\nThese projects focused on diverse transitions during children’s early childhood education paths and the transition from pre-primary education to school. The analyses addressed the structural constitution and socio-spatial organization of transitions in practice, as well as professionals’, parents’, and children’s perspectives and lived experiences in these processes. \r\n\r\nThe multi-method longitudinal data corpus was constructed from 2016–2025. Five focus children were followed through their first transition from home to early childhood education and care (ECEC), through their diverse transitions between child groups and centers, in their transition from ECEC to pre-primary education, and their transition from pre-primary education to first grade in primary school. All the ECEC groups, pre-primary education groups, and school classes that these children were enrolled in were invited to participate. The data collection started when the children began ECEC at the age of one and ended at the first grade of primary school when the children were seven years of age. \r\n\r\nData was collected by interviewing children during the transition to pre-primary education and school. A total of 120 children participated in the interviews, resulting in 120 interviews. Some children participated in the interviews more than once. The interviews were conducted face-to-face with the children. The children participated mostly in pairs, but individual and group interviews were also conducted. In some interviews, participatory methods were used, including, for example, play and reflection on the children’s own ECEC journey. Interviews also contained visual methods, such as drawing and photographs. The procedures are described in more detail in the metadata file that outlines the entire Trace data corpus. In addition, data collection included observations and interviews with professionals and parents, which are described in separate metadata files. \r\n\r\nA total of 14 ECEC centers and pre-primary education settings, as well as four primary schools and after-school settings participated in the data collection. \r\n\r\nThe data collection and the projects included international collaboration as part of the International Study of Social Emotional Early Transitions (ISSEET) project. The metadata cover the data constructed and collected in Finland.",
"fi": "Trace -aineistokokonaisuus sisältää aineistot, jotka on kerätty Lasten sosio-spatiaaliset suhteet ja eletyt kokemukset varhaiskasvatuksen siirtymissä -hankkeessa (Trace in ECEC), rahoittajana Suomen Akatemia (hankenumero 321374), hanketta edeltäneessä pilotissa sekä Lasten tilat ja suhteet koulunaloituksessa –hankkeessa (SchoolTrace). \r\n\r\nNäissä hankkeissa tutkittiin lasten varhaiskasvatuspolun erilaisia siirtymiä sekä siirtymää esiopetuksesta kouluun. Hankkeissa analysoitiin sekä siirtymien taustalla olevia rakenteellisia tekijöitä, siirtymien rakentumista käytännössä sekä ammattilaisten, vanhempien ja lasten kokemuksia siirtymissä. \r\n\r\nTrace -pitkittäistutkimusaineisto kerättiin monimenetelmäisesti vuosina 2016–2025. Aineisto rakentui seuraamalla viiden fokuslapsen kautta varhaiskasvatuksen aloitusta, erilaisia siirtymiä varhaiskasvatusvuosien aikana ja esiopetuksessa sekä koulunaloitusta. Kaikki varhaiskasvatus- ja esiopetusryhmät sekä myöhemmin koululuokat, joissa nämä lapset olivat, kutsuttiin mukaan tutkimukseen. Seuranta alkoi, kun lapset aloittivat varhaiskasvatuksessa noin yksivuotiaina ja päättyi perusopetuksen ensimmäisellä luokalla. \r\n\r\nAineistoa kerättiin haastattelemalla lapsia esiopetuksen siirtymävaiheessa ja koulunaloituksen yhteydessä. Haastatteluihin osallistui 120 lasta, joiden kanssa tehtiin 120 haastattelua. Osa lapsista osallistui haastatteluihin useampaan kertaan. Haastattelut toteutettiin lasten kanssa kasvokkain. Lapsia haastateltiin pääosin pareittain, mutta haastatteluja toteutettiin myös yksilö- ja ryhmähaastatteluina. Joissain haastatteluissa hyödynnettiin hankkeessa kehitettyjä osallistavia menetelmiä, joihin sisältyi esimerkiksi leikkiä ja oman varhaiskasvatuspolun muistelua. Lapset myös piirsivät ja kertoivat valokuvista haastatteluissa. Haastattelujen toteutusta on kuvattu tarkemmin koko aineistokokonaisuutta kuvaavassa erillisessä dokumentaatiossa. Lisäksi aineistonkeruuseen sisältyi havainnointia sekä ammattilaisten ja vanhempien haastatteluja, jotka kuvataan erillisissä metadatatiedostoissa. \r\n\r\nAineistonkeruuseen on osallistunut yhteensä 14 päiväkotia ja esiopetusyksikköä sekä neljä koulua ja iltapäivätoiminnan järjestäjää. Aineistonkeruuseen ja tutkimuksiin sisältyi yhteistyötä osana kansainvälistä International Study of Social Emotional Early Transitions (ISSEET) -hanketta. Tämä metadata kattaa Suomessa kerätyn aineiston."
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"en": "The Trace data corpus covers datasets constructed and collected as part of the Children’s Socio-Spatial Relations and Lived Experiences in Early Childhood Educational Transitions project (Trace in ECEC), funded by the Research Council of Finland (no. 321374), in the pilot preceding the project, and the Children’s Spaces and Relations in the Transition to School project (SchoolTrace). \r\n\r\nThese projects focused on diverse transitions during children’s early childhood education paths and the transition from pre-primary education to school. The analyses addressed the structural constitution and socio-spatial organization of transitions in practice, as well as professionals’, parents’, and children’s perspectives and lived experiences in these processes. \r\n\r\nThe multi-method longitudinal data corpus was constructed from 2016–2025. Five focus children were followed through their first transition from home to early childhood education and care (ECEC), through their diverse transitions between child groups and centers, in their transition from ECEC to pre-primary education, and their transition from pre-primary education to first grade in primary school. All the ECEC groups, pre-primary education groups, and school classes that these children were enrolled in were invited to participate. The data collection started when the children began ECEC at the age of one and ended at the first grade of primary school when the children were seven years of age. \r\n\r\nData were collected by interviewing children’s parents regarding various educational transitions. The parent interview data include interviews with the parents of the five focus children (n = 7). They were interviewed on multiple occasions. In addition, the data are comprised of interviews with other parents from the focus children’s groups and classes regarding the first transition to ECEC and transition to school. A total of 40 parents participated in the interviews, resulting in 102 interviews, which were conducted both in person and online. In some interviews, the parents reflected on videos or photographs taken at the ECEC centers and other material produced regarding the child’s ECEC journey. The procedures are described in more detail in the metadata file that outlines the entire Trace data corpus. Additionally, data collection included observations and interviews with professionals and children, which are described in separate metadata files. \r\n\r\nA total of 14 ECEC centers and pre-primary education settings, as well as four primary schools and after-school settings participated in the data collection. \r\n\r\nThe data collection and the projects included international collaboration as part of the International Study of Social Emotional Early Transitions (ISSEET) project. The metadata cover the data constructed and collected in Finland.",
"fi": "Trace -aineistokokonaisuus sisältää aineistot, jotka on kerätty Lasten sosio-spatiaaliset suhteet ja eletyt kokemukset varhaiskasvatuksen siirtymissä -hankkeessa (Trace in ECEC), rahoittajana Suomen Akatemia (hankenumero 321374), hanketta edeltäneessä pilotissa sekä Lasten tilat ja suhteet koulunaloituksessa –hankkeessa (SchoolTrace). \r\n\r\nNäissä hankkeissa tutkittiin lasten varhaiskasvatuspolun erilaisia siirtymiä sekä siirtymää esiopetuksesta kouluun. Hankkeissa analysoitiin sekä siirtymien taustalla olevia rakenteellisia tekijöitä, siirtymien rakentumista käytännössä sekä ammattilaisten, vanhempien ja lasten kokemuksia siirtymissä. \r\n\r\nTrace -pitkittäistutkimusaineisto kerättiin monimenetelmäisesti vuosina 2016–2025. Aineisto rakentui seuraamalla viiden fokuslapsen kautta varhaiskasvatuksen aloitusta, erilaisia siirtymiä varhaiskasvatusvuosien aikana ja esiopetuksessa sekä koulunaloitusta. Kaikki varhaiskasvatus- ja esiopetusryhmät sekä myöhemmin koululuokat, joissa nämä lapset olivat, kutsuttiin mukaan tutkimukseen. Seuranta alkoi, kun lapset aloittivat varhaiskasvatuksessa noin yksivuotiaina ja päättyi perusopetuksen ensimmäisellä luokalla. \r\n\r\nAineistoa kerättiin haastattelemalla lasten vanhempia varhaisen koulutuspolun erilaisiin siirtymiin liittyen. Vanhempien haastatteluaineisto keskittyi viiden fokuslapsen vanhempien (N=7) haastatteluihin. Heitä haastateltiin useampaan kertaan. Lisäksi aineistossa on fokuslasten ryhmistä ja luokilta muiden vanhempien haastatteluja varhaiskasvatuksen ja koulun aloitukseen liittyen. Haastatteluihin osallistui kaikkiaan 40 vanhempaa, joiden kanssa tehtiin 102 haastattelua. Haastatteluja toteutettiin sekä kasvokkain että etäyhteyden välityksellä. Osassa haastatteluja haastateltavat reflektoivat päiväkodissa otettuja videoita tai valokuvia tai muuta lapsen varhaiskasvatuspolusta tuotettua materiaalia. Haastattelujen toteutusta on kuvattu tarkemmin koko aineistokokonaisuutta kuvaavassa erillisessä dokumentaatiossa. Lisäksi aineistonkeruuseen sisältyi havainnointia sekä ammattilaisten ja lasten haastatteluja, jotka kuvataan erillisissä metadatatiedostoissa. \r\n\r\nAineistonkeruuseen on osallistunut yhteensä 14 päiväkotia ja esiopetusyksikköä sekä neljä koulua ja iltapäivätoiminnan järjestäjää. Aineistonkeruuseen ja tutkimuksiin sisältyi yhteistyötä osana kansainvälistä International Study of Social Emotional Early Transitions (ISSEET) -hanketta. Tämä metadata kattaa Suomessa kerätyn aineiston."
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"en": "The Trace data corpus covers datasets constructed and collected as part of the Children’s Socio-Spatial Relations and Lived Experiences in Early Childhood Educational Transitions project (Trace in ECEC), funded by the Research Council of Finland (no. 321374), in the pilot preceding the project, and the Children’s Spaces and Relations in the Transition to School project (SchoolTrace). \r\n\r\nThese projects focused on diverse transitions during children’s early childhood education paths and the transition from pre-primary education to school. The analyses addressed the structural constitution and socio-spatial organization of transitions in practice, as well as professionals’, parents’, and children’s perspectives and lived experiences in these processes. \r\n\r\nThe multi-method longitudinal data corpus was constructed from 2016–2025. Five focus children were followed through their first transition from home to early childhood education and care (ECEC), through their diverse transitions between child groups and centers, in their transition from ECEC to pre-primary education, and their transition from pre-primary education to first grade in primary school. All the ECEC groups, pre-primary education groups, and school classes that these children were enrolled in were invited to participate. The data collection started when the children began ECEC at the age of one and ended at the first grade of primary school when the children were seven years of age. \r\n\r\nData collection was conducted by observing children’s transitions in ECEC, pre-primary education, primary school, and after-school settings. The observations utilized structured and ethnographic observations, as well as video recordings. The researchers conducted observations both individually and in pairs. The dataset is comprised of a total of 184 days of observation and approximately 126 hours of video recordings. The observational procedures are described in more detail in the metadata file that outlines the entire Trace data corpus. In addition, data collection included interviews with professionals, parents, and children, which are described in separate metadata files. \r\n\r\nA total of 14 ECEC centers and pre-primary education settings, as well as four primary schools and after-school settings participated in the data collection. \r\n\r\nThe data collection and the projects included international collaboration as part of the International Study of Social Emotional Early Transitions (ISSEET) project. The metadata cover the data constructed and collected in Finland.",
"fi": "Trace -aineistokokonaisuus sisältää aineistot, jotka on kerätty Lasten sosio-spatiaaliset suhteet ja eletyt kokemukset varhaiskasvatuksen siirtymissä -hankkeessa (Trace in ECEC), rahoittajana Suomen Akatemia (hankenumero 321374), hanketta edeltäneessä pilotissa sekä Lasten tilat ja suhteet koulunaloituksessa –hankkeessa (SchoolTrace). \r\n\r\nNäissä hankkeissa tutkittiin lasten varhaiskasvatuspolun erilaisia siirtymiä sekä siirtymää esiopetuksesta kouluun. Hankkeissa analysoitiin sekä siirtymien taustalla olevia rakenteellisia tekijöitä, siirtymien rakentumista käytännössä sekä ammattilaisten, vanhempien ja lasten kokemuksia siirtymissä. \r\n\r\nTrace-pitkittäistutkimusaineisto kerättiin monimenetelmäisesti vuosina 2016–2025. Aineisto rakentui seuraamalla viiden fokuslapsen kautta varhaiskasvatuksen aloitusta, erilaisia siirtymiä varhaiskasvatusvuosien aikana ja esiopetuksessa sekä koulunaloitusta. Kaikki varhaiskasvatus- ja esiopetusryhmät sekä myöhemmin koululuokat, joissa nämä lapset olivat, kutsuttiin mukaan tutkimukseen. Seuranta alkoi, kun lapset aloittivat varhaiskasvatuksessa noin yksivuotiaina ja päättyi perusopetuksen ensimmäisellä luokalla. \r\n\r\nAineistonkeruu toteutettiin havainnoimalla lasten siirtymävaiheita päiväkodissa, esiopetuksessa ja koulussa sekä koulun iltapäivätoiminnassa. Havainnoinnissa hyödynnettiin strukturoitua havainnointia, etnografista kirjaamista että videointia. Tutkijat tekivät havainnointia yksin ja pareittain. Aineistossa on yhteensä 184 havainnointipäivää ja noin 126 tuntia videotallenteita. Havainnoinnin toteutus on kuvattu tarkemmin koko aineistokokonaisuutta kuvaavassa erillisessä dokumentaatiossa. Lisäksi aineistonkeruuseen sisältyi ammattilaisten, vanhempien ja lasten haastatteluja, jotka kuvataan erillisissä metadatatiedostoissa. \r\n\r\nAineistonkeruuseen on osallistunut yhteensä 14 päiväkotia ja esiopetusyksikköä sekä neljä koulua ja iltapäivätoiminnan järjestäjää. Aineistonkeruuseen ja tutkimuksiin sisältyi yhteistyötä osana kansainvälistä International Study of Social Emotional Early Transitions (ISSEET) -hanketta. Tämä metadata kattaa Suomessa kerätyn aineiston."
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"en": "The Trace data corpus covers datasets constructed and collected as part of the Children’s Socio-Spatial Relations and Lived Experiences in Early Childhood Educational Transitions project (Trace in ECEC), funded by the Research Council of Finland (no. 321374), in the pilot preceding the project, and the Children’s Spaces and Relations in the Transition to School project (SchoolTrace). \r\n\r\nThese projects focused on diverse transitions during children’s early childhood education paths and the transition from pre-primary education to school. The analyses addressed the structural constitution and socio-spatial organization of transitions in practice, as well as professionals’, parents’, and children’s perspectives and lived experiences in these processes. \r\n\r\nThe multi-method longitudinal data corpus was constructed from 2016–2025. Five focus children were followed through their first transition from home to early childhood education and care (ECEC), through their diverse transitions between child groups and centers, in their transition from ECEC to pre-primary education, and their transition from pre-primary education to first grade in primary school. All the ECEC groups, pre-primary education groups, and school classes that these children were enrolled in were invited to participate. The data collection started when the children began ECEC at the age of one and ended at the first grade of primary school when the children were seven years of age. \r\n\r\nData were collected by interviewing professionals in ECEC and pre-primary education, schools, and after-school settings regarding children’s transitions. A total of 54 professionals participated in the study, and 68 interviews were conducted with them. Some professionals were interviewed multiple times for the study. Interviews were conducted both in person and online. In some interviews, the interviewees reflected on video footage or photographs taken at ECEC centers or schools. The procedures are described in more detail in the metadata file that outlines the entire Trace data corpus. Additionally, data collection included observations and interviews with parents and children, which are described in separate metadata files. \r\n\r\nA total of 14 ECEC centers and pre-primary education settings, as well as four primary schools and after-school settings participated in the data collection. \r\n\r\nThe data collection and the projects included international collaboration as part of the International Study of Social Emotional Early Transitions (ISSEET) project. The metadata cover the data constructed and collected in Finland.",
"fi": "Trace -aineistokokonaisuus sisältää aineistot, jotka on kerätty Lasten sosio-spatiaaliset suhteet ja eletyt kokemukset varhaiskasvatuksen siirtymissä -hankkeessa (Trace in ECEC), rahoittajana Suomen Akatemia (hankenumero 321374), hanketta edeltäneessä pilotissa sekä Lasten tilat ja suhteet koulunaloituksessa –hankkeessa (SchoolTrace). \r\n\r\nNäissä hankkeissa tutkittiin lasten varhaiskasvatuspolun erilaisia siirtymiä sekä siirtymää esiopetuksesta kouluun. Hankkeissa analysoitiin sekä siirtymien taustalla olevia rakenteellisia tekijöitä, siirtymien rakentumista käytännössä sekä ammattilaisten, vanhempien ja lasten kokemuksia siirtymissä. \r\n\r\nTrace -pitkittäistutkimusaineisto kerättiin monimenetelmäisesti vuosina 2016–2025. Aineisto rakentui seuraamalla viiden fokuslapsen kautta varhaiskasvatuksen aloitusta, erilaisia siirtymiä varhaiskasvatusvuosien aikana ja esiopetuksessa sekä koulunaloitusta. Kaikki varhaiskasvatus- ja esiopetusryhmät sekä myöhemmin koululuokat, joissa nämä lapset olivat, kutsuttiin mukaan tutkimukseen. Seuranta alkoi, kun lapset aloittivat varhaiskasvatuksessa noin yksivuotiaina ja päättyi perusopetuksen ensimmäisellä luokalla. \r\n\r\nAineistoa kerättiin haastattelemalla varhaiskasvatuksen ja esiopetuksen ammattilaisia sekä opettajia koulussa ja iltapäivätoiminnan henkilöstöä koulutuspolun erilaisiin siirtymiin liittyen. Haastatteluihin osallistui 54 ammattilaista, joiden kanssa toteutettiin 68 haastattelua. Osaa ammattilaisista haastateltiin tutkimusta varten useampaan kertaan. Haastatteluja toteutettiin sekä kasvokkain että etäyhteyden välityksellä. Osassa haastatteluja haastateltavat reflektoivat videolta näkemäänsä materiaalia tai päiväkodissa tai koulussa otettuja valokuvia. Haastattelujen toteutusta on kuvattu tarkemmin koko aineistokokonaisuutta kuvaavassa erillisessä dokumentaatiossa. Lisäksi aineistonkeruuseen sisältyi havainnointia sekä vanhempien ja lasten haastatteluja, jotka kuvataan erillisissä metadatatiedostoissa. \r\n\r\nAineistonkeruuseen on osallistunut yhteensä 14 päiväkotia ja esiopetusyksikköä sekä neljä koulua ja iltapäivätoiminnan järjestäjää. Aineistonkeruuseen ja tutkimuksiin sisältyi yhteistyötä osana kansainvälistä International Study of Social Emotional Early Transitions (ISSEET) -hanketta. Tämä metadata kattaa Suomessa kerätyn aineiston."
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"en": "The data consists of writings by parents of young children about their children's night sleep. The gathering of writings sought parents with children under school age in the family who had experienced night wakings, interrupted sleep and/or constant tiredness caused by children's night sleepiness. Background information includes gender, age, family structure, labour market status and education. The data is organised into an easy to use HTML version at FSD."
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],
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"description": {
"fi": "Työolobarometrit selvittävät suomalaisen työelämän laatua ja työolojen muutosta palkansaajien näkökulmasta. Työolobarometrien sisältö on pysynyt pääosin samanlaisena eri vuosina. Vuonna 2021 kyselylomaketta, kohdejoukkoa ja keruumenetelmää muutettiin. Aluksi vastaajalta kysyttiin nykyisen työpaikan henkilöstön määrästä, pääasiallisesta työnteon paikasta sekä kuulumisesta ammattiliittoon ja työttömyyskassaan. Seuraavaksi vastaajalle esitettiin väitteitä työilmapiiristä, työkyvyn ylläpitämisestä, avoimuudesta ja tasapuolisuudesta työpaikalla. Kysyttiin myös, vaikutetaanko työpaikalla osaamisen kehittämiseen ja työympäristön turvallisuuteen. Edelleen kartoitettiin työntekijöiden mahdollisuuksia taitojensa kehittämiseen ja uuden oppimiseen. Seuraavaksi kysyttiin palkkauksesta, etätyöstä, työajan joustoista ja digitaalisista työvälineistä. Lisäksi selvitettiin työntekijän vaikutusmahdollisuuksia esimerkiksi työnjakoon, työtahtiin, työskentelypaikkaan tai työpaikan toiminnan kehittämiseen. Edelleen tiedusteltiin, ilmeneekö vastaajan työpaikalla eriarvoista kohtelua, syrjintää tai henkistä väkivaltaa eri tahoilta liittyen esimerkiksi etniseen taustaan, sukupuoleen tai ikään. Lisäksi kysyttiin fyysisen väkivallan ja seksuaalisen häirinnän kohtaamisesta. Kartoitettiin myös työkykyyn ja työhön liittyviä tuntemuksia kuten stressiä, uupumusta, innostusta ja yhteisöllisyyttä. Edelleen käsiteltiin työn kuormittavuutta ja vastaajan oman työpaikan säilymisen varmuutta. Taustamuuttujina olivat muiden muassa sukupuoli, ikä, ammattiasema, työnantajatyyppi, työsuhteen pysyvyys ja kesto, työn koko- tai osa-aikaisuus, työpaikan toimiala ja työaika.",
"en": "The annual survey studied employee opinion on the quality of working life in Finland. Main themes included organisation of work, development opportunities and flexibility, learning and training at work, wages, workplace bullying, capacity to work, and changes in working life. Questions in the barometer have mainly remained the same each year. The questionnaire, target population and collection method of the survey were changed for the 2021 collection round. First, the respondents were asked about the number of people employed at their workplace, changes in the number of staff, their primary place of work, and their membership of trade unions and unemployment funds. Satisfaction in the working environment was charted with questions about openness, encouragement, trust and equality in the workplace, and opportunities for employees to develop and apply new ideas. Further questions covered measures taken to improve employees' capacity to work and safety of work environment. The respondents were asked whether their place of work supported its employees in learning and trying new things, and whether they had taken part in job-related training in the last 12 months and received a salary during that time. Participation in job-related training through different methods (e.g. online, with a mentor, self-study) and opportunities to develop skills during work hours were also surveyed. The next set of questions focused on flexible working time arrangements at the workplace, pay and bonus systems, satisfaction with the pay level, and digital tools as part of work. Autonomy at work was surveyed by asking about influence over own work tasks and working pace, over the distribution of work in the workplace, and about working to a tight schedule. Remote work was investigated with questions on whether the respondents had worked remotely during the past 12 months, whether they had a quiet place where they could work remotely, whether remote work was a productive way for them to work, and whether they could focus better while working remotely than when working at the office. The use of digital tools, virtual workspaces, and social media services as part of work tasks was also charted. Additionally, discrimination at work based on factors such as ethnic group, age, gender, sexual orientation, and health status was explored. Incidents of bullying, sexual harassment and violence at work were surveyed. One set of questions investigated the employees' perceived workload, capacity to work, estimates of own mental and physical capacity to work, and sickness absences. Additionally, the respondents' experiences of stress, mental exhaustion, inability to focus, togetherness and excitement related to work were surveyed. The respondents were asked how likely they thought it was that they would be temporarily laid off or made redundant. Finally, views were probed on the respondents' likelihood of getting an equal job if they became unemployed and what they would do if they became unemployed (e.g. apply for a new job in the same field, apply for a new job in a different field, become self-employed, get a job abroad). Background variables included, among others, the respondent's year of birth, age, gender, status in employment, employer type, industry of employment, type of contract, and weekly working hours."
},
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"keyword": [
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"Työllisyys ja työllistyminen",
"Työmarkkinasuhteet ja -järjestöt",
"Työolot",
"Työterveys",
"Equality, inequality and social exclusion",
"Employment",
"Labour relations/conflict",
"Working conditions",
"Occupational health"
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}
],
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"fi": "Työolobarometrit selvittävät suomalaisen työelämän laatua ja työolojen muutosta palkansaajien näkökulmasta. Vuoden 2019 työolobarometri käsitteli mm. työpaikan henkilöstössä ja omassa työnkuvassa tapahtuneita muutoksia, vaikutusmahdollisuuksia, syrjintää, työpaikkakiusaamista, työkykyä sekä työntekijöiden näkemyksiä omasta työtilanteesta ja työelämän kehityksestä. Työolobarometrien sisältö on pysynyt pääosin samanlaisena eri vuosina. Vuonna 2019 kyselyyn lisättiin uusia työn imuun, stressiin ja työn kuormittavuuteen liittyviä kysymyksiä. Aluksi vastaajalta kysyttiin nykyisen työpaikan henkilöstön määrästä ja siitä, onko työpaikassa kuluneen vuoden aikana uudistettu tehtävien jakoa, työmenetelmiä tai tietojärjestelmiä ja miten ne ovat vaikuttaneet omaan työhön. Seuraavaksi vastaajalle esitettiin väitteitä työilmapiiristä, työkyvyn ylläpitämisestä, avoimuudesta ja tasapuolisuudesta työpaikalla. Myös innovaatiotoimintaa ja työntekijöiden mahdollisuuksia taitojensa kehittämiseen ja uuden oppimiseen kartoitettiin. Seuraavaksi tiedusteltiin, ilmeneekö vastaajan työpaikalla eriarvoista kohtelua, syrjintää tai henkistä väkivaltaa eri tahoilta liittyen esimerkiksi etniseen taustaan, työsuhteen laatuun, sukupuoleen tai ikään. Tämän jälkeen kysyttiin kuulumisesta ammattiliittoon ja työttömyyskassaan. Seuraavaksi kysyttiin palkkauksesta ja työajan joustoista sekä mahdollisuuksista kehittää työpaikan asioita, kuten toimintatapoja ja prosesseja. Lisäksi selvitettiin työntekijän vaikutusmahdollisuuksia esimerkiksi työnjakoon, työtahtiin tai työskentelypaikkaan. Edelleen käsiteltiin etätyötä, työn kuormittavuutta ja näkemyksiä työelämän muutoksista yleensä sekä käsitystä oman työpaikan säilymisen varmuudesta. Kysyttiin myös työhön liittyvistä tuntemuksista kuten stressistä, työn hallinnasta, uupumuksesta, innostuksesta ja uppoutumisesta. Taustamuuttujina olivat muiden muassa sukupuoli, ikä, ammattiasema, työnantajatyyppi, työn koko- tai osa-aikaisuus, työpaikan toimiala, työaika ja ylityön määrä.",
"en": "The annual survey studied employee opinion on the quality of working life in Finland. Main themes included organisation of work, development opportunities and flexibility, learning and training at work, wages, workplace bullying, capacity to work, and changes in working life. Questions in the barometer have mainly remained the same each year. The 2019 collection round included new questions regarding work engagement, stress and perceived workload. First, the respondents were asked about the number of people employed at their workplace, changes in the number of staff, distribution of work and tasks, and implementation of new working methods and systems over the past 12 months. Satisfaction in the working environment was charted with questions about openness, encouragement and equality in the workplace, job stability, and opportunities for employees to develop and apply new ideas. Further questions covered measures taken to improve employees' capacity to work, safety of work environment, and skills of employees. Discrimination at work based on ethnic group, age, gender, type of job contract, and health status was explored. Incidents of bullying, harassment and violence at work were surveyed. The next set of questions investigated the respondents' membership in a trade union or professional association, flexible working time arrangements at the workplace, pay and bonus systems, and satisfaction with the pay level. The respondents' participation in job-related training and the contents of the training (e.g. IT, leadership skills, communication skills) were surveyed. The development of the workplace was also investigated. The use of virtual workspaces and social media services such as Facebook, Twitter and blogs as part of work tasks was charted. Autonomy at work was surveyed by asking about influence over own work tasks and working pace, over the distribution of work in the workplace, and about working to a tight schedule. The respondents were asked about working outside the main workplace as well as work-related calls, emails and messages they had had to attend to outside their official working hours in the past 12 months. One set of questions investigated the employees' perceived workload, capacity to work, estimates of own mental and physical capacity to work, and sickness absences. Additionally, the respondents' experiences of stress, mental exhaustion, and excitement related to work were surveyed. The respondents were asked how likely they thought it was that they would be dismissed or temporarily laid off, or that their tasks would change over the next year. Finally, views were probed on the respondents' likelihood of getting an equal job if they became unemployed, on the general employment situation in Finland, possible changes in working life in general, and the employer's financial situation. Background variables included, among others, the respondent's year of birth, age, gender, status in employment, employer type, industry of employment, type of contract, weekly working hours, overtime, and socioeconomic status."
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The self-annotation included correcting the description of one’s behavior, assessing situational motivation, and emotional state as well as the valence and intensity of that emotion. \n\nIn addition, screen recordings were captured from the groups’ shared computers, which were used for collaborative writing, accessing course materials, and interacting with Microsoft Copilot. The shared computers provided access to Microsoft Word documents used for collaborative tasks, the Moodle learning environment used to facilitate the course, and the Microsoft Copilot generative artificial intelligence tool. Individual log data were collected from students’ actions in the Moodle learning environment. The use of Microsoft Copilot by groups was recorded, including both the prompts and outputs of the discussions. Furthermore, the written assignments produced during the collaborative process were collected in the form of Microsoft Word documents. \n\nThe participants of the study were 20 second-year university students (17 female, mean age 25,2) enrolled in the Learning Sciences program at the University of Oulu. Students were assigned to six small groups consisting of three to four members, resulting in four groups of three students and two groups of four students. Participation in the study was voluntary and did not influence the way students completed the collaborative task. The collaborative task was integrated into the course requirements and involved conducting a literature review on a topic selected by each group. The task progressed through phases distributed across the seminar sessions. During the first session, students engaged in brainstorming and idea generation. The second session focused on developing a conceptual understanding of the selected topic, followed by literature searching in the third session. The fourth session involved synthesizing information from the identified literature. During the fifth session, students produced written text with particular emphasis on the introduction and discussion sections. The sixth session focused on preparing a presentation, and the final session was dedicated to reviewing and finalizing the written work. \n\nThe resulting dataset combines trait questionnaire data, repeated situational self-reports, video and audio recordings, screen recordings, learning management system log data, AI and self-annotation of emotions, CoPilot inputs and outputs, groups’ goal setting, reflection and collaborative learning products, providing a multimodal perspective on motivation, emotions, regulation of learning, collaborative learning, and the use of generative artificial intelligence in higher education. \n\nReferences \n\nHadwin, A. F., Rostampour, R., & Winne, P. H. (2025). Advancing self-reports of self-regulated learning: Validating new measures to assess students’ beliefs, practices, and challenges. Educational Psychology Review, 37, Article 8. \n\nTörmänen, T., Turunen, M., Suoraniemi, J., Korhonen, E., Heikkala, N., & Järvenoja, H. (2026). MotoR: Dataset on a Motivation Intervention Supporting Students’ Situational Motivation (versio 1). Oulun yliopisto, Kasvatustieteiden ja psykologian tiedekunta. https://doi.org/10.23729/fd-d8361c6a-9aeb-34b9-9acd-a39fd28c4c3a \n\nGaspard, H., Häfner, I., Parrisius, C., Trautwein, U., & Nagengast, B. (2017). Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject. Contemporary Educational Psychology, 48, 67-84. \n\nZheng, L., Chen, H., Chen, L., Sun, H., Sun, L., Ren, Y., Cheng, Z., Liu, B., Liu, R., Peng, X., Yi, J., & Tao, J. (2025). AffectGPT: A new dataset, model, and benchmark for emotion understanding with multimodal large language models [Preprint]. arXiv. https://doi.org/10.48550/arXiv.2501.16566"
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