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Background: The origin of inequalities in health outcomes has been explained by health selection and social causation models. Health selection processes operate particularly at school age. We study, if student allocation to teaching groups with aptitude tests (selective vs general class) differentiates adolescents by health behaviors and mental health. Methods: Finnish schoolchildren 12-13 years from 12 selective classes, n = 248; 41 general classes, n = 703 answered a questionnaire on addictive products (tobacco, snus, alcohol, and energy drinks), digital media use, and mental health (health complaints, anxiety, and depression). Structural equation modeling was conducted to identify structures between outcomes, SEP (socioeconomic position), class type, and academic performance. Results: Students in the selective classes reported less addictive digital media and addictive products use than students in the general classes. Differences in academic performance or SEP between the class types did not solely explain these differences. Mental health was not related to the class type. SEP was indirectly associated with health behaviors via the class type and academic performance. Conclusions: Selecting students to permanent teaching groups with aptitude tests differentiates students according to risky health behaviors. The impact of education policies using student grouping should also be evaluated in terms of students' health.

Technology is affecting our lives more and more. It has consequences to every human being, and we find ourselves faced with both positive and negative aspects of technology. Certainly, this has an effect on our attitudes towards technology. In this study, we tried to find out if there have been any changes in attitudes towards technology among Finnish school children during the last 30 years. The attitudes measured in 1993 were compared with the results from 2012 and 2022. The number of test participants was 267 in the first measurement, 317 in the second and 284 in the last measurement. The age of the student respondents was 11-13 years. The measurements were done with exactly the same Likert scale attitude questionnaire in all three measurements. Some positive changes were found in attitudes towards technology in girls test group. Unfortunately, boys' development between years 2012-2022 is alarming and should be of great concern The development in attitudes can be explained by the changes in technology education curriculum. From a broader point of view, the development in attitudes can be due to the changes in society as a whole.

The aim of this study was to find out if there have been any changes in technical abilities among Finnish school children during the last 30 years. Technical abilities were first measured in the affective, psychomotor, and cognitive areas in the year 1993 and these results were later compared with the results from 2012 and 2022. The number of test participants was 267 in the year 1993, 317 in 2012 and 282 in 2022. The age of the student respondents was 11-13 years. The measurements were done with exactly the same research instruments in all three years. Some positive changes were found in affective area among girls' test groups. Unfortunately, in all research groups the development was negative in the psychomotor and cognitive area. The reason for the decline could be in the reduction of craft and technology education lessons available, especially for boys. From a broader point of view, the changes can be due to the changes in society as a whole. It seems that the curriculum changes during last 30 years have not worked as they have been planned. Especially, boys underachievement is explained by the fact that, even if students work with systematic planning models and use their creativity, aesthetical design usually overshadows technological issues. It is assumed that progressive teaching and assessment favour girls and traditional methods are more congenial to boys.

The research is based on a comparative study of craft and technology education curriculums and students' attitudes towards craft and technology in Finland, Slovenia, Estonia and Iceland. The study was undertaken by the Helsinki University, University of Ljubljana, University of Tallinn and University of Iceland. A literature review was completed, in order to examine and compare the curriculums of technology education in Finland, Slovenia, Estonia and Iceland. In addition, a quantitative survey was subsequently distributed to 864 school students in Finland, Slovenia, Estonia and Iceland. It consisted of 14 questions, which aimed to ascertain students? attitudes towards craft and technology. The survey showed substantial differences in students? attitudes towards technology education in the four countries: these differences may be explained by differences in the national curriculums, the different pedagogical traditions and cultural differences in the field of technology. In addition, the study tried to examine the structure of students? attitudes towards technology. The factors can be interpreted as matching with the affective, cognitive and behavioral components. However, no far-reaching generalizations were allowed regarding the structure or properties of the attitudes towards technology as the questionnaire consisted of only 14 items.

The main idea of this research was to find out if there is a relationship between students' undertakings within Craft and Technology education and their ability to understand technological concepts. Study participants' technological knowledge and reasoning was measured with a questionnaire regarding mechanical systems connected with simple physical phenomena. The research was undertaken in Finnish and Estonian schools during the years 2014-2016. The research model was quantitative survey and the data was collected using a questionnaire distributed to 303 students in Estonia and 317 in Finland. The age of study participants was eleven and thirteen. The results highlighted general lack of technological knowledge and reasoning, which could be due to old-fashioned pedagogical methods in teaching technology. The total average of right answers to 28 questions was in Estonia 15.4 and in Finland 15.0. Main difference was found between Finnish and Estonian 11-year-old students while the Estonian figure was 14.9 and 14.1 in Finland. For 13-year-old students, the difference was almost diminished while the average in Estonia was 15.8 and 15.7 in Finland. This is explained by curriculum differences. In Finnish technology education both Technical craft and Textile craft are compulsory for both boys and girls. In Estonia, students can choose the subject based on their wishes and interests. This allows students to study in greater detail the subject that they are really interested in. In addition, boys' and girls' different interests and earlier experiences obviously have an impact on motivation for learning about technology.

Changes in the economy, nature, production and society together with increasing scientific and technological knowledge make demands of transforming school teaching in the field of technology education. The aim of the article is briefly to explore the integration between science, technology and traditional craft education by analyzing the current trends in Finnish technology education. Additionally, the research tried to explore, in a preliminary way, whether or not a curriculum which retains the traditional textile and technical crafts, or new technology education, would enhance technical abilities better? The data of the empirical part suggest that there was a difference between students' who received education based on the traditional craft or technology education curriculum. The difference was mainly seen in technological knowledge and in attitudes towards technology. Hence, still much of the learning is focused on production skills, and approaches that are now dominant in craft education do not prepare students to meet the challenges of modern technology and working life.

This research was undertaken in Finnish and Icelandic schools during the years 2013-14, in order to explore students' technological knowledge and reasoning at the ages of eleven and thirteen. The research considered the congruence between students' undertakings within Craft and Design education in the national curriculum and their ability to understand technological concepts. Data was collected using a questionnaire distributed to seven elementary schools and is highlighted with the researchers' reviews of the national curricula. The Icelandic part of the research was undertaken with 277 students and Finnish sample consisted from 317 participants. Technological knowledge and reasoning was measured with a questionnaire regarding mechanical systems connected with simple physical phenomena. The results highlighted that students should have been more familiar with the content of the survey as a result of their Design and Craft studies and the use of textbooks in other subjects, such as physics. We expected that there is more transfer effect between the content of curriculum and the results in technological knowledge and reasoning. In addition, some differences between boys and girls were found. This is explained by boys and girls different interests and obviously this has an impact on girls' motivation for learning about technology.

There has been technology as long as there have been human beings. We can suppose that technology was as indispensable in the past as it is now. However, nowadays, the great speed at which technological changes come and new techniques are introduced is even more evident. Technology is affecting our lives more and more. It has consequences to every human being, and we find ourselves faced with both positive and negative aspects of technology. Certainly, this has an effect on our attitudes towards technology. In this study, we tried to find out if there have been any changes in attitudes towards technology among Finnish school children during the last 20 years. The attitudes measured in 1993 were compared with the results from 2012. The number of test participants was 267 in the first measurement and 317 in the second. The age of the student respondents was 11-13 years. The measurements were done with exactly the same Likert scale attitude questionnaire in both years. Mostly positive changes were found in attitudes towards technology in girls. Unfortunately, the development was not as positive among boys. The development in attitudes can be explained by the changes in technology education curriculum. From a broader point of view, the development in attitudes can be due to the changes in society as a whole.

This article discusses the five-string kantele as an example of the Finnish national heritage, a school instrument and an example of sustainable design. A qualitative case study was made by collecting the data from the Finnish students--prospective teachers--and the sixth form pupils, who had designed and carved their own five-string kanteles. The purpose of this research was to find out which aspects of five-string kantele design are considered the most important for sustainable principles and design among these youngsters. As results, the elements and principles of designing the five-string kantele are discussed and its relevance to five sustainable characteristics (creative, ecological, economic, aesthetic and socio-environmental) is presented. The sustainable values of the kantele and the purpose for which it is made are also considered.

This article builds on two earlier studies. The first one defined and assessed technological competence among adolescents (Autio & Hansen, 2002). The second, traced three students who had achieved the best results in a measurement of technological competence given 15 years ago (Autio, 2011). This study showed that, in terms of technological competence, it is possible to predict students' potential for career success in the technical professions. The aim of this study was to examine how the three highest scoring females have progressed. Are they working in technology today, or did they find other professions? In addition, the researcher tried to determine the elements accounting for the participants' motivated behavioral choices in the area of technology. Finally, in the discussion section, the researcher will highlight some differences within these elements between males and females. The main research questions were as follows: (1) Did technologically talented females choose technological careers?; and (2) What were the main elements in the test participants' motivated behavioral choices in the area of technology? The research data was analyzed using content analysis. The analysis was carried out by assessing which of the essential elements in the participants' lives contributed to their motivated behavioral choices in the area of technology. These findings were later classified and finally reported in the conclusions. (Contains 4 figures and 1 table.)

Craft education in both Finland and Iceland originated over 140 years ago and was influenced by the Scandinavian Sloyd pedagogy. Since then, the subject has moved away from craft and towards technology, with the aim being to increase students' technological abilities. In the beginning, the subject largely focused on the students copying artefacts, using a variety of handicraft tools: the purpose of this was to improve pupils' manual skills, rather than their thinking skills. Today, however, the focus is also on the development of students' thinking skills, which enables them to work through the various handicraft processes (from initial ideas to the final product). This work is based on the idea generation of students and is thus expected to increase their self-esteem and ingenuity. This paper is based on a comparative study of students' attitudes towards craft and technology education in Finland and Iceland, which was undertaken by the University of Iceland and Helsinki University in the years 2011 and 2012. A quantitative survey was distributed to 213 school students and it consisted of 14 questions, which aimed to ascertain students' attitudes towards craft and technology. A literature review was subsequently completed, in order to examine and compare the origins of craft education in Finland and Iceland. The review highlighted that, despite the origins of craft education in Finland and Iceland being similar, the Icelandic national curriculum placed greater emphasis on design and innovation, whereas the Finnish national curriculum focused on the development of students' personalities and gender issues. The survey also showed differences in students' attitudes towards craft and technology education in the two countries: these differences may be explained by differences in the national curriculums and the different pedagogical traditions. However, this finding needs to be examined further through research.

This article builds on earlier research that defined and assessed technological competence among adolescents. It tracks students who took part in a measurements of technical abilities study fifteen years ago. The researcher had no previous knowledge of the test subjects' current employment status, but in favorable circumstances, these test subjects are now professionals in the field of technology. The aim of this research was to examine how technological competence was attained during the test participants' lives. This follow-up study was carried out as a qualitative case study. Data from interviews with three participants were tape-recorded and translated. The research data were then analyzed using content analysis. The analysis was carried out by assessing which of the essential elements in the participants technological competence contributed to success in their lives. These findings were later classified in terms of themes or factors and, finally, reported in the conclusions. The results from each participant interview are shown in a competence curve, which are explained in more detail. The competence curves indicate each person's development in technological competence during their life. (Contains 5 figures and 3 tables.)

The purpose of this study was to determine the elements motivating comprehensive school students to study technology education. The research was carried out as a qualitative case study and the material was collected through individual theme interviews. The study group consisted of two different test groups: novice and technological talents. In each test group there were three test participants, each representing a different case of motivation towards technology education. In choosing individuals for the study the main criteria were gender, negative or positive motivation and competence in the field of technology. This study found that the artifact to be made in school and the student's freedom of choice had the most significant effect on motivation in the novice test group. Instead, curiosity and intellectual challenge seemed to be the main elements in technological talents group. Although, we must be careful with final conclusions as the research group was relatively small, we can conclude that there were more signs of intrinsic motivation in technological talents test group and extrinsic motivation was emphasized in the novice group.

One important theme in technology education is the growing need to develop the type of pedagogies that encourage pupils in authentic and meaningful learning experiences. Often, the teaching strategies of technology education are only a matter of teaching the handling of materials and tools, and the production of mere objects does not consider how to incorporate broader pedagogical connections in comprehensive school technology education. The concept of meaningful learning has been brought into use in technology education of comprehensive school because some generic skills should also be learned in the work process. In this article, learning in technology education is approached from the point of view of meaningful learning. In addition, the realization of practicing the meaningful learning in the teaching of technology is examined.

Psychomotor performance is fundamental to human existence. It is important in many real world activities and nowadays psychomotor tests are used in several fields of industry, army, and medical sciences in employee selection. This article tries to define psychomotor activity by introducing some psychomotor theories. Furthermore the interrelationship between psychomotor, cognitive, and affective area is researched. It seems that there occurs a significant correlation between psychomotor and cognitive area, but between psychomotor and affective tests only a small correlation was found.

Changes in the economy, nature, production and society together with increasing scientific and technological knowledge make demands of transforming school teaching in the field of technology education. This article analyses current trends in Finnish technology education. The aim of the article is to explore briefly the integration between Science and Craft education and some of the current practices in technology education in Finland. Finnish technology education can be characterized as a design approach that has evolved from the craft-oriented tradition. Additionally, it involves many elements of computer controlling and electronic principles, but still much of the learning is focused on production skills. Approaches that are now dominant in craft education do not prepare students to meet the challenges of modern technology and working life.

In Finland teaching of technology has traveled a long road during its 140-year history. It has gradually gone from the copying of the model series dating back to the 1860s to the building of computer controlled robots. Materials, techniques and technology have developed wildly but the pedagogic contents are restricted regrettably still often only around the product to be made. In technology education subject matter teaching model, which includes motivation, planning, working and evolution is striven for out of narrow minded object thinking and out of merely copying working. In this article subject matter teaching model is approached from the point of view of meaningful learning.

A group of 116 Finnish fifth- through ninth-graders used a problem-solving technology and crafts curriculum with computers; a control group (n=151) used traditional crafts curriculum and instruction. Results for motor skill development, technical knowledge, and emotional engagement suggest that all students should receive a balanced curriculum of technology and crafts education. (Contains 20 references.) (SK)

The purpose of this paper is to comparatively investigate the professional autonomy of upper secondary school teachers in three European countries in interpreting and implementing curricula. The paper focuses on teachers' experiences, and their perceptions of their autonomy and the control exercised over them in the global era of neoliberal education reforms. Semi-structured teacher interviews from Estonia, Finland and Germany (n = 33) were used to ascertain teachers' professional roles in different political contexts. Despite the common economically motivated pressures on school systems and teachers, the responses of nation-states and teachers vary. While German education reforms have been aimed mainly at increased standardization of education, Estonian and Finnish reforms have also emphasized school autonomy and the empowerment of teachers through school curriculum development. Even the Bavarian curriculum for gymnasia, one of the most prescriptive curricula in Germany, since 2008, has promised increased autonomy to teachers. Nevertheless, as the cases of Bavarian and Estonian curricula show, the autonomy-stressing rhetoric of a curriculum can be accompanied by teachers' perceived lack of autonomy. Moreover, teachers' willingness to endorse and enact curricula depends on their perceived social status and involvement in educational decision-making.

This study invokes the ecological approach to social support by examining how school social support relates to moderate or severe adolescent depression. School is seen as not only a place for supportive individual-level relationships, but also as a source of community support created by teachers and other students. The main purpose of the study is to examine whether school-level social support is related to adolescent depression and, if so, how much of the school-level differences in moderate or severe adolescent depression can be explained by school social support? The study is based on data included in the Finnish School Health Promotion Survey, which covers about 70% of Finnish 14- to 16-year-old adolescents. The data were collected in 2002-2003 and the analysis was conducted by employing multilevel logistic regression analysis. (Contains 1 table and 2 footnotes.)

Uses linear multilevel modeling to examine the variation of the individual and school-level well-being of 8th and 9th grade students in 458 Finish secondary schools using the General Subjective Well-Being Indicator. Finds that most of the variation in student general subjective well-being occurs at the individual level, with only 1 percent occurring at the school level. (Contains 30 references.) (PKP)

OBJECTIVE:: To investigate infant feeding patterns during the first 2?y and their relation to sociodemographic factors. DESIGN:: A population-based cohort study. SETTING:: Oulu and Tampere University Hospital district areas 1996-1999, Finland. SUBJECTS AND METHODS:: All newborn infants (n=675) with increased genetic risk for type I diabetes were invited to the study in 1996-1997. Of these, 429 (64%) completed the dietary follow-up form by the time they reached 2?y of age. RESULTS:: The median duration of exclusive breastfeeding (BF) was 1.8 months (range 0-6 months) and that of total BF 7.0 months (0.3-25 months). Among the infants 20%were exclusively breastfed at least 4 months (recommendation 4-6 months). Infants were introduced to infant formula at the median age of 1.8 months (range 0-25 months) and other supplementary foods at the median age of 3.5 months (1-6 months). Infant's ponderal index at birth was inversely associated with the duration of total BF. The age of introduction of supplementary foods correlated positively with the duration of total BF. Longer parental education and increased maternal age were associated with a longer duration of BF and older age at introduction of supplementary foods. Infant formula and other supplementary foods were added earlier to the diet of the boys than that of the girls. CONCLUSION:: Duration of breastfeeding in Finland is shorter than recommended. Compliance with the current recommendations on the timing of introduction of first supplementary food and dairy products is relatively poor. The diet during infancy seems to be conspicuously influenced by the duration of parental education, maternal age and the sex of the infant.European Journal of Clinical Nutrition (2005) 59, 107-113. doi:10.1038/sj.ejcn.1602045 Published online 8 September 2004 [ABSTRACT FROM AUTHOR]