Most Bachelor’s level students at the University of Eastern Finland consider the university to be psychologically safe. Psychological safety refers to an open and dialogue-driven atmosphere where individuals feel free to act without being afraid of making mistakes. Students also find their teachers to be easily approachable and that it is easy to discuss matters openly with them.
These are findings from a Master’s thesis by Laura Wacklin, which examined experienced psychological safety among students at the University of Eastern Finland, and its associations with studying and learning.
“According to the survey results, fellow students were also seen as a factor contributing to psychological safety at the university. Out of the different modes of study, working in groups and having discussions were highlighted as psychologically safe,” Wacklin says.
Based responses to the survey, she is, however, concerned about how large student groups and online learning clearly undermine students’ sense of psychological safety.
“In online learning, students found it challenging to forge relationships with their fellow students, teachers and other staff members, and for many, it was more difficult to engage than when working in small groups or attending classes in person.”
Some students also recognised that their individual characteristics, such as personality, shyness or anxiety, had an impact on their sense of psychological safety.
When asking about subject associations, they were deemed to have a good atmosphere and to be easily approachable, but there was variation in students’ experiences regarding acceptance of differences.
Psychological safety also increased students’ engagement in their studies, thus preventing prolonged study times and dropping out of university.
Laura Wacklin
Student
Associations with engagement in studies and learning behaviour
The results showed that psychological safety also increased students’ engagement in their studies, thus preventing prolonged study times and dropping out of university. The higher the level of experienced psychological safety, the more engaged students were in their studies, and the better their learning behaviour was. The level of experienced psychological safety was the highest among first-year students, and the lowest among students who had studied for at least four years.
“This is an interesting finding, although I couldn’t find a factor that would explain this in my data.”
The level of engagement in their studies was the highest among students of the Faculty of Health Sciences, whose level of experienced psychological safety was also higher than that of students in other faculties.
As psychological safety promotes students’ engagement in their studies and prevents dropping out of university, special attention should be paid to it.
“In my opinion, these findings highlight the need to study psychological safety. Many students weren’t familiar with the term ‘psychological safety’, but in my study, it was identified as an important factor for studying and learning at the university,” Wacklin says.
Some students hoped for teachers to have a more lenient attitude towards error, because mistakes, too, can lead to learning. Sometimes, asking teachers for clarifications, or receiving support and assistance, was seen as undermining psychological safety.
According to Professor of Educational Science Päivi Atjonen, who supervised the thesis, the findings give cause for teachers to consider ways of fostering a dialogue-driven atmosphere, which is conducive to learning and studying.
“I recognise, thanks to my long teaching experience and the discussions I’ve had with colleagues, that unfortunately often large group sizes and technology-mediated teaching pose challenges to discussion and engagement on courses, and teachers are seen to be somewhat distant.”
The data for the study was collected via an electronic survey aimed at Bachelor's degree students and early-stage dental and medical students at the University of Eastern Finland in April 2022. The survey was sent to 2,000 students, and 435 students responded (response rate 22%). All the faculties of the university were well represented in the sample. The survey included structured metrics related to engagement, learning behaviour and psychological safety, as well as open-ended questions about factors affecting experienced psychological safety.
For further information, please contact:
Laura Wacklin, laurawac(at)uef.fi, tel. +358 50 511 0166