First-Year University Students’ Perspectives on Their Psychological Safety in PBL Teams
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| Опубліковано в:: | Education Sciences vol. 15, no. 2 (2025), p. 236 |
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| Автор: | |
| Інші автори: | , , , , , , , |
| Опубліковано: |
MDPI AG
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| Предмети: | |
| Онлайн доступ: | Citation/Abstract Full Text Full Text - PDF |
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| 024 | 7 | |a 10.3390/educsci15020236 |2 doi | |
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| 045 | 2 | |b d20250101 |b d20251231 | |
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| 100 | 1 | |a Nicolaj Riise Clausen |u Aalborg Centre for Problem Based Learning in Engineering Science and Sustainability, Aalborg University, 9220 Aalborg, Denmark; <email>yasminba@plan.aau.dk</email> (Y.B.A.); <email>juebei@plan.aau.dk</email> (J.C.); <email>sha@plan.aau.dk</email> (S.H.); <email>vel@plan.aau.dk</email> (G.V.); <email>nel@plan.aau.dk</email> (N.E.L.); <email>ag@plan.aau.dk</email> (A.G.); <email>xiangyun@plan.aau.dk</email> (X.D.) | |
| 245 | 1 | |a First-Year University Students’ Perspectives on Their Psychological Safety in PBL Teams | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a This study explores first-year university students’ perceptions of psychological safety, team creativity, and academic well-being in problem-based learning (PBL) teams at Aalborg University, where PBL is systematically implemented. These constructs are vital for fostering effective collaboration and positive academic outcomes, yet their interrelations in educational contexts remain underexplored. A survey was administered to 893 students across STEM and Health programs, using validated instruments for psychological safety, team creativity, and academic well-being. Results indicate moderate to strong correlations among the three constructs, underscoring the interplay and connection between psychological safety, team creativity and academic well-being in team settings. Gender and program-based differences were examined, revealing small but significant distinctions, such as higher team creativity scores among STEM students and greater psychological safety reported by male students. These findings highlight the importance of fostering trust and inclusivity within PBL teams, particularly for students transitioning to university-level education. This study contributes to understanding the interplay between psychological safety, creativity, and academic well-being in collaborative learning environments and highlights the need for further research to explore both the development and distribution of these critical concepts, especially during students’ transition to higher education. | |
| 610 | 4 | |a Aalborg University | |
| 653 | |a Problem solving | ||
| 653 | |a Behavior | ||
| 653 | |a Higher education | ||
| 653 | |a Collaboration | ||
| 653 | |a Success | ||
| 653 | |a Communication | ||
| 653 | |a School environment | ||
| 653 | |a Interdisciplinary aspects | ||
| 653 | |a Teamwork | ||
| 653 | |a Emotions | ||
| 653 | |a Innovations | ||
| 653 | |a Teams | ||
| 653 | |a Peers | ||
| 653 | |a Well being | ||
| 653 | |a Creativity | ||
| 653 | |a Self-efficacy | ||
| 653 | |a Psychological safety | ||
| 653 | |a Problem based learning | ||
| 653 | |a University students | ||
| 653 | |a Positive Attitudes | ||
| 653 | |a Student Attitudes | ||
| 653 | |a Dropout Rate | ||
| 653 | |a Self Efficacy | ||
| 653 | |a Learning Processes | ||
| 653 | |a Intellectual Disciplines | ||
| 653 | |a Academic Achievement | ||
| 653 | |a Innovation | ||
| 653 | |a Cooperative Learning | ||
| 653 | |a Trust (Psychology) | ||
| 653 | |a Security (Psychology) | ||
| 653 | |a College Freshmen | ||
| 653 | |a Student Motivation | ||
| 653 | |a Student Participation | ||
| 653 | |a Outcomes of Education | ||
| 653 | |a Educational Environment | ||
| 653 | |a Student Empowerment | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Fear | ||
| 700 | 1 | |a Yasmin Belal Abouarabi |u Aalborg Centre for Problem Based Learning in Engineering Science and Sustainability, Aalborg University, 9220 Aalborg, Denmark; <email>yasminba@plan.aau.dk</email> (Y.B.A.); <email>juebei@plan.aau.dk</email> (J.C.); <email>sha@plan.aau.dk</email> (S.H.); <email>vel@plan.aau.dk</email> (G.V.); <email>nel@plan.aau.dk</email> (N.E.L.); <email>ag@plan.aau.dk</email> (A.G.); <email>xiangyun@plan.aau.dk</email> (X.D.) | |
| 700 | 1 | |a Chen, Juebei |u Aalborg Centre for Problem Based Learning in Engineering Science and Sustainability, Aalborg University, 9220 Aalborg, Denmark; <email>yasminba@plan.aau.dk</email> (Y.B.A.); <email>juebei@plan.aau.dk</email> (J.C.); <email>sha@plan.aau.dk</email> (S.H.); <email>vel@plan.aau.dk</email> (G.V.); <email>nel@plan.aau.dk</email> (N.E.L.); <email>ag@plan.aau.dk</email> (A.G.); <email>xiangyun@plan.aau.dk</email> (X.D.) | |
| 700 | 1 | |a Hansen, Søren |u Aalborg Centre for Problem Based Learning in Engineering Science and Sustainability, Aalborg University, 9220 Aalborg, Denmark; <email>yasminba@plan.aau.dk</email> (Y.B.A.); <email>juebei@plan.aau.dk</email> (J.C.); <email>sha@plan.aau.dk</email> (S.H.); <email>vel@plan.aau.dk</email> (G.V.); <email>nel@plan.aau.dk</email> (N.E.L.); <email>ag@plan.aau.dk</email> (A.G.); <email>xiangyun@plan.aau.dk</email> (X.D.) | |
| 700 | 1 | |a Velmurugan, Giajenthiran |u Aalborg Centre for Problem Based Learning in Engineering Science and Sustainability, Aalborg University, 9220 Aalborg, Denmark; <email>yasminba@plan.aau.dk</email> (Y.B.A.); <email>juebei@plan.aau.dk</email> (J.C.); <email>sha@plan.aau.dk</email> (S.H.); <email>vel@plan.aau.dk</email> (G.V.); <email>nel@plan.aau.dk</email> (N.E.L.); <email>ag@plan.aau.dk</email> (A.G.); <email>xiangyun@plan.aau.dk</email> (X.D.) | |
| 700 | 1 | |a Fink, Trine |u Department of Health Science and Technology, Aalborg University, 9260 Gistrup, Denmark; <email>trinef@hst.aau.dk</email> | |
| 700 | 1 | |a Lyngdorf, Niels Erik |u Aalborg Centre for Problem Based Learning in Engineering Science and Sustainability, Aalborg University, 9220 Aalborg, Denmark; <email>yasminba@plan.aau.dk</email> (Y.B.A.); <email>juebei@plan.aau.dk</email> (J.C.); <email>sha@plan.aau.dk</email> (S.H.); <email>vel@plan.aau.dk</email> (G.V.); <email>nel@plan.aau.dk</email> (N.E.L.); <email>ag@plan.aau.dk</email> (A.G.); <email>xiangyun@plan.aau.dk</email> (X.D.) | |
| 700 | 1 | |a Guerra, Aida |u Aalborg Centre for Problem Based Learning in Engineering Science and Sustainability, Aalborg University, 9220 Aalborg, Denmark; <email>yasminba@plan.aau.dk</email> (Y.B.A.); <email>juebei@plan.aau.dk</email> (J.C.); <email>sha@plan.aau.dk</email> (S.H.); <email>vel@plan.aau.dk</email> (G.V.); <email>nel@plan.aau.dk</email> (N.E.L.); <email>ag@plan.aau.dk</email> (A.G.); <email>xiangyun@plan.aau.dk</email> (X.D.) | |
| 700 | 1 | |a Du, Xiangyun |u Aalborg Centre for Problem Based Learning in Engineering Science and Sustainability, Aalborg University, 9220 Aalborg, Denmark; <email>yasminba@plan.aau.dk</email> (Y.B.A.); <email>juebei@plan.aau.dk</email> (J.C.); <email>sha@plan.aau.dk</email> (S.H.); <email>vel@plan.aau.dk</email> (G.V.); <email>nel@plan.aau.dk</email> (N.E.L.); <email>ag@plan.aau.dk</email> (A.G.); <email>xiangyun@plan.aau.dk</email> (X.D.) | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 2 (2025), p. 236 | |
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