Нүүр зураг

First-Year University Students’ Perspectives on Their Psychological Safety in PBL Teams

-д хадгалсан:
-д хэвлэсэн:Education Sciences vol. 15, no. 2 (2025), p. 236
Үндсэн зохиолч: Nicolaj Riise Clausen
Бусад зохиолчид: Yasmin Belal Abouarabi, Chen, Juebei, Hansen, Søren, Velmurugan, Giajenthiran, Fink, Trine, Lyngdorf, Niels Erik, Guerra, Aida, Du, Xiangyun
Хэвлэсэн:
MDPI AG
Нөхцлүүд:
Aalborg University
Problem solving
Behavior
Higher education
Collaboration
Success
Communication
School environment
Interdisciplinary aspects
Teamwork
Emotions
Innovations
Teams
Peers
Well being
Creativity
Self-efficacy
Psychological safety
Problem based learning
University students
Positive Attitudes
Student Attitudes
Dropout Rate
Self Efficacy
Learning Processes
Intellectual Disciplines
Academic Achievement
Innovation
Cooperative Learning
Trust (Psychology)
Security (Psychology)
College Freshmen
Student Motivation
Student Participation
Outcomes of Education
Educational Environment
Student Empowerment
Learner Engagement
Fear
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Хураангуй: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.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15020236
Эх сурвалж:Education Database