Timetable of data gathering and the instruments

The KASVU data consists of start-up and follow-up questionnaires as well as register data on student selection and study attainment. The start-up survey (so-called New Student Survey) has been carried out or will be carried out in the autumn of the first year of study in 2020, 2021, 2022, 2023, and 2025. Follow-up surveys are carried out in the third and fifth years of study and after the transition to working life. A cohort-specific survey schedule is described in the table below

Start-up 1. autumn3. year5. year1. working life (1 y.)2. working life (5 y.)
2020

Questionnaire I

2021 (spring)2023202520262031
2021

Questionnaire I

20212024202620272032
2022

Questionnaire II

20222025202720282033
2023 Questionnaire III20232026202820292034
2024—
2025 Questionnaire I20252028203020312036

The survey targeting early-stage students consists of three questionnaires, each containing three themes related to the selected instruments. These are 1) learning, 2) motivation and engagement in teacher education and profession, and 3) teacher’s work-related fields of competence. The content of questionnaires I-III is divided into themes, as shown in the table that follows. The numbers in brackets indicate the number of statements per questionnaire.

 Questionnaire [number of statements]Theme I
Learning		Theme II
Motivation and engagement in teacher education and the teacher profession		Theme III
Teacher’s work-related fields of competence
I
[93]		Learning strategies (Inventory of Learning Styles; Vermunt, 1998)Motivation for teacher profession (FITChoice; Richarson & Watt, 2007)Emotional intelligence (Self-reported Emotional Intelligence Scale; Brackett ym. 2006)
Belief of academic ability (IQ-Form; Niemi et al., 2003)Experienced emotional and instructional support  (Emotional and Instructional Support; Ertesvåg & Havik, 2021)Cultural beliefs (Teacher Cultural Beliefs Scale; Hachfeld ym. 2011)
II
[72]		Reflective skills (Level of Reflective Thinking; Kember ym. 2000) [9]Study motivation (Gaspard et al., 2017)Strenghts and difficulties (Strengths and Difficulties Questionnaire; Goodman, 1997)
Professional engagement (Professional Engagement Scale; Watt & Richardson, 2008)Attitudes to inclusion (European Agency for Development in Special Needs Education 2012; Watkins & Donnelly, 2012)
Intentions to drop out (Intentions to drop out; Vasalampi et al., 2018)Resilience (Brief Resilience Scale; Smith ym., 2008)
III
[83]		Reflective skills (Level of Reflective Thinking; Kember ym. 2000)Study motivation (Gaspard et al., 2017)Well-being (PERMA profiler; Butler & Kern, 2016)
Sitoutuminen (Professional Engagement Scale; Watt & Richardson, 2008)
Intentions to drop out (Intentions to drop out; Vasalampi et al., 2018)The sustainability consciousness (The Sustainability Consciousness Questionnaire; Gericke et al. 2019)