Study Implementation
The KASVU dataset consists of baseline and follow-up surveys administered to students in the field of education, as well as register-based data on student selection and academic performance. The baseline survey was conducted in the autumn of the first year of study in 2020, 2021, 2022, 2023, and 2025. Follow-up surveys have been conducted or will be conducted during the third and fifth years of study, as well as after the transition to working life. The cohort-specific survey schedule is presented in the table below.
| Cohort | Survey battery | 1st autumn | 3rd year of study | 5th year of study | Working life |
| 2020 | Survey battery I | 2020 | 2022–23 | 2024–25 | 2027–28 / 2029–30 |
| 2021 | Survey battery I | 2021 | 2023–24 | 2025–26 | 2028–29 / 2030–31 |
| 2022 | Survey battery II | 2022 | 2024–25 | 2026–27 | 2029–30 / 2031–32 |
| 2023 | Survey battery III | 2023 | 2025–26 | 2027–28 | 2030–31 / 2032–33 |
| 2024 | — | — | — | — | — |
| 2025 | Survey battery IV | 2025 | 2027–28 | 2029–30 | 2032–33 / 2034–35 |
Survey Content
The surveys consist of four different survey batteries, each covering three themes:
- learning,
- motivation and commitment to teacher education and the teaching profession, and
- competence areas required in teachers’ work.
The contents of survey batteries I–IV are described in more detail by theme in the table below. The total number of items/questions included in each survey is indicated in brackets.
Survey Battery I [93]
Theme I: Learning
- Learning strategies (Inventory of Learning Styles; Vermunt, 1998)
- Academic self-efficacy beliefs (IQ-Form; Niemi et al., 2003)
Theme II: Motivation and commitment to teacher education and the teaching profession
- Motivation for the teaching profession (FIT-Choice; Richardson & Watt, 2007)
- Perceived instructional and emotional support (Emotional and Instructional Support; Ertesvåg & Havik, 2021)
Theme III: Competencies required in teachers’ work
- Emotional skills (Self-reported Emotional Intelligence Scale; Brackett et al., 2006)
- Cultural beliefs (Teacher Cultural Beliefs Scale; Hachfeld et al., 2011)
Survey Battery II [72]
Theme I: Learning
- Reflective thinking skills (Level of Reflective Thinking; Kember et al., 2000) [9]
Theme II: Motivation and commitment
- Motivation for studies (Gaspard et al., 2017)
- Commitment (Professional Engagement Scale; Watt & Richardson, 2008)
- Intentions to drop out (Vasalampi et al., 2018)
Theme III: Competencies
- Strengths and difficulties (Strengths and Difficulties Questionnaire; Goodman, 1997)
- Attitudes toward inclusion (European Agency for Development in Special Needs Education, 2012; Watkins & Donnelly, 2012)
- Resilience (Brief Resilience Scale; Smith et al., 2008)
Survey Battery III [83]
Theme I: Learning
- Reflective thinking skills (Level of Reflective Thinking; Kember et al., 2000)
Theme II: Motivation and commitment
- Motivation for studies (Gaspard et al., 2017)
- Commitment (Professional Engagement Scale; Watt & Richardson, 2008)
- Intentions to drop out (Vasalampi et al., 2018)
Theme III: Competencies
- Well-being (PERMA Profiler; Butler & Kern, 2016)
- Sustainability consciousness (The Sustainability Consciousness Questionnaire; Gericke et al., 2019)
Survey Battery IV [45]
Theme I: Learning
- Academic self-efficacy beliefs (IQ-Learn; Niemi et al., 2003) [4]
- Reflective thinking skills (Level of Reflective Thinking; Kember et al., 2000) [9]
Theme II: Motivation and commitment
- Motivation for the teaching profession – open-ended question (FIT-Choice; Richardson & Watt, 2007)
- Study engagement (Salmela-Aro & Upadaya, 2012) [9]
Theme III: Competencies
- Emotional skills (Self-reported Emotional Intelligence Scale; Brackett et al., 2006) [19]
- Resilience (Brief Resilience Scale; Smith et al., 2008) [4]