Areas of the AllWell? student survey as support for students
Below, the different areas of the AllWell? student survey are presented in more detail, and it is described how the student can develop different aspects of study ability, along with links to additional materials.
Study skills
Definition:
Prior knowledge refers to your experience of having such a solid base of knowledge in your field of study that it facilitates learning the contents of the degree programme courses. As new knowledge is largely built on existing knowledge, having a solid body of prior knowledge is an important factor in one’s ability to study. Your experience of having inadequate prior knowledge may be affected by, not only your competencies but, for example, self-efficacy or level of tiredness. Lack of prior knowledge may slow down your academic progress or lead to problems in learning, as well as stress or motivation challenges. High-quality teaching often involves the teacher paying attention to individual differences in the students’ prior knowledge and where possible, adjusting their teaching to match the starting level of the students.
Tips for the student:
Aalto aims to design its degree programmes so that the courses’ demand levels increase gradually as studies progress. If you follow the recommended study timetable, it is likely that you will have the prior knowledge needed to study the areas covered in a given new course. If there are areas in your prior studies that you have not studied thoroughly, you can always hone your skills and learn more. When doing so, it is important to strive at deep learning and acquire a study technique involving self-assessment. Remember to give yourself time: learning new things is demanding on the brain and cannot be rushed.
Definition:
Self-efficacy refers to the student’s confidence in their efficacy as a student as well as their confidence in being able to learn even the more complex subjects of their area of study. Self-efficacy is at the core of the student’s study motivation and influences whether the student is willing to take the trouble to really apply themselves for the sake of their studies. Self-efficacy is therefore important for the student’s well-being and ability to study. Self-efficacy is influenced by the student’s history regarding learning, feedback and evaluations. Teaching arrangements, tiredness or the study atmosphere also play a role in self-efficacy.
Tips for the student:
Self-efficacy often grows through trial and success. Therefore, important means for developing confidence include searching for a study method that works well, setting feasible goals and striving to meet them, and successes, even with small study tasks. Receiving support from other students and teachers is also important. Stress, fatigue and setting the bar too high can weaken your belief in yourself, which is why also rest and recovery are important for building self-confidence.
Definition:
Test anxiety refers to the feeling of pressure and nervousness that can be brought on by assessment situations such as examinations or presentations. While it is natural to feel a little anxious before a situation where one’s performance is assessed, feeling very anxious may have a considerable effect on the ability to study: even when the student does manage to get courses done, severe test anxiety may stop them from demonstrating their true competence. There are various reasons for test anxiety. Often your beliefs about the assessment situation and the significance of those situations for you can affect your feelings of anxiety. Also the teaching arrangements and the teacher’s actions have an effect on test anxiety.
Tips for the student:
It is normal to be little anxious about having your learning assessed. A good way of dealing with anxiety is to say to yourself and others that you are feeling anxious about the situation. Giving yourself the permission to be anxious and express it may in itself alleviate your anxiety. You can try to reduce your anxiety also by identifying your beliefs regarding the situation where your performance is assessed or by practicing relaxation techniques. If your anxiety is increased by any factors related to teaching or teaching arrangements, you should discuss them with the teacher.
Individual counselling by study and career counselling psychologists
Definition:
Self-criticism refers to the student’s relationship with themselves, particularly when faced with failures or insurmountable challenges. If the student’s relationship with themself is harsh, their inner critic is activated even when it is not helpful in the situation, and past failures and mistakes tend to weigh on their mind. In such cases, the student is likely to start comparing themselves to others: they might think that others are better at overcoming challenges, or they might see themselves as inadequate or inferior to others. Being highly self-critical clearly increases the risk of burnout and can lead to the student avoiding challenging study tasks, as they involve the risk of failure.
Tips for the student:
Self-criticism may become apparent when you stop to think about your thoughts: How do you talk to yourself when you fail? If you are not used to the idea of self-compassion, you might think about what you would say to your best friend in the same situation. Self-compassion manifests itself as gentle and caring behaviour, but it can involve firmness in situations where you have to defend yourself or motivate change. Practising self-awareness and self-compassion helps you to establish a more understanding relationship with yourself.
Definition:
Organised studying refers to a study method that is planned, systematic and scheduled. Organised studying is clearly helpful for progressing through studies at university, for university students have a great deal of responsibility for their own initiative. Good planning and use of time are often keys to well-being as well, so long as one’s schedule is not too demanding or confining.
Tips for the student:
Everyone can develop their organising skills. It is important for one to be clear about one’s goals for the year, for individual courses, and for the next day. Based on these goals, it is possible to make a realistic study schedule that takes into account time for rest and recovery, as well as changes that are more or less inevitable in life. Many find that keeping a personal organiser and notebook helps considerably with time management and getting organised.
Definition:
A deep learning approach is one that aims to combine pieces of information, find the underlying reasons and ultimately understand the topic. Students who study in this manner can construct their own view of the bigger picture, which also helps them to remember the material well and for a long time. This deep approach to learning, though often conducive to long-term learning outcomes, may be sometimes burdensome for students who have large workloads or who do not organise or prioritise their studying well.
Tips for the student:
You can develop a deep approach to learning by making your own mind maps and notes of the study material, discussing it with other students and trying to solve practical problems using what you have learnt. It is also important to strive to answer questions such as: Where does the information in the textbook come from? What practical relevance might the learning have? How might I refine this information and make a business idea out of it?
Definition:
A study technique involving self-assessment refers to a study technique where the student explains to themselves and others what they know or do not know yet about a given topic and tests their own knowledge from time to time. Research shows that this is one of the best ways to achieve deep learning and remember what you have learnt for a long time. Learning a study technique involving self-assessment and developing it further is an important skill for university students and may help in tackling problems in learning. The teaching and evaluation methods used by teachers may also play a role in the students’ choice of study techniques.
Tips for the student:
You can always hone your skills applying study techniques that involve self-assessment. Often the time spent on learning a study technique will pay itself back many times over. When learning something new, you should first try to think about what you already know about the subject and what you do not. Write these things down for yourself or talk about them with a friend. When studying, prepare tests for yourself and respond to them after a few days or weeks have passed, either on your own or with friends. This way you can revise and assess your learning and help your peers to learn, too.
Definition:
Problems with studying refer to the difficulties the student has experienced in understanding and mastering the studied topics. In other words, these are at the core of the student’s ability to study. These problems may relate to having limited prior knowledge of the topic, or study techniques poorly suited to university studies, or a lack of motivation or time management skills, or in some cases, a learning difficulty. Stress and fatigue or attending lessons with too straining or complex teaching methods may also lead to this kind of experience.
Tips for the student:
If you experience any problems with studying, you should try to solve them and find ways to get a handle on your studies. Sometimes it is important to learn to study in an organised manner that involves self-assessment and deep learning. If your problems with studying are due to lack of interest, then an essential tool is building your motivation. On the other hand, if your problems are due to anxiety, stress or fatigue, the best way to develop a sense of mastery may be rest and stress management exercises. We recommend you talk about your experiences with teachers or other students.
Groups, workshops and online materials for supporting wellbeing and study ability
Personal resources
Definition:
Well-being refers to the student’s view of their overall well-being and its bearing on their ability to study. When the student is unwell, they are often unable to study to their best ability. On the other hand, smoothly running and purposeful studies can significantly increase the student’s well-being. Other building blocks of well-being include health, social relationships, identity certainty, life situation, nutrition, work, overall workload and purposeful hobbies. One of Aalto University’s strategic goals is to promote comprehensive well-being in the university community.
Tips for the student:
Your student years are a good time to practice skills in taking care of yourself. At its best, studying, fellow students, and student life bring joy and well-being. Getting enough sleep and having a balanced diet, exercising and other ways of relaxing in your leisure time contribute to your overall well-being. It is important to try to strike a balance between the different areas of life. If you have a medical condition or impairment adversely affecting your ability to study, you can also apply for individual study arrangements from Aalto. Aalto's Starting Point of Wellbeing offers guidance and advice on well-being issues and concerns. In health matters, you can turn to, e.g. the (FSHS).
Definition:
Life situation and conditions refers to the extent to which these factors complicate the student’s studies. Income, work, hobbies, living arrangements, transportation to the university, concern for loved ones, family situation or residence permit validity are examples of life situations that may affect the student’s personal resources and ability to study. Ideally, the student’s life is in such good order that they are able to focus on studying and learning. While the university cannot influence its students’ life situations as such, it is important to take varying life situations into account and when needed, leave room for flexibility in, for instance, the time given to complete studies or courses.
Tips for the student:
It is important to make your studies fit your life situation. It is worth considering how much time you are able to allocate to studying, how you are going to study and who with. In the course of your studies, your life situation can change, sometimes more than once. That is why you should review your study plans every once in a while and discuss any needs for changing them with your study coordinator or planning officer. Teachers may be flexible about deadlines or working methods if needed. If you think you will not be able to finish your degree in the time reserved for it, you should discuss the need for an extension to your right to study well before your right to study expires.
Definition:
Social relationships here refer to the experience of having people in your life who understand you and are there for you when you need them. Your social network may be made up of several different circles such as your friends and family, the workplace or student community and people with whom you spend leisure time. Social relationships may give you both practical and emotional support and help your ability to study, while the lack of meaningful social relationships may impair your ability to study.
Tips for the student:
There are various ways to alleviate loneliness and develop social relationships. If you feel your social life is lacking, it is important to take some time to reflect on your situation, although it might even be painful for you. Think about how you could meet new people in a setting that feels natural for you and remember to give time for new relationships to develop. Often our own beliefs and habits may keep us distant from others. This is why it is worth exploring your own ways of doing things with help from, e.g. the Aalto chaplains. Help is also available from .
Definition:
Career certainty refers to the student’s belief in that they are heading towards a meaningful career path. Career certainty refers to the student’s trust in the fact that university studies give them the skills and opportunities to enter the world of work, develop with support from other specialists and do well as professionals in their field. If the student views professional life as a world of endless or uncertain possibilities, they may feel stressed or incompetent or even feel that they have chosen the wrong field to study in the first place. Exploring their options or committing to the choices already made gives the student a positive outlook on life and a sense of purpose.
Tips for the student:
You can develop career certainty by finding out what is important to you and by exploring your career options and opportunities. Your professional identity starts to take shape when you make carefully considered decisions. You can direct your life by setting future-oriented goals and committing to choices that give your life meaning. When you try out different options, you will learn to recognise what you wish to commit to. Future plans give you self-confidence. It is good to have at least one possible starting point for a career path in mind when you graduate. Committing to your choices is a process rather than an outcome. Career flexibility is the ability to move effortlessly in the labour market. Develop your self-assessment skills, explore your options and make decisions.
Definition:
Certainty over the direction of your life refers to an identity where the student is clear about where they are going in life and what they wish to achieve. This type of identity experience is a resource, which brings meaning to the student’s life and increases their well-being. Young adulthood is the time where individuals start finding and building themselves as individuals and begin setting life goals for themselves. Identity is shaped by living independently, studying, working with others and making personal life choices. Sometimes, significant life experiences or a new life situation can change the previously certain direction of a student's life and necessitate redefining what they want out of life.
Tips for the student:
Student life at the university and young adulthood is a time for building one’s identity. Students often get a great deal of new information which may change their perception of people and the world. The students and teachers around the student may act as role models or conversation partners with whom they can work together to figure out the type of person they wish to be. The student’s academic advisor may also be someone they can turn to when pondering on the direction of life. In addition, Aalto University offers courses for credit where students can consider the big questions in life.
(in your MyStudies Success Team)
Definition:
Concentration refers to the student’s ability to focus their attention on a given topic or task. Concentration is furthered by the ability to show interest in the topic, as well as having the appropriate alertness level and study techniques. Concentration is a skill you can develop. If the student cannot concentrate even when they try very hard, have a good alertness level and effective study techniques, the reason may be an underlying attention problem.
Tips for the student:
The modern world poses challenges on our ability to concentrate, which is a skill to be nurtured. Healthy ways of life (going outdoors daily, exercising, getting enough sleep and eating regularly) support concentration. There are different ways of concentrating. Improving your self-knowledge and finding routines that work for you is beneficial for developing your concentration skills. Many find that their concentration is helped by the following: breaking large tasks into smaller ones; prioritising; focusing on one thing at a time; eliminating any distractions in the immediate environment; studying outside the home; and taking frequent breaks.
Definition:
Executive function refers to the student’s skill in limiting the task to fit their resources and adjusting their actions according to the circumstances. A student with good executive functioning skills will be able to: distinguish which task in larger whole is key for making progress; start working towards the task in a goal-oriented manner; keep working on it for a purposeful period of time; and stop working on it when needed. Typical challenges with executive function are problems getting started, or on the other hand, using too much time on details.
Tips for the student:
You can improve your executive functioning skills. When you start working towards improving them, it is important that you are aware of your strong points and development needs. It is worth eliminating distractions affecting executive function by first thinking about what it is that typically distracts you and how you could keep these distractions at bay when studying. You can start by choosing a simple and tangible small-scale issue you can work on to improve your executive function. If being systematic in extensive projects is challenging for you, you can ease the task by breaking it into smaller parts and setting interim goals. Practice takes persistence and time. As you keep practising, new habits get stronger and you develop new routines. Remember to pay attention to even the small advances and give yourself positive feedback on them.
Teaching and counselling
Definition:
‘Programme workload’ measures how students experience the workload of their degree programme as a whole and how the workload is distributed over time. The workload required of students and the evaluation methods are the main factors Many other factors may also be at play, including the quality of the teaching, the study atmosphere, how light or heavy the student’s burden in life is otherwise, and the requirements the student has set for themself. The degree programme should not be overly strenuous for the student, nor may it contain unreasonable spikes in the workload due to teaching or assessment methods.
Tips for the student:
While university studies do require intellectual effort, which do place a load on students, there also has to be time to recover from the load and to do other things than study. To manage the load, good time-planning, developing good study techniques, and keeping one’s own self-imposed requirements in moderation are essential. Further programme development is necessary whenever a broad range of students feels that the programme workload is too much or that the spikes in the workload are unreasonable.
If you want to influence the development of teaching and programmes, contact the course teachers, programme directors or the student representatives of guilds / study associations.
Definition:
The constructive alignment of a degree programme involves the student’s overall experience of a degree programme. A clear conception of the competencies and expertise a programme is meant to produce and how they may be acquired by students through the support of a clearly defined set of studies can help students to set their own goals and guide their own learning. A holistic programme of constructively aligned teaching supports well-being, in-depth learning and smooth progress in studies.
Tips for the student:
Understanding the competencies and expertise that a programme is meant to produce is important for the motivation to study, for learning and for well-being. Reflect on your own goals: What do you expect from the future? What goal(s) are you pursuing? How can the studies in your programme as a whole support you in achieving your goals? Studies often include the possibility to focus more on some studies than on others, making the studying as meaningful as possible and the overall programme conducive to achieving the goals. Study guides, career services and the student’s own support group (called Success Team in MyStudies) can help students perceive how their degree programme is constructively aligned to help them achieve their goals.
If you want to influence the development of teaching and programmes, contact the course teachers, programme directors or the student representatives of guilds / study associations.
Definition:
‘Interest in teaching’ measures how relevant and interesting the student finds the content of the teaching to be. The student’s experience is influenced by their prior knowledge, motivation and energy level, as well as how the teaching is organised and how the teachers teach. For example, an activating and engaging style of teaching often increases interest in the subjects taught. When the subjects taught feel interesting, this can engage their study abilities and increase student commitment. In contrast, a student who is not at all enthused by the subjects taught may feel like an outsider and their ability to study may suffer.
Tips for the student:
Students themselves can have an effect on how they respond to the subjects taught. Getting acquainted with the subjects ahead of time may increase one’s interest in the subject. Students can then reflect on what it is they would specifically like to learn about and how it relates to their own goals. Studying together with other classmates can also often increase one’s level of interest level in the subjects taught. It is important to give teachers feedback if the teaching is not meeting your needs or if the teaching method doesn’t spark your interest or deepen your knowledge of the subject. If the teaching in your degree programme is not at all interesting to you, it may be good to actively look for alternative ways of studying.
If you want to influence the development of teaching and programmes, contact the course teachers, programme directors or the student representatives of guilds / study associations.
Definition:
Community building here refers to the measures, teaching and other, through which the degree programme encourages its students to get to know each other and helps them integrate into the university community. Community building is a key factor in making the students commit to their studies and the university. It can support the student’s ability to study in various ways as it makes studying more enjoyable and gives students the opportunity to support each other and together build a future for everyone. However, sometimes students may be fully able to study and happy to do so independently of other students.
Tips for the student:
Many parties are involved in grouping students together to help them feel part of the university community. Student tutors, student associations and degree programmes organise the various grouping activities for new students. As studies progress, teachers and teaching arrangements may play a vital role in helping students to get acquainted with each other and study together. Students can themselves play an active role in building student community, finding ways to connect students to each other and organising rewarding things to do together. Every student can be active in this community building.
If you want to influence the development of teaching and programmes, contact the course teachers, programme directors or the student representatives of guilds / study associations.
Definition:
When teaching is aligned, the intended learning outcomes of the teaching and the course requirements are clear to students, the study assignments facilitate student achievement of the outcomes, and these are assessed through, for example, examinations. Teaching of this kind generally supports well-being, in-depth learning and smooth progress in studies. A student’s prior knowledge and study load may also affect how they experience teaching alignment.
Tips for the student:
Getting acquainted with the course descriptions and course aims and making a table of contents or concept map of the course can help students to perceive the ‘constructive alignment’ of the teaching they receive. Talking with other students and with the course teacher can help clarify this alignment, and give a better idea about the aims of course assignments, the course’s core content and the focus of the grading or evaluation. It is important that students give feedback to a teacher if they have difficulty understanding the requirements or practices used in the teacher’s course.
If you want to influence the development of teaching and programmes, contact the course teachers, programme directors or the student representatives of guilds / study associations.
Defintion:
Assessment and feedback refers to the student’s experience of whether they have received enough teacher feedback promotive of learning. Such feedback is a hallmark of quality teaching and is critical to a student’s development. Teachers can give feedback on exercises and examinations, but feedback may also be received from, for example, a conversation with the course teacher or assistant. A proactive attitude on the part of the student is also a factor in getting feedback. Does the student seek out feedback and are they ready to receive feedback?
Tips for the student:
Students should play an active role in soliciting feedback. When unsure about whether you understood a matter correctly or are able to perform an assignment, you should ask your teacher and other students for advice. You will undoubtedly get some feedback then. Excellent opportunities to receive feedback include various kinds of midterm reviews, partial assessments and, for example, mathematics tutoring sessions. Receiving feedback is not always easy, and feedback situations may evoke strong emotions in the student. Learning to cope with these emotions may be a key tool in becoming better at receiving feedback.
If you want to influence the development of teaching and programmes, contact the course teachers, programme directors or the student representatives of guilds / study associations.
Definition:
‘Student-oriented guidance’ means that you and other students can receive study- and career-planning guidance when you need it. You may have different needs for support at different stages of your studies. Some of the support needs are addressed jointly at specific times during studies when a large number of students are expected to need support. Some guidance can be given individually at a student’s own initiative. This is an occasion when time can be spent on your own topics or subjects of concern. It is important that you know that guidance and counselling is available and that you know as well where or from whom you can request it.
Tips for the student:
You have your own local support team available through the . There you can get support for drafting a study plan, getting answers to questions about the practices and procedures relating to studies, and for reflecting on career options. Aalto University has many other counselling and guidance providers and services. They are worth checking out as they may help you along your study path. For example, the Starting Point of Wellbeing offers advice and counselling without appointment. It can help you form an overview of your situation, give an impartial perspective on your concerns and refer you for further assistance, if necessary.
Study environment
Definition:
‘Digital study environment’, as used here, evaluates the user’s experiences of Sisu and MyCourses. Study planning in Sisu and study completion in MyCourses should be technically clear and efficient so that students can concentrate on the essentials, that is, the learning. Sisu and MyCourses are meant to work in tandem for a seamlessly efficient user-experience. The higher education institutions participating in Sisu are developing it based on the feedback the receive from users. MyCourses is based on the Moodle learning environment, to which Aalto has added additional features for the education that takes place here. MyCourses support for student learning depends in large part on how teachers use MyCourses.
Tips for the student:
You may be able to make better use of the digital services available at Aalto. MyCourses instructions and help for problems can be found . Sisu instructions can be found here. If technical problems arise with Sisu and you are not finding instructions for them, you can contact sisu@aalto.fi. Your school’s Learning Services staff can support you with Sisu and the planning of your studies. You may also get peer support from your classmates on how to use Aalto’s digital systems.
Definition:
‘Physical study environment’ as used here evaluates the physical spaces available for your studies, how suitable they are for learning, and how accessible the self-study spaces are. Study spaces can impact study ability in many ways. They can affect the social intercourse that takes place around studies, the possibilities for interruption or to take a time-out, the feeling of security or being in a safe space, the online study possibilities, the use of time as well as motivation, mood, comfort, creativity, etc
Tips for the student:
Aalto University’s learning environments are developed on the basis of user feedback to meet the needs of learners and teachers. The spaces are planned to accommodate groups of different sizes and different kinds of teaching situations. Self-study spaces for students are available here. You can use the Aalto Space mobile app to find, book and give feedback on self-study spaces. Keep in mind, too, that you can study in any other university or municipal libraries.
Definition:
Cultural study environment as used here evaluates to what extent Aalto students with their differing opinions feel accepted by the Aalto community. In an international and diverse community such as Aalto’s, there may be conflicting expectations, values, attitudes and traditions. We may have different experiences of whether a study environment is genuinely one of equality, open to all, participatory and valuing diversity. Every member of the Aalto community has the right to be treated with respect, and we do not accept any kind of harassment, bullying or inappropriate conduct. Read more here.
Tips for the student:
Everyone has a responsibility to see that students of all backgrounds can feel welcome at Aalto and make their voices heard. By treating each other with openness and respect, we can all promote the creation a good study environment. If you encounter harassment or discriminatory conduct, support for study-related matters is available from your school’s manager of academic affairs, and for extracurricular events from the AYY student union or the harassment support person of your student guild. You may also propose an event, such as a lecture, to go through the rules of conduct for safe spaces.
Definition:
‘Safe environment’ as used here evaluates the environment in which students can feel free to experiment, take risks and ask for assistance without fear. These are natural parts of learning. A safe study environment enables creativity and allows challenging or sensitive topics to be discussed in a calm manner with an equal exchange between the parties involved. A safe space that encourages interactivity develops cognitive and social skills and supports learning and well-being.
Tips for the student:
Aalto’s diverse and international study environment offers possibilities to learn valuable skills for working life, such as participating in teamwork. Important skills and qualities include self-knowledge, the ability to listen, scheduling, sharing roles and tasks, and assuming responsibility. These are things you can practise. In a safe learning environment, every member of the community has the chance to show their own strengths and skills as part of the collective work and expertise of the community. You can find tools for developing group-work skills here.
Definition:
‘Peer support’ measures how well a student receives help and support for understanding the study subjects when discussing them with other students. Peer support is often important not only for learning, but also for well-being and for study ability more widely conceived. On the other hand, some students prefer to study independently, as they can acquire more meaningful learning that way. One of the easiest ways for students to get support from their student peers is for the teaching to group them together (team building). On the other hand, it is also important for students to take the initiative and seek our peer support when needed.
Tips for the student:
You can learn ways to get more and better peer support for your studies. Organising study groups, participating in collaborative student projects, clubs, directed group work, student entrepreneurship ventures, etc. – all can help you to build up a peer support network. Building a network with other students in your free time is often also a good way to get support from them for your studies. Remember also to give feedback to teachers so that they can organise teaching in a way that facilitates peer support.
If you want to influence the development of peer support, contact the course teachers, program directors or the student representatives of guilds / study associations.
Study well-being and workload
Definition:
The risk of study burnout is made up of two factors: high stress levels related to feelings of inadequacy that can disrupt sleep and personal relations; and a decline in study motivation, which presents as a lack of interest in studies and thoughts about dropping out. The risk of study burnout may increase if a student’s workload is unreasonable, their life situation is weighing heavy upon them, the teaching they receive is unclear, the evaluation practices unfair, or if the student’s self-criticism is too harsh, or their way of studying is incompatible with the requirements of university studies. High stress alone can decrease study ability. Student with no opportunities or means to recover from the pressures of studying may face study burnout, which often causes a long-term decrease in their ability to study.
Tips for the student:
The balance between stress and recovery is something that all of us must practise throughout our lives. If you have had long-term stress and it is turning into chronic fatigue, it is critical that you begin looking for ways to recover. You can start by getting the basics into good shape: make sure you get enough deep sleep, exercise, and the kinds of relationships and hobbies that will facilitate your recovery. Key stress management skills include having a well-organised study method that is suitable for university-level studies, and keeping a compassionate and accepting attitude towards yourself. It is important to reach out to others, too, when you need help in your studies. Having your own support team can help in this. You can practise establishing a new kind of relationship with yourself under the guidance of a study psychologist. If you are at the point of actual burnout, it is critical that you seek help from professional health care.
Individual counselling by study and career counselling psychologists
Groups, workshops and online materials for supporting wellbeing and study ability
In 2025 AllWell? student survey, second-year bachelor's students report that they spend an average of 36 hours a week studying, first-year master's students 38 hours. About 10% of students report that they study more than 60 or less than 15 hours a week.
It is planned that studying one credit takes 27 hours. If a student wants to proceed his studies to 60 ECTS in an academic year, this often requires full-time study. A student's opportunities to study are greatly influenced by the teaching, guidance and learning environment, as well as their personal resources and study skills, which the student can always develop. Sometimes it is a good solution to spend less time studying and thus slow down the pace of studying. Also, few can manage to study more than 40 hours a week study for long periods of time. Your will help you plan your studies. If you are overloaded with studies, you can also get good advice from Starting Point of Wellbeing.
In 2025 AllWell? student survey, second-year bachelor’s students report that they spend an average of 6 hours a week on paid work, first-year master's students 10 hours. About half report that they do not do paid work at all. About 10% of bachelor's students report that they work more than 20 hours a week, 10% of master's students report that they work more than 30 hours a week.
For some students, doing paid work while studying is a financial necessity, for some it is a way to promote their own career and acquire new skills, for some it is perhaps a way to get something meaningful to do in addition to their studies. Combining full-time studies with paid work often requires good study skills and sufficient resources. If the total workload is too much, contact your own , you can also get good advice from Starting Point of Wellbeing.
