A Systems Thinking Approach to Student-Supervisor Interactions and Their Effect on Psychological Safety: A Case for Student Learning Labs
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| Title: | A Systems Thinking Approach to Student-Supervisor Interactions and Their Effect on Psychological Safety: A Case for Student Learning Labs |
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| Language: | English |
| Authors: | Thomas Elliot, Sara Bjørn Aaen |
| Source: | Journal of Problem Based Learning in Higher Education. 2025 13(1):323-334. |
| Availability: | Aalborg University Press. Skjernvej 4A, 2.sal, 9000, Aalborg, Denmark. Web site: http://journals.aau.dk/index.php/pbl |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Systems Approach, Supervisor Supervisee Relationship, Interaction, Psychological Patterns, Safety, Learning Laboratories, Foreign Countries, Graduate Students, Masters Programs, Anxiety, Group Activities, Student Projects, Independent Study, Security (Psychology), Learner Engagement, Supervision |
| Geographic Terms: | Denmark |
| ISSN: | 2246-0918 |
| Abstract: | The increasing trend of anxiety among students is closely linked to psychological safety, which refers to an environment where individuals feel comfortable expressing their thoughts without fear of negative consequences. Conversely, environments lacking psychological safety can heighten anxiety. This report examines the impact of transitioning from group work to solo projects on master-level students at Aalborg University. The shift to solo projects, with only a supervisor for support, may affect students' psychological safety. This study investigates the psychological safety of students during this transition, identifying factors that influence their sense of security and confidence when working independently. By understanding these factors, the study aims to provide insight for educators to better support students in solo projects and mitigate the entrenchment of group-work learning styles while retaining the benefits. Strategies to enhance psychological safety, such as forming learning labs, are explored to break the feedback loop leading to poor solo work experiences and reinforce positive learning outcomes. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492426 |
| Database: | ERIC |
| Abstract: | The increasing trend of anxiety among students is closely linked to psychological safety, which refers to an environment where individuals feel comfortable expressing their thoughts without fear of negative consequences. Conversely, environments lacking psychological safety can heighten anxiety. This report examines the impact of transitioning from group work to solo projects on master-level students at Aalborg University. The shift to solo projects, with only a supervisor for support, may affect students' psychological safety. This study investigates the psychological safety of students during this transition, identifying factors that influence their sense of security and confidence when working independently. By understanding these factors, the study aims to provide insight for educators to better support students in solo projects and mitigate the entrenchment of group-work learning styles while retaining the benefits. Strategies to enhance psychological safety, such as forming learning labs, are explored to break the feedback loop leading to poor solo work experiences and reinforce positive learning outcomes. |
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| ISSN: | 2246-0918 |
