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dc.contributor.authorKosonen, Toni
dc.contributor.authorMäkinen, Marita
dc.contributor.authorAnnala, Johanna
dc.contributor.authorPenttinen, Leena
dc.date.accessioned2023-11-23T11:46:26Z
dc.date.available2023-11-23T11:46:26Z
dc.date.issued2023
dc.identifier.citationKosonen, T., Mäkinen, M., Annala, J., & Penttinen, L. (2023). University students’ interpretations of study-related peer sociality. <i>Oxford Review of Education</i>, <i>Early online</i>. <a href="https://doi.org/10.1080/03054985.2023.2282625" target="_blank">https://doi.org/10.1080/03054985.2023.2282625</a>
dc.identifier.otherCONVID_194558195
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/92056
dc.description.abstractThis article explores university students’ interpretations of peer sociality in the context of academic studies. The study draws on thematic interviews with Finnish students (n = 28) representing two sets of study fields (humanities and human sciences, and technological sciences) in three regional Finnish universities. The study applies a discourse analytic methodology to capture variation in students’ accounts about their social encounters and activities and ways of being social in everyday study contexts. The analysis identifies four interpretative repertoires that were named the social well-being repertoire, the pedagogical repertoire, the academic community repertoire, and the networking repertoire. The results show how these repertoires are informed by broader societal and cultural discourses about peer sociality that students need to negotiate as they make sense of and legitimate their ways of being social.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesOxford Review of Education
dc.rightsIn Copyright
dc.subject.otheruniversity students
dc.subject.otherpeer sociality
dc.subject.otherstudent life
dc.subject.otherdiscourse analysis
dc.subject.otherinterpretative repertoires
dc.titleUniversity students’ interpretations of study-related peer sociality
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202311238072
dc.contributor.laitosYliopistopalvelutfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosUniversity Servicesen
dc.contributor.laitosDepartment of Teacher Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn0305-4985
dc.relation.volumeEarly online
dc.type.versionacceptedVersion
dc.rights.copyright© 2023 Taylor & Francis
dc.rights.accesslevelopenAccess
dc.subject.ysodiskurssianalyysi
dc.subject.ysoopiskelijaelämä
dc.subject.ysokorkeakouluopiskelu
dc.subject.ysoopiskelijat
dc.subject.ysososiaalisuus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p7829
jyx.subject.urihttp://www.yso.fi/onto/yso/p11456
jyx.subject.urihttp://www.yso.fi/onto/yso/p13164
jyx.subject.urihttp://www.yso.fi/onto/yso/p16486
jyx.subject.urihttp://www.yso.fi/onto/yso/p9002
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1080/03054985.2023.2282625
jyx.fundinginformationThe work was supported by the Opetus- ja Kulttuuriministeriö [55/240/2015].
dc.type.okmA1


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