Tutkimuksessa kartoitettiin helsinkiläisten 9.-luokkalaisten nuorten omia käsityksiä, toiveita ja kokemuksia vapaa-ajastaan, hyvinvoinnistaan sekä ihmissuhteistaan. Tutkimus on osa Helsingin kaupungin nuorisotoimen Hyvä vapaa-aika -kehittämis- ja tutkimushanketta, jossa seurattiin samoja nuoria koko yläasteen ajan vuosina 2013-2017. Aluksi tutkimuksessa kysyttiin nuorten asumisesta ja perhetaustasta, jonka jälkeen tiedusteltiin nuorten nukkumista, syömistä ja kavereiden kanssa olemista. Tämän jälkeen kysyttiin vapaa-ajankäytöstä, jossa keskityttiin erityisesti netin käyttöön ja pelaamiseen. Harrastamista selvitettiin pitkällä listalla, joista vastaajat valitsivat harrastuksensa. Vastaajilta kysyttiin myös harrastusmahdollisuuksista sekä näkemyksiä siitä, minkälaisessa seurassa ja kuinka usein he haluaisivat harrastaa harrastuksiansa. Tämän jälkeen vastaajia pyydettiin valitsemaan listasta lajit, joita he haluaisivat kokeilla. Tutkimuksessa kysyttiin myös mitä täydellinen ja huono vapaa-aika vastaajien mielestä tarkoittaa. Edelleen kysyttiin nuorten mahdollisuuksista vaikuttaa valintoihin vapaa-ajasta sekä tulevaisuuden suunnitelmiin. Lopuksi kysyttiin miten nuoret näkevät tulevaisuutensa. Taustamuuttujina oli sukupuoli ja äidinkieli.
The survey charted the perceptions, hopes and experiences of ninth-graders in Helsinki regarding their leisure time, well-being and relationships. The study is part of the Good Leisure Time Development and Research project by Helsinki City Youth Department. The research project followed the same students during their lower secondary school education between 2013 and 2017. First, sleeping and eating habits as well as time spent with friends were examined. Some questions focused on the respondents' relationships with classmates and teachers (e.g. whether their classmates helped them if needed and whether they experienced bullying or social exclusion from their classmates or teachers). Next, the respondents were asked what their favourite subject at school was, whether they thought their grades were good or bad, how often they missed school and how much time they spent on homework daily. Leisure time activities were charted with questions relating to, for example, who the respondents spent time with after school and where, and with whom the after-school activities were the most enjoyable or boring. Internet use and reading habits during leisure time were also charted. The respondents were asked to select their current leisure time hobbies from a long list of hobbies and activities (e.g. football, movie watching, martial arts, writing, console games, shopping). Next, the respondents were asked about their hobby-related opportunities. They were also asked to choose new hobbies and activities they would like to try from the same list they chose their current hobbies and leisure time activities from.The study also charted what the respondents thought of as either perfect or poor leisure time. Further questions focused on how they would rate their past Saturday in school grades (from 4 to 10) and what they would do after school on the day the survey was filled out. Finally, motivations and influences behind the respondents' chosen leisure time activities and plans for the future were examined (e.g. whether their parents, the media, or their role models had the most influence on their choices). Background variables included the respondent's gender, mother tongue, living arrangements, household composition and number of siblings.
Ei-todennäköisyysotanta: harkinnanvarainen poimintaNonprobability.Purposive
Non-probability: PurposiveNonprobability.Purposive
Itsetäytettävä lomake: verkkolomakeSelfAdministeredQuestionnaire.CAWI
Self-administered questionnaire: Web-based (CAWI)SelfAdministeredQuestionnaire.CAWI
