| 1. |
- Bagger, Anette, 1974-, et al.
(författare)
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Performance, anxiety and the mathematical self image
- 2014
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Ingår i: Special Needs Education in Mathematics. - Kristiansand : Portal forlag. - 9788292712986 ; , s. 86-91
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Bokkapitel (refereegranskat)abstract
- In present pilot study the relation between mathematical performance, test anxiety and mathematical self image is being examined in two Swedish grade 3 pupils. A difference between the high achieving and the low achieving pupils is possible to discern. A negative or uncertain mathematical self image seems to be connected to test anxiety, but not to performance when we look at these two young pupils. The experience of taking the test is affecting the high and low achiever differently. There are indications that the context and the kind of information given about the tests and the pupil's abilities affect both the level of test anxiety and the pupil’s evolving mathematical self image. Educational implications are being discussed.
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| 2. |
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| 3. |
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Cognitive and affective factors in relations to learning
- 2022
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- Both domain-general (e.g., working memory, executive functions) and domain-specific (e.g., number processing, phonological processing) cognitive factors have been found to predict learning in different age groups. Likewise, research has shown that various affective factors, such as different emotions (e.g., anxiety), self-concept, and interest, need to be considered when investigating individual differences in learning. However, few studies have investigated both cognitive and affective factors simultaneously in relation to learning. In particular, there is a lack of studies investigating the interplay (i.e., moderation and mediation) between cognitive and affective factors on learning.The goal of this Research Topic is to deepen our knowledge on the relations between learning and both cognitive and affective factors in different age groups. We aim to provide a broad scope of emerging areas in research on cognitive and affective factors, especially related to academic learning (e.g., mathematics, reading, and other school subjects). Studies focusing simultaneously looking at the interplay of these constructs, as well as longitudinally, are of great interest. Further, we are interested in innovative study designs and recent advances in methodology in this field. To promote quality education for all and equity in education, cognitive and affective factors related to aspects of learning ranging from pre-school to tertiary provision, and inclusion of individuals with special educational needs, are of interest.
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| 4. |
- Edin, Johan, 1973-
(författare)
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Organisatoriskt lärande : och särskiljande (special)pedagogiska verksamheter
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Segregated special education units, designated for pupils diagnosed with ADHD and/or autism, exist in several municipalities and compulsory schools in Sweden. These interventions are justified by the argument that pupils with these diagnoses require specialised provisions that differ from those in conventional classroom settings. However, previous research has identified several challenges associated with these settings, such as ambiguity in the objectives and goals of segregated special education units, insufficient evaluations, and the exclusionary and stigmatising effects of such placements. Additionally, prior research emphasises the neuropsychiatric influence on schools' decision-making processes regarding the support requirements of diagnosed pupils, commonly referred to as the neuropsychiatric paradigm. Despite the intentions of, for example, school leaders and educational staff to develop inclusive learning environments in special educational settings, such endeavours may be hindered by a lack of conditions conducive to organisational learning. Factors impeding organisational learning can manifest as conflicting interests and divergent understandings of the purpose of special educational settings among educational staff and school leaders. This is problematic when diagnoses such as ADHD and autism serve as explanatory models for support needs, leading to placements in segregated special education units with potentially stigmatising and exclusionary consequences.Therefore, the purpose of this thesis is to investigate and understand organisational learning in relation to segregated special education units designated for pupils diagnosed with ADHD and/or autism. Additionally, the thesis aims to problematise and critically examine how segregated special education units are understood by educational team members and school leaders. This thesis addresses the following research questions: What influencing factors, in the form of obstacles and prerequisites for organisational learning, emerge among team members and school leaders in segregated special education units intended for pupils diagnosed with ADHD and/or autism? and What significance do the diagnoses of ADHD and autism hold as influencing factors for the team members' and school leaders' understanding of segregated special education units? The thesis comprises four studies based on empirical data from team members and school leaders from three segregated special education units in a Swedish municipality. The empirical data includes semi-structured interviews (N=26), analysed using qualitative content and critical discourse analysis, framed by pragmatism and critical pragmatism. Additionally, models of organisational learning were utilised. The results indicate that unclear definitions of the segregated special education units, including their purpose and goals, inhibit organisational learning and complicate a shared understanding of the units. The findings underscore the importance of contextually understanding the obstacles and prerequisites for organisational learning. The diagnoses of ADHD and/or autism, framed within the neuropsychiatric paradigm, can be seen as a broader and overarching influencing factor. These factors have implications for the development of a holistic perspective and thus impact organisational learning.
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| 6. |
- Eklöf, Hanna, 1974-, et al.
(författare)
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Pupil perceptions of national tests in science : perceived importance, invested effort, and test anxiety
- 2013
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Ingår i: European Journal of Psychology of Education. - New York : Springer Netherlands. - 0256-2928 .- 1878-5174. ; 28:2, s. 497-510
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Tidskriftsartikel (refereegranskat)abstract
- Although large-scale national tests have been used for many years in Swedish compulsory schools, very little is known about how pupils actually react to these tests. The question is relevant, however, as pupil reactions in the test situation may affect test performance as well as future attitudes towards assessment. The question is relevant also in light of the changing assessment culture in Sweden and other European countries. The main purpose of the present study was to explore how a sample of grade 9 pupils perceived their first encounter with national tests in science, mainly in terms of perceived importance of the test, reported invested effort, and feelings of test anxiety, and how these aspects were related to test performance. Results show that a majority of the pupils seemed to perceive the test as rather important and claimed that they spent effort on the test. There was, however, also a fair group of students who did not perceive the test as very important. Ratings of perceived importance and invested effort and motivation were positively related to performance, particularly for the boys. Many students also reported that they felt anxious before and during the test, but the relationship between test anxiety and test performance was rather weak. Findings illuminate how pupils may perceive and behave in the assessment situation, and point to the need of further studies investigating the psychology of test-taking.
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| 7. |
- Eklöf, Hanna, 1974-, et al.
(författare)
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Stress och påverkan på de nationella provresultaten för åk 3
- 2014
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Konferensbidrag (refereegranskat)abstract
- Hur upplever 9-10 åringar de nationella proven i åk 3? Påverkar upplevelsen prestationen? Påverkas något matematikdelområde mer eller mindre av upplevelsen? Skiljer sig olika uppgifter åt beroende på om de har mer eller mindre text respektive bilder? Vad kan man som lärare tänka på och göra i allmänhet och i synnerhet vid prov/förhörssituationer?Läsåret 2012/13 genomfördes en studie med 624 st elever i åk 3 för att bringa klarhet i ovan frågor. Eleverna fick göra olika arbetsminnesövningar och svara på frågor om stress, motivation och attityder, etc. Teoretiskt tror man nämligen att allt för hög nivå av t ex stress (prestationsångest) sänker ens prestation på ett prov/förhör. Resultaten på de olika nationella delproven i matematik kördes därför statistiskt mot nivå av självrapporterad stress/ångest och uppskattad eller egentlig prestationsförmåga hos eleverna.Uppskattad eller egentlig förmåga att prestera i matematik för elever kan mätas genom t ex deras arbetsminneskapacitet. Arbetsminne är en kognitiv förmåga som är väl klarlagd för att väsentligen påverka prestation och utveckling inom t ex matematik- och läsförståelse hos både vuxna och barn (Menon, 2010). Det finns dessutom starka kopplingar mellan arbetsminneskapacitet och skolprestation i teoretiska ämnen. Majoriteten av de elever som har inlärningssvårigheter i skolan verkar även ha svag arbetsminnesförmåga (Gathercole et al., 2006).Arbetsminnet kan förenklat beskrivas som bestå av tre olika specialiserade komponenter. En huvudcentral som t ex kontrollerar, fördelar, uppmärksammar och processerar information, och hämtar/lagrar information från/i långtidsminnet. Till sin hjälp har denna huvudcentral en visuell-spatial del för hantering av bilder, former och dimension, samt en auditiv del för behandling av lingvistik (Baddeley, 1986). Matematik innefattar olika områden som beror av olika kognitiva förmågor (t ex huvudräkning, problemlösning), vilka i sin tur är relaterade till visuell-spatial och/eller auditiv fakta (Rasmussen & Bisanz, 2005).”Provstress” eller ”provängslan” är en etablerad term för att beskriva elevers påverkan och upplevelse av prov. Termen innefattar ofta för barn observerbara beteenden (t ex gå på toan, vicka på stolen, titta sig omkring), tankar/oro (t ex jag kommer aldrig att klara det här, mina föräldrar kommer att bli arga om jag misslyckas), autonoma/somatiska reaktioner (t ex svettas, ont i magen, varm om kinderna) (Zeidner, 2007). Man tror att provängslan är ett inlärt beteende som väcks tidigt i skolåren (Pekrun, 2000). Det är ett väldigt inskränkande tillstånd (Rothman, 2004) som starkt kan begränsa elevers prestation i alla åldrar (Birenbaum & Gutvirtz, 1993). Även om ett visst mått av provängslan är nödvändigt för att öka fokus, motivation och förberedelse (Gregor, 2005), kan det i allt för höga nivåer negativt påverka en elevs prestation och resultat på ett prov (Zeidner, 2007), särskilt i matematik (e.g. Putwain, 2008). Om och hur stark den kognitiva störningen är av provängslan används alltså i vår studie som ett mått eller symptom på elevers ev. underprestation. Vi undersöker också om eleverna uppvisar mer eller mindre av beteenden, autonoma reaktioner eller tankar relaterat till provängslan. Slutligen summerar vi våra resultat mot undervisning och prov/förhörssituationer. En jämförelse kommer även att göras med Finländska och Kinesiska åk-3 elever.
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| 8. |
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| 9. |
- Holmgren, Karoline, 1970-
(författare)
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Mål, matematik och mening : om identitet i mötet med gymnasieskolans yrkesprogram
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Obtaining a final diploma is an important prerequisite for young people to avoid unemployment and exclusion. Therefore, it is worrying that every year a large group of vocational students in Sweden complete their education without obtaining a final diploma. A national survey shows that the biggest obstacle to achieving a final diploma is the compulsory mathematics course.The aim of this thesis is therefore to contribute knowledge about vocational students’ encounters with upper secondary school, with a particular focus on the mathematics course and students’ ability to achieve the goals. Central to the thesis is students’ identity formation in the environment that the upper secondary school’s vocational education entails. The thesis presents two studies that build on each other: The first study examines school staff’s descriptions of what may affects vocational students’ goal fulfillment in mathematics to provide a broad and comprehensive picture from several different school actors (teachers, student health and principals). Based on the results the second study examines vocational students’ own stories with a special focus on students’ identity formation, analyzing their narratives based on four dimensions; personal-, social-, subject- and professional dimension.Overall, the results of the two studies show that other aspects than just subject-didactic factors seem to play an important role in vocational students’ goal fulfillment in mathematics. The identity formation invocational students’ encounters with upper secondary school seems to be one such aspect: Mathematics failures during former school, the importance of vocational students’ sense of belonging together as well as discourses in school and society about vocational education, vocational students, and the subject of mathematics, have a significant impact on students’ identity formation. Being a student in upper secondary vocational education encompasses a web of relationships and connections between personal identity, social identity, subject identity, and professional identity, which means that learning as well as development takes place in all these four dimensions. Therefore, social and emotional processes as well as vocational students’ identity formation should not be forgotten in the discussion about how vocational students’ goal fulfillment in mathematics can be improved. Conclusions that can be drawn are that if school difficulties arise, i.e. that vocational students are at risk of not reaching the goals, supportive efforts should focus on all four dimensions of vocational student identity.
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| 10. |
- Jonsson, Bert, 1961-, et al.
(författare)
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Self-reported memory strategies and their relationship to immediate and delayed text recall and working memory capacity
- 2014
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Ingår i: Education Inquiry. - Umeå : Umeå universitet. - 2000-4508. ; 5:3, s. 385-404
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to examine the performance of fifth-grade children in the reproduction of the content of a new text - directly, after they had read it (immediate recall), and one week later (delayed recall) - and to investigate the relationship between performance, self-reported memory strategies, and working memory capacity (WMC). The results revealed that more complex strategies are associated with better performances, and that children with high WMC outperformed children with lower WMC in immediate and delayed text recall tasks. Hierarchical regression analyses showed that memory strategy and WMC are the strongest predictors for both immediate and delayed recall tasks. It is argued that self-reported memory strategies are possible to use as estimates of strategy proficiency. The awareness of the importance of memory strategies and children’s WMC in education are further discussed.
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