| 1. |
- Aalto, Sanni, et al.
(författare)
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The effect of teacher multicultural attitudes on self-efficacy and wellbeing at work
- 2024
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Ingår i: Social Psychology of Education. - : Springer. - 1381-2890 .- 1573-1928.
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Tidskriftsartikel (refereegranskat)abstract
- Teachers are pivotal in creating safe and efficacious learning environments for ethnic minority students. Research suggests that teachers' multicultural attitudes, self-efficacy, and wellbeing at work may all play important roles in this endeavor. Using survey data on 433 teachers in Belgium, Denmark, Finland, Norway, Sweden, and the United Kingdom, the present study used structural equation models to analyze the paths between teachers' multicultural attitudes and work-related wellbeing (work dedication and exhaustion), and whether self-efficacy mediates these paths. We further investigated how these associations differ between teachers of reception classes for migrant and refugee students versus teachers of multi-ethnic mainstream classes. The results show that positive multicultural attitudes were directly associated with high level of work dedication, but not with work exhaustion. Self-efficacy mediated the association between multicultural attitudes and work-related wellbeing, indicated by both higher work dedication and lower work exhaustion. Concerning the role of teacher's class type, self-efficacy mediated the association between positive multicultural attitudes and work dedication for both types of teachers, whereas the mediation to low work exhaustion was only evident in mainstream class teachers. To conclude, teachers' multicultural attitudes and work-related wellbeing are mediated by self-efficacy and this important link should be acknowledged when designing professional development programs in order to create supportive and competent learning environments for all students.
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| 2. |
- Allodi Westling, Mara, 1959-
(författare)
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Goals and values in school : A model developed for describing, evaluating and changing the social climate of learning environments
- 2010
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Ingår i: Social Psychology of Education. - : Springer. - 1381-2890 .- 1573-1928. ; 13:2, s. 207-235
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Tidskriftsartikel (refereegranskat)abstract
- This paper defines a broad model of the psychosocial climate in educational settings. The model was developed from a general theory of learning environments, on a theory of human values and on empirical studies of children's evaluations of their schools. The contents of the model are creativity, stimulation, achievement, self-efficacy, creativity, safety, control, helpfulness, participation, responsibility and influence; they are hypothesised to be structured in a circular model. The contents are defined and related to existing theories and research in education, special education, educational psychology and sociology, on the basis of reviews of literature. The model underlies the Goals, Attitudes and Values in School questionnaire, developed to assess the characteristics ofeducational settings. The model can be a practical tool in understanding and appreciating differences between learning environments in research and assessment and it could represent a guideline for interventions aimed to analyse and improve the social climate of learning environments.
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| 3. |
- Aspelin, Jonas, 1964-
(författare)
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Beneath the surface of classroom interaction : Reflections on the microworld of education
- 2006
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Ingår i: Social Psychology of Education. - : Springer. - 1381-2890 .- 1573-1928. ; 9:3, s. 227-244
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Tidskriftsartikel (refereegranskat)abstract
- This article deals with the microworld of the classroom, i.e., the imbedded, largely unconscious, close to invisible, and to an extent suppressed social processes in teaching. It includes some afterthoughts about a research project with the aim of understanding how the teacher–pupil relation is constructed in classroom interaction. Thomas Scheff's social psychological framework constituted the theoretical basis for the project. The main data were collected by means of video documentation and consist of a number of closely analysed episodes. The result indicates that nonverbal behaviour in classrooms, to a great extent, is constituted by an informal system of rules in which emotions play a crucial part. But it also reveals the existence of two dimensions in classroom interaction – one surface dimension and one micro dimension – that in significant measure stand in opposition to each other.
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| 4. |
- Aspelin, Jonas
(författare)
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Beneath the surface of classroom interaction : Reflections on the microworld of education
- 2006
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Ingår i: Social Psychology of Education. - : Springer Netherlands. - 1381-2890 .- 1573-1928. ; 9:3, s. 227-244
-
Tidskriftsartikel (refereegranskat)abstract
- This article deals with the microworld of the classroom, i.e., the imbedded, largely unconscious, close to invisible, and to an extent suppressed social processes in teaching. It includes some afterthoughts about a research project with the aim of understanding how the teacher–pupil relation is constructed in classroom interaction. Thomas Scheff's social psychological framework constituted the theoretical basis for the project. The main data were collected by means of video documentation and consist of a number of closely analysed episodes. The result indicates that nonverbal behaviour in classrooms, to a great extent, is constituted by an informal system of rules in which emotions play a crucial part. But it also reveals the existence of two dimensions in classroom interaction – one surface dimension and one micro dimension – that in significant measure stand in opposition to each other.
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| 5. |
- Aspelin, Jonas, 1964-
(författare)
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The elementary forms of educational life : understanding the meaning of education from the concept of "social responsivity"
- 2015
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Ingår i: Social Psychology of Education. - 1381-2890 .- 1573-1928.
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Tidskriftsartikel (refereegranskat)abstract
- This article makes a theoretical contribution to social psychology of education by applying Johan Asplund’s social psychological theory to the educational context. More specifically, the article discusses how the question of purpose of education (Biesta in Educ Assess Eval Account 21(1):33–46, 2009; God utbildning i mätningens tidevarv [Good education in the age of measurement]. Liber, Stockholm, 2011) could be conceived from Asplund’s (Det sociala livets elementära former. [The elementary forms of social life]. Bokförlaget Korpen, Göteborg, 1992) concept of “social responsivity”. Adopting Asplund’s concept, I problematize, discuss, and supplement Biesta’s model, especially his concept of “subjectification” and from here tentatively examine “existentialisation”. Existentialisation is proposed as a tool for understanding the overall meaning of education. To illustrate the theoretical argument, a brief classroom episode is analyzed in detail.
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| 6. |
- Aspelin, Jonas
(författare)
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The elementary forms of educational life : understanding the meaning of education from the concept of "social responsivity"
- 2015
-
Ingår i: Social Psychology of Education. - : Springer Netherlands. - 1381-2890 .- 1573-1928.
-
Tidskriftsartikel (refereegranskat)abstract
- This article makes a theoretical contribution to social psychology of education by applying Johan Asplund’s social psychological theory to the educational context. More specifically, the article discusses how the question of purpose of education (Biesta in Educ Assess Eval Account 21(1):33–46, 2009; God utbildning i mätningens tidevarv [Good education in the age of measurement]. Liber, Stockholm, 2011) could be conceived from Asplund’s (Det sociala livets elementära former. [The elementary forms of social life]. Bokförlaget Korpen, Göteborg, 1992) concept of “social responsivity”. Adopting Asplund’s concept, I problematize, discuss, and supplement Biesta’s model, especially his concept of “subjectification” and from here tentatively examine “existentialisation”. Existentialisation is proposed as a tool for understanding the overall meaning of education. To illustrate the theoretical argument, a brief classroom episode is analyzed in detail.
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| 7. |
- Forsberg, Camilla, et al.
(författare)
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Longitudinal reciprocal associations between student–teacher relationship quality and verbal and relational bullying victimization
- 2023
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Ingår i: Social Psychology of Education. - : SPRINGER. - 1381-2890 .- 1573-1928.
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Tidskriftsartikel (refereegranskat)abstract
- Teachers have a major impact on students social cognition and behaviors, and previous research has found that students who have positive relationships with their teachers tend to be less bullied by their peers. However, this line of research is limited in that it has been (a) Dominated by cross-sectional studies and (b) Treated bullying victimization as a global construct without differentiating among its different forms (i.e., verbal, physical, and relational). The links might be reciprocal but further studies are needed to investigate the directionality. Therefore, this study aimed to examine the longitudinal associations between student-teacher relationship quality and two forms of bullying victimization, namely verbal and relational victimization. Three waves of data from 1885 Swedish fourth- through sixth-grade students were analyzed with cross-lagged panel models. The findings showed that the student-teacher relationship quality predicted and was predicted by verbal and relational victimization. Our findings thus underscore the importance of striving for caring, warm, supportive, and respectful student-teacher relationships as a component of schools prevention efforts.
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| 8. |
- Friberg, Therese
(författare)
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The ‘weak pupil’ as a social representation : (re)production in dialogue between compulsory school teachers in Sweden
- 2021
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Ingår i: Social Psychology of Education. - : Springer Science+Business Media B.V.. - 1381-2890 .- 1573-1928. ; 24:3, s. 895-917
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Tidskriftsartikel (refereegranskat)abstract
- Attributing negative categories such as ‘weak’ to pupils is a common practice in Sweden and a known phenomenon worldwide. While there has been a substantial amount of research on different expressions of ‘deviance’ in the educational arena, the research on how teachers communicate about pupils as ‘weak’ is scarce. In this study, teachers’ communication about pupils as ‘weak’ is examined in dialogues produced in focus group discussions by 29 teachers in six different Swedish compulsory schools. Through the lens of social representations theory and a dialogical perspective, this study suggests that ‘weak pupil’ as a social representation can be characterized by a range of different and sometimes contradicting themes and mainly two themata: normal/deviant and nature/nurture. The results show that ‘weak pupil’ is used as a multifaceted communicative resource to describe pupils who do not perform according to schools’ expectations. In contrast to several previous studies, the use of ‘weak pupil’ is partially challenged by participants who, to some extent, place perceived problems within the educational institution instead of the individual pupil. The study has implications for the understanding of how perceptions of normality might be perceived and collectively (re)produced in communication about pupils as well as for future research using social representations theory within the educational field.
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| 9. |
- Hammar Chiriac, Eva, et al.
(författare)
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Teacher teams: A safe place to work on creating and maintaining a positive school climate
- 2023
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Ingår i: Social Psychology of Education. - : SPRINGER. - 1381-2890 .- 1573-1928.
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Tidskriftsartikel (refereegranskat)abstract
- Creating and sustaining a positive school climate is not done in isolation but requires continuous ongoing work by several people within the school, and one of the most important actors are the teachers. In order to fulfil this very important task, the teachers need to collaborate with colleagues at school in an organized manner. In this study, we aim to explore and analyse teachers' perspectives on how their teacher team might be linked to their school climate work, and what team characteristics facilitate their work to create and maintain a positive and supportive climate within their school. To understand teachers' comprehension of their team, we applied a social psychology framework, using social interdependence theory and the concept of psychological safety. Data were collected by means of 14 semi-structured focus group interviews with 73 teachers from two compulsory schools in southeast Sweden. The findings revealed that teachers perceived the team as the most significant support structure when it comes to school climate work. According to them, the team was associated with shared responsibility, support and help, as well as safety and an open climate. By elucidating teachers' insider perspectives regarding their working conditions aligned to their work with school climate, we conclude that well-functioning teacher teams are experienced as a safe place to work on creating and maintaining a positive school climate.
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| 10. |
- Ingemarson, Maria, et al.
(författare)
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Teacher’s use of praise, clarity of school rules and classroom climate : comparing classroom compositions in terms of disruptive students
- 2020
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Ingår i: Social Psychology of Education. - : Springer Science and Business Media LLC. - 1381-2890 .- 1573-1928. ; 23:1, s. 217-232
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Tidskriftsartikel (refereegranskat)abstract
- Clarity of school rules and teachers’ use of praise are strategies suggested to facilitate a positive classroom climate. Studies indicate difficulties for teachers to use such approaches in classrooms with higher levels of disruption. To study (1) if student-rated clarity of school rules, use of praise, and classroom climate differ between students in classes with lower numbers of disruptive students versus classes with higher numbers, (2) if clarity of school rules and teacher’s use of praise are longitudinally associated with classroom climate, (3) if the possible longitudinal association differs between groups, classes (n = 109) in school grades 5–7 were divided into two groups, based on head teacher ratings of disruptive students in class. Baseline and 12-month follow-up responses collected within a Swedish trial were used to perform multiple regression analysis, to compare groups and to investigate possible longitudinal associations. Students in classes with less disruption rated all variables more positively. Classroom climate deteriorated over time in both groups, even if the low disruption group perceived their climate as more positive at follow up. Clarity of school rules did not substantially contribute to classroom climate longitudinally, whereas teacher’s use of praise to some extent did. The difference in longitudinal associations between groups was marginal, hence our hypothesis on weaker associations in the high disruption group could not be confirmed. Clarity of school rules is not longitudinally associated with classroom climate, but teachers may positively influence the learning environment by giving praise, regardless of level of disruption.
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