| 1. |
- Butkovic, Ana, 1977, et al.
(författare)
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Individual-level multiculturalism and cultural intelligence
- 2023
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Ingår i: ISSID 2023 Conference.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Cultural intelligence (CQ) refers to an individual’s capability to function effectively in situations characterized by cultural diversity (Ang & Van Dyne, 2008). A relatively new antecedent of CQ that has been examined is multiculturalism (Ang et al., 2020), so far in a sample of employees in the Netherlands where only a total CQ score was used (Korzilius et al., 2017) and business students with bicultural identity in the US where only cognitive and metacognitive aspects of CQ were examined (Dheer & Lenartowicz, 2018). The aim of this study was to examine the association between individual-level multiculturalism and four different aspects of CQ in a sample of teachers and teacher students in Sweden. Data were collected for 99 participants (68% female; 79% teacher students; Mage = 34.20, SD = 10.51) using The Cultural Intelligence Scale (CQS; Van Dyne et al., 2008), and following Vora et al. (2019), three items for multiculturalism measuring knowledge, identification and internalization. Individual-level multiculturalism was positively and significantly associated with three aspects of CQ: metacognitive (r = .43, p < .001), cognitive (r = .54, p < .001) and motivational (r = .49, p < .001). Results have the implication for the development programs for CQ.
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| 2. |
- Butkovic, Ana, 1977, et al.
(författare)
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The role of openness and cultural intelligence in students' intention to study abroad
- 2024
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Ingår i: Journal of Applied Research in Higher Education. - 2050-7003 .- 1758-1184. ; 16:1, s. 236-245
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Tidskriftsartikel (refereegranskat)abstract
- Purpose Higher education performance is boosted through cross-border cooperation and increased transnational mobility of students. In addition, exchange students have better employability skills after staying abroad compared to the students' peers. A number of studies have investigated factors that determine whether a student studies abroad. In this study, the authors focused on the role of personality trait openness to experience and cultural intelligence (CI) in explaining Croatian students' experience with and/or intention to travel abroad for studying purposes. Design/methodology/approach The authors analyzed results from 482 students (M = 22.61, standard deviation (SD) = 2.24, 66% female), of whom 35% reported that they studied abroad or intended to study abroad. They filled in The Cultural Intelligence Scale and openness facets items from the International Personality Item Pool (IPIP-300) questionnaire. Findings The authors conducted a hierarchical binary logistic regression analysis and found that students who were younger, had higher adventurousness and higher motivational CI were more likely to study abroad. Results of the mediation analysis showed that the association between openness to experience facet adventurousness and intention to study abroad was partially mediated by the motivational aspect of CI. Originality/value This study contributes to the better understanding of complex interrelations between personality traits and CI in the context of higher education internationalization processes. This study offers unique insight into the mediating role CI has in the association between personality and mobility behavior.
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| 3. |
- Butkovic, Ana, 1977, et al.
(författare)
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Travel experiences and cultural intelligence : Travel experiences and cultural intelligence
- 2022
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Ingår i: XXIII. Psychology Days in Zadar, Book of Abstracts, Zadar, 2022..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Cultural intelligence is defined as an individual’s capability to function and manage effectively in culturally diverse settings, and it includes four aspects: metacognitive, cognitive, motivational and behavioral cultural intelligence. The majority of studies investigating antecedents of cultural intelligence have included a measure of international experience and/or cultural exposure. While some studies have indicated that international experience and cultural exposure are associated with higher cultural intelligence, the associations were not found in all studies and for all aspects. We conducted two studies to examine the associations of international experience and cultural exposure with cultural intelligence in the Croatian context. In the first study data were collected for 93 high-school students who reported the number of visited countries as a measure of international experience and cultural exposure, and were divided into two groups with a median split. In the second study data were collected for 482 university students who were divided into two groups based on their intention to study abroad. In both studies cultural intelligence aspects were measured with The Cultural Intelligence Scale. Differences in cultural intelligence aspects were examined between the groups formed to capture international experience and cultural exposure differences. In study 1, high-school students who visited more countries had higher cultural intelligence scores in metacognitive (t = 2.46, p = .016, d = 0.51) and cognitive (t = 2.76, p = .007, d = 0.57) aspects, while differences were not found for motivational (t = 1.33, p = .189, d = 0.28) and behavioral (t = 0.61, p = .546, d = 0.13) aspects. In study 2, students who intended or already had an experience of studying abroad had higher cultural intelligence in metacognitive (t = 4.61, p < .001, d = 0.45), cognitive (t = 2.33, p = .020, d = 0.23), motivational (t = 7.64, p < .001, d = 0.74) and behavioral (t = 3.12, p = .002, d = 0.29) aspects. Results of our studies indicate that differences in international experience and cultural exposure are associated with differences in cultural intelligence aspects, but that these findings are not consistent for different types of international experiences, and in different groups of participants.
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| 4. |
- Kullberg, Angelika, 1969, et al.
(författare)
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Effects of learning addition and subtraction in preschool by making the first ten numbers and their relations visible with finger patterns
- 2020
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Ingår i: Educational Studies in Mathematics. - : Springer. - 0013-1954 .- 1573-0816. ; 103:2, s. 157-172
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we report how 5-year-olds’ arithmetic skills developed through participation in an 8-month-long intervention. The intervention program aimed to enhance the children’s ways of experiencing numbers’ part-part-whole relations as a basis for arithmetic skills and was built on principles from the variation theory of learning. The report is based on an analysis of assessments with 103 children (intervention group n = 65 and control group n = 38) before and after the intervention and a follow-up assessment 1 year after the intervention. Our findings show that the learning outcomes of the intervention group were significantly higher compared to those of the control group after the intervention and that differences between the groups remained even 1 year after the intervention. In particular, the results show that children participating in the intervention group learned to recognize and use part-part-whole relations in novel arithmetic tasks.
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| 5. |
- Kullberg, Angelika, 1969, et al.
(författare)
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Improvements in learning addition and subtraction when using a structural approach in first grade
- 2024
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Ingår i: Educational Studies in Mathematics. - : Springer. - 0013-1954 .- 1573-0816.
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Tidskriftsartikel (refereegranskat)abstract
- Learning to calculate with natural numbers by structuring seems promising but how this can be taught in a sustainable manner remains an open question. An eight-month-long intervention based on the idea of using a structural approach to addition and subtraction, and particularly bridging through ten, was implemented in four Swedish first-grade classes. One goal was that by the end of first grade, students would be able to solve tasks such as subtracting 8 from 15 by using part-whole number relations. In this paper, we report on learning outcomes from task-based interviews with intervention and control groups before, immediately after, and one year after the intervention, in order to investigate long-term effects and whether students used a structural approach when solving tasks in a higher number range in the second grade. In comparison to controls, students in the intervention group showed higher increases in their learning outcomes. Moreover, the intervention group used a structural approach to a larger extent when solving tasks in higher number ranges, whereas students in the control group more commonly used single-unit counting to solve such tasks. These findings have implications both for teaching and for research on students' development of arithmetic skills.
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| 6. |
- Kullberg, Angelika, 1969, et al.
(författare)
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Teaching and learning addition and subtraction bridging through ten using a structural approach
- 2022
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Ingår i: Fernández, C., Llinares, S., Gutiérrez, A., & Planas, N. (Eds.) Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 83-90). Alicante, Spain: PME. - Alicante, Spain : PME. - 9788413021768
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Konferensbidrag (refereegranskat)abstract
- An eight-month-long intervention based on the idea of using a structural approach to addition and subtraction, and particularly bridging through ten, was implemented in Swedish Grade 1. A goal was that at the end of Grade 1, students would solve tasks like 15–7= using part-whole relations of numbers. In this paper, we report on learning outcomes from task-based interviews with intervention and control groups before, immediately after and one year after the intervention, to investigate long-term effects and whether students used a structural approach when solving tasks in Grade 2. Results show that students in the intervention group increased their learning outcomes the most and to a larger extent solved tasks in higher number ranges using a structural approach.
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| 7. |
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| 8. |
- Brkovic, Irma, 1977, et al.
(författare)
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Cognitive abilities and socio-economic status as predictors of reading and writing skills in early schooling : Kognitivne sposobnosti i socioekonomski status kao prediktori vjestina citanja i pisanja u ranoj skolskoj dobi
- 2015
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Ingår i: Paper presented at the Ramiro and Zoran Bujas Days, April, 15-18, Zagreb, Croatia..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Literature offers a lot of contradictory theoretical considerations as well as empirical findings about the relationship between cognitive abilities and oral and written language skills . This study investigated nonverbal abilities and reading and writing skills in 124 2nd and 106 3rd –graders. We applied Naglieri Nonverbal Abilities Test, short culturally unbiased measure of general abilities. Reading and writing skills were assessed with Word Chains, Spelling and Reading Comprehension Test. By means of HRA we examined parental education and cognitive abilities as predictors of reading and writing skills, controlling for child’s gender. In 2nd grade, father’s education and cognitive abilities significantly predicted Reading Comprehension. In 3rd grade, cognitive abilities were also predictive of Reading Comprehension. Mother’s education did not significantly predict any of the investigated reading and writing skills.
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| 9. |
- Brkovic, Irma, 1977, et al.
(författare)
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Determinants of Mentor Teachers´ Self-efficacy Beliefs in Mentoring
- 2024
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Ingår i: NERA Conference, Malmö, 2024. - : The Nordic Educational Research Association.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study is to investigate individual and contextual factors determining mentor teachers´ self-efficacy (SE) beliefs in their role mentoring role. Teachers´ self-efficacy beliefs have been proven to be a crucial factor for predicting personal and professional outcomes and relate to the effort teachers invest in teaching, resilience in unfavourable circumstances, motivation to leave the profession, health outcomes, and students´ motivation and achievement (Klassen & Tze, 2014, Panadero et al. 2017). SE in mentoring, though little researched, is found to be predictive for mentors´ educator identity, shared educator perspective and job satisfaction (Andreasen, et. al., 2019). However, which determinants contribute to mentors´ higher self-efficacy beliefs remain unclear. Self-efficacy as a concept is derived from Social Cognitive Theory and is defined as “beliefs in one´s capabilities to organize and execute the courses of action required to produce given attainments” (Bandura, 1997). In his original work, Bandura argued that self-efficacy beliefs cannot be studied by applying general measures, but that it must be captured within specific areas. Within the framework of Activity Theory (Engeström, 1999) we have developed and applied scales measuring mentor teachers´ perceived challenges stemming from mentoring tasks, perceived areas of professional development resulting from mentoring activities and a scale measuring self-efficacy beliefs in mentoring student teachers. The analyses confirmed a one-dimensional structure of the self-efficacy scale (α > 0.90). The data were collected through an on-line questionnaire. In the first round of data collection 619 mentors working in grades 4-6 within teacher education programs of 20 Swedish higher education institutions (HEIs) participated. Results show that mentor teachers´ self-efficacy beliefs are predicted by both contextual (the amount of mentoring related training, perceived challenges in relation to mentoring) and individual (experience in mentoring, professional development) factors. This research is relevant to all Nordic HEIs who provide initial teacher education, particularly as the role of in-school mentors is increasingly recognised as an important factor in inducting and retaining new teachers (Aspfors & Fransson, 2015; Rinne et al, 2023).
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| 10. |
- Brkovic, Irma, 1977, et al.
(författare)
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Teachers ́ assessment of children’s oral language and literacy achievement: a multilevel approach
- 2017
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Ingår i: 18th European Conference on Developmental Psychology. Utrecht, Netherlands: August 29 - September 1.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Most of the research addressing relations between oral language and reading and writing competencies has been conducted with children having reading and/or writing difficulties. Oral language was mostly measured through its various components, such as vocabulary, with predictor(s) and criteria often sharing method variance. Also, traditional approach to data analyses often fail to account for clustered nature of data collected at both pupils´ and teachers´ level. The aim of this study was to investigate the contribution of oral language to explaining variance in three reading and writing achievement indicators in general population (word decoding speed, reading comprehension, and word spelling accuracy), taking data nesting into account. A total of 723 students (48% girls) from 2nd and 3rd grades participated, together with 31 of their teachers. Teachers assessed the quality of student´s overall use of oral language on six indicators. Reading and writing competencies were assessed by group tests: Word chains, Spelling test and Reading comprehension test, as part of a larger intervention project. Applying hierarchical linear modelling allowed us to control for data nesting and dependence of teacher´s assessments on classroom-level. Average class size was 23 pupils (ranging from 14 to 29). Intraclass correlations (ICC) were calculated for all three outcomes and predictor, and appropriateness of multilevel approach to data analysis was is confirmed. ICC for word-spelling accuracy and word decoding speed was significant for 2nd graders, and word-spelling accuracy and teachers´ assessment of oral language for 3rd graders (ranging from .07 to .24). In both grades, oral language had a significant contribution to reading and writing achievement, when controlling for gender and classroom level nesting. Gender moderated the relationship between oral language and reading comprehension in 3rd grade, with a stronger correlation among girls. The results confirmed the significant contribution of oral language for explaining reading and writing competencies.
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