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- Jederlund, Ulf, 1961-, et al.
(författare)
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Changes in Students’ School Trust as a Reflection of Teachers’ Collective Learning Processes : Findings from a Longitudinal Study
- 2022
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 66:7, s. 1161-1182
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Tidskriftsartikel (refereegranskat)abstract
- This 2-year longitudinal study compares students’ trajectories for perceived teacher–student relationship quality and students’ selfefficacy (together discussed as students’ school trust) to previously documented teacher-perceived experiences in teacher teams’ collective learning processes. The article’s main contribution is the reflection in students’ perceptions, of their teachers’ perceived quality and attainment in collective learning processes. Comparisons between schools show that trajectories for students belonging to the only teacher team that experienced a more mature and successful learning process in an earlier study, differed significantly from the trajectories for students in compared teams. Differences demonstrated large positive effect sizes (d=0.81–1.14). Individual analysis provides deeper insights about how these students’ perceptions changed. Additionally, the full sample data confirms earlier findings of substantial cross-associations between student-perceived teacher–student relationship quality and student self-efficacy. For example, sustainable associations between supportive teacher–student relationships and students’ global academic self-efficacy and self-efficacy for self-regulative learning were found (r = 0.43–0.51).
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- Jederlund, Ulf, 1961-
(författare)
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Musikalitet och ickeverbalkommunikation, bärande strukturer i relationellt samspel och musikterapi.
- 2017
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Ingår i: Möten Musik Mångfald. - Göteborg : Förbundet för Musikterapi i Sverige. - 9789163955907 ; , s. 33-50
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Bokkapitel (refereegranskat)abstract
- Vad är det som gör musikterapi möjlig, och därtill så väl fungerande? De flesta människor ärju inte musiker. Många ägnar sig bara i liten utsträckning åt aktivt musikaliskt utövande. Och några upplever sig rent av som ”omusikaliska”. Ändå finns det inte någon målgrupp som ärutesluten för musikterapi. Hos varje individ finns en musikalisk kapacitet och en drivkraft att uttrycka sig i vokala ljud och med kroppsliga rörelser, en ursprunglig nedärvd musikalitet som musikterapeuten kan adressera. Långt innan vi uttryckte oss i ord samspelade vi alla med vår omgivning på ett basalt affektivt och kroppsligt sätt. Den förmågan har vi kvar genom livet. Musikaliteten – här förstått som vår förmåga att uppfatta, tolka och uttrycka musikaliska förlopp - och vår icke-verbala kommunikationsförmåga, utgör sammantaget en evolutionärgrund för den musikterapeutiska praktiken, alltifrån enskilt samspel på tidig utvecklingsnivå till ett avancerat musikaliskt samspel i grupp. I kapitlet ges en teoretisk grund för förståelse av relationellt samspel på icke-verbal nivå. Utgångspunkten är tvärvetenskaplig, med teoretiska influenser från utvecklingsbiologi och utvecklingspsykologi, samt med forskningsförankring i modern spädbarnsforskning och språkforskning. Delar av innehållet utgörs av bearbetningar av tidigare publicerade texter (Jederlund, 2007a; Jederlund, 2007b; Jederlund, 2011).
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- Jederlund, Ulf, 1961-, et al.
(författare)
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Teacher-Student Relationships and Students’ Self-efficacy Beliefs. Rationale, Validation and Further Potential of Two Instruments.
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- High quality of teacher-student relationships is widely recognized as fundamental part of good education. Moreover, students' self-efficacy beliefs, or their confidence to succeed within different domains at school, are important impact factors to achievement. Although there is support for an association between student-perceived teacher-student relationship quality and students' self-efficacy judgements, which mediates achievement, no tool explores this association. This article suggests that two instruments, respectively measuring students' perceptions of teacher-student relationship quality (TSR) and student's self-efficacy (SSE), can be used in parallel for a multifaceted exploration of individual students’ perception of TSR quality, in relationship to their self-efficacy. Two well-established instruments were adopted, validated and their factor structures re-confirmed in a Swedish sample, using data collected from students in five schools (n=382). Factor analysis showed that models with three underlying dimensions of TSR and four underlying dimensions of SSE were the most appropriate, although not entirely satisfying. All sub-scales showed good-to-excellent reliability (Cronbach’s α=0.75-0.94). Findings indicated a lack of multigroup invariance across gender and school level for the TSR-model. Substantial associations were found between student-perceived teacher support, and students’ self-efficacy for self-regulated learning and global academic success. We discuss utility and limitations, need of model improvement, and future potential.
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- Jederlund, Ulf, 1961-, et al.
(författare)
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Teacher-student relationships and students' self-efficacy beliefs. Rationale, validation and further potential of two instruments
- 2023
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Ingår i: Education Inquiry. - : Informa UK Limited. - 2000-4508. ; 14:4, s. 529-553
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Tidskriftsartikel (refereegranskat)abstract
- High quality of teacher–student relationships is widely recognized as fundamental part of good education. Moreover, students’ self-efficacy beliefs, or their confidence to succeed within different domains at school, are important impact factors to achievement. Although there is support for an association between student-perceived teacher–student relationship quality and students’ self-efficacy judgements, which mediates achievement, no tool explores this association. This article suggests that two instruments, respectively measuring students’ perceptions of teacher–student relationship quality (TSR) and student’s self-efficacy (SSE), can be used in parallel for a multifaceted exploration of individual students’ perception of TSR quality, in relationship to their self-efficacy. Two well-established instruments were adopted, validated and their factor structures re-confirmed in a Swedish sample, using data from students in five schools (n=382). Factor analysis showed that models with three underlying dimensions of TSR and four underlying dimensions of SSE were the most appropriate. All sub-scales showed good-to-excellent reliability (Cronbach’s α = 0.75–0.94). Findings indicated a lack of multigroup invariance across gender and school level for the TSR-model. Substantial associations were found between student-perceived teacher support, and students’ self-efficacy for self-regulated learning and global academic success. We discuss utility and limitations, need of model improvement, and future potential.
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