| 1. |
- 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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| 2. |
- 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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| 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. |
- Kerestes, Gordana, 1965, et al.
(författare)
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Literacy development beyond early schooling: a 4‑year follow‑up study of Croatian
- 2019
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Ingår i: Reading and writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905. ; 32:8, s. 1955-1988
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to investigate literacy development beyond the early school years. We investigated mean-level and rank-order changes in two reading (word decoding speed and reading comprehension) and two spelling (word and pseudoword spelling accuracy) tasks during a 4-year period from beginning to the later grades of elementary school, and examined whether rank-order changes in liter- acy skills could be predicted from verbal working memory, phonological awareness, and morpho-syntactic awareness. The sample consisted of Croatian speaking chil- dren, poor (n = 50) and good (n = 61) readers. Croatian is a language with a highly transparent orthography but a rather complex grammar. Word decoding speed and word spelling accuracy improved significantly over the study period, word decoding speed more so among good than among poor readers, supporting the Matthew effect hypothesis. Literacy skills were moderately stable, with the highest stability coef- ficients obtained for word decoding speed, and the lowest for pseudoword spelling. The predictors of rank-order changes varied across literacy outcomes, but did not differ for poor and good readers. Morpho-syntactic awareness predicted rank-order development of all outcomes except for word spelling. Phonological awareness pre- dicted rank-order development of reading comprehension and word spelling. Ver- bal working memory predicted rank-order development of word spelling only, and at a low level. The finding that the more language related cognitive variables, i.e., morpho-syntactic and phonological skills, were stronger predictors of literacy devel- opment than working memory, for both poor and good readers, suggests remedial focus on these more predictive variables.
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