| 1. |
- Dylman, Alexandra, et al.
(författare)
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Reading habits and emotional vocabulary in adolescents
- 2020
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Ingår i: Educational Psychology. - : Informa UK Limited. - 0144-3410 .- 1469-5820. ; 40:6, s. 681-694
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Tidskriftsartikel (refereegranskat)abstract
- Previous research has found that reading increases overall vocabulary size, and that reading fiction, specifically, is associated with higher levels of empathy and better perspective-taking skills. The current study investigated a potential link between reading habits and emotional vocabulary in particular, to assess whether the link between reading and empathy could be specifically related to emotion words. A total of 415 Swedish secondary and upper secondary school students were asked to generate words in various emotional categories, and to report their reading habits. Generally, females produced more words than males. For all participants, the largest amount of words was produced in the neutral, followed by positive, then the negative category. Crucially, the frequent readers produced more emotional words than the less frequent readers, suggesting that reading habits are associated with emotional vocabulary. We discuss the implications of these findings for the understanding of the link between reading and emotional competence.
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| 2. |
- Garn, Alex C., et al.
(författare)
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University students’ daily motivation regulation : within- and between-level relations to academic functioning
- 2024
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Ingår i: Educational Psychology. - : Routledge. - 0144-3410 .- 1469-5820. ; 44:2, s. 227-246
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Tidskriftsartikel (refereegranskat)abstract
- This study investigated daily motivation regulation as a multilevel mediator of undergraduate students’ intrinsic and extrinsic motivation and academic functioning. Undergraduate students (N = 124) completed measures on motivation, motivation regulation, and study time for 10 consecutive days leading up to a statistics exam. Bayesian multilevel mediation models were used to examine motivation regulation as a mediator between motivation and daily study time at the within-person level and exam performance at the between-person level. Within-person findings revealed motivation regulation mediated the relation between both intrinsic and extrinsic motivation and study time although the indirect effect was substantially stronger for extrinsic motivation. Between-person findings did not support mediation between intrinsic and extrinsic motivation and exam performance. Specifically, none of the motivation or motivation regulation factors predicted students’ exam performance. It appears that motivation regulation typically stems from extrinsic motivation and is more closely associated with process-oriented rather than product-oriented academic functioning.
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| 3. |
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| 4. |
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| 5. |
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| 6. |
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| 7. |
- Johansson, Stefan, 1980, et al.
(författare)
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Cyberbullying and its relationship with physical, verbal, and relational bullying: a structural equation modelling approach
- 2021
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Ingår i: Educational Psychology. - : Informa UK Limited. - 0144-3410 .- 1469-5820. ; 41:3, s. 320-337
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Tidskriftsartikel (refereegranskat)abstract
- The article focuses on the contentious relation between cyberbullying and physical, verbal, and relational bullying. Drawing on items from the Olweus questionnaire, the study used confirmatory factor analysis and structural equation modelling, and latent factors of bullying were fitted to the data. Different background variables were related to cyberbullying and traditional bullying factors. The results revealed high correlations between physical, verbal, and relational bullying. While the relations between cyberbullying and physical and verbal bullying were modest to moderate, a substantial correlation between cyberbullying and relational bullying was observed (.69). Further, it was noted that the level of anxiety had a stronger relation with the cyberbullying factor, while number of friends was similarly related to all four bullying factors. The implications of the high relation between cyber and relational bullying, as well as their similar association with the covariates, were discussed.
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| 8. |
- Jungert, Tomas, et al.
(författare)
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Science adjustment, parental and teacher autonomy support and the cognitive orientation of science students
- 2015
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Ingår i: Educational Psychology. - : Taylor and Francis (Routledge): SSH Titles. - 0144-3410 .- 1469-5820. ; 35:3, s. 361-376
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Tidskriftsartikel (refereegranskat)abstract
- Research has shown that autonomy support has positive effects on academic development, but no study has examined how systemising cognitive orientation is related to important outcomes for science students, and how it may interact with autonomy support. This prospective investigation considered how systemising and support from teachers and parents influence motivation, self-efficacy and science performance of science students. Totally, two hundred and eighty eight high school students (143 females and 145 males) completed surveys at two times and records of their achievements were collected. Teachers autonomy support and systemising were significantly positively related to motivation, self-efficacy and achievement over time, while parental support for autonomy was not directly related to the outcomes. Finally, two significant interaction effects showed that the relation of parental autonomy support to motivation and self-efficacy was moderated by systemising. This is the first study to demonstrate that autonomy support may be especially helpful for individuals with an intrinsic disposition in a domain.
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| 9. |
- Klapp Lekholm, Alli, 1968, et al.
(författare)
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The effect of being graded on later achievement : evidence from 13-year olds in Swedish compulsory school
- 2016
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Ingår i: Educational Psychology. - : Informa UK Limited. - 0144-3410 .- 1469-5820. ; 36:10, s. 1771-1789
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of the study was to investigate how grading of students in primary school affected achievement measured by grades one year later, and how the effect varied as a function of cognitive ability, gender and socio-economic status. The data derive from The Evaluation Through Follow Up longitudinal project. Through a national curriculum change one group of students received grades and one group of students did not receive grades in the 6th Grade, while both groups of students received grades in the 7th Grade. A quasi-experimental design was thus created, with two comparable groups of students. The subjects were 8558 students born in 1967. Several multiple regression models were fitted to the data. The results showed no main effects of grading on subsequent achievement, but there were important differential effects: graded students with low cognitive ability received lower subsequent grades. The results also showed interaction effects between gender and grading and between gender and cognitive ability.
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| 10. |
- Kloo, Mattias, et al.
(författare)
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Longitudinal links of authoritative teaching and bullying victimization in upper elementary school
- 2024
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Ingår i: Educational Psychology. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 0144-3410 .- 1469-5820.
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the present study was to investigate whether authoritative teaching at the classroom-level was associated with bullying victimisation, and how this association evolved over the course of upper elementary school (i.e. in grades 4 through 6) by estimating whether the association declined with time. Data came from the first three waves of an ongoing longitudinal project examining social and moral correlates of school bullying. Survey data were analysed from 1,830 students. Multilevel analyses showed that teachers who displayed high levels of warmth, caring, and supportiveness together with high levels of structure, control, and demandingness tended to have students who reported less bullying victimisation. This association between authoritative teaching at the classroom-level and bullying victimisation, while still significant, decreased over the course of the two-year study.
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| 11. |
- Korhonen, Johan, et al.
(författare)
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Additive and multiplicative effects of working memory and test anxiety on mathematics performance in grade 3 students
- 2018
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Ingår i: Educational Psychology. - Abingdon : Routledge. - 0144-3410 .- 1469-5820. ; 38:5, s. 572-595
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to investigate the interplay between test anxiety and working memory (WM) on mathematics performance in younger children. A sample of 624 grade 3 students completed a test battery consisting of a test anxiety scale, WM tasks and the Swedish national examination in mathematics for grade 3. The main effects of test anxiety and WM, and the two-way interaction between test anxiety and WM on mathematics performance, were modelled with structural equation modelling techniques. Additionally, the effects were also tested separately on tasks with high WM demands (mathematical problem-solving) versus low WM demands (basic arithmetic). As expected, WM positively predicted mathematics performance in all three models (overall mathematics performance, problem-solving tasks, and basic arithmetic). Test anxiety had a negative effect on problem-solving on the whole sample level but concerning basic arithmetic only students with lower WM were affected by the negative effects of test anxiety on performance. Thus, students with low WM are more vulnerable to the negative effects of test anxiety in low WM tasks like basic arithmetic. The results are discussed in relation to the early identification of test anxiety.
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| 12. |
- Marengo, Davide, et al.
(författare)
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Conflictual student–teacher relationship, emotional and behavioral problems, prosocial behavior, and their associations with bullies, victims, and bullies/victims
- 2018
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Ingår i: Educational Psychology. - : Informa UK Limited. - 0144-3410 .- 1469-5820. ; 38:9, s. 1201-1217
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Tidskriftsartikel (refereegranskat)abstract
- This study investigated the links between students' behavioral problems, student–teacher conflict, and students' involvement in bully, victim, and bully/victim roles in adolescence. The role of student–teacher conflict as moderator of the association between students' behavioral problems and their involvement in each bullying role was examined. Sample included 430 students from Italy (48.4% female; mean age 12.2 years; grades 6–8). Multinomial logistic regression analyses indicated that conduct problems positively predicted engagement in each bullying role, while peer-relationship problems predicted involvement in a victim role. Additionally, students experiencing higher student–teacher conflict were more likely of being victims and bully/victims, but not bullies. Finally, student–teacher conflict emerged as a moderator of the association between peer-relationship problems and both bully and victim roles, and between hyperactivity/inattention and victim role. These findings highlights the importance of considering students’ characteristics in relation to student–teacher relationship quality when investigating the factors influencing students' involvement in bullying behaviors.
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| 13. |
- Morell, Maybi, et al.
(författare)
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Personal epistemology and spontaneous small groups
- 2020
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Ingår i: Educational Psychology. - : Routledge. - 0144-3410 .- 1469-5820.
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Tidskriftsartikel (refereegranskat)abstract
- We explore the structure of epistemological beliefs and its relation with the spontaneous formation of study groups in a sample of biomedical engineering students. The sophistication of the beliefs as well as the size and distribution of spontaneous small groups were measured for subjects in three different academic years: junior, intermediate and senior. Through principal components analysis, a four-factor structure was found for the epistemological beliefs, additionally validated with confirmatory factor analysis. The spontaneous small groups were determined by a clustering algorithm with data from a survey applied to 151 participants. Using parametric and non-parametric methods, it was found that the size of the group for junior students was positively correlated to naive beliefs about the source of knowledge. For senior students, however, both size and number of groups were inversely correlated to the passiveness in learning. These results are discussed in the frame of the interplay between group praxis and mental representations in the learning process. In addition, general differences were encountered between learners in spontaneous small groups and lone learners concerning the belief about the speed of learning, which also showed an overall difference across gender.
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| 14. |
- Nyroos, Mikaela, 1973-, et al.
(författare)
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The association between working memory and educational attainment as measured in different mathematical subtopics in the Swedish national assessment : primary education
- 2012
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Ingår i: Educational Psychology. - London : Taylor & Francis. - 0144-3410 .- 1469-5820. ; 32:2, s. 239-256
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to examine the relationship between working memory capacity and mathematical performance measured by the national curriculum assessment in third-grade children (n=40). The national tests concerned six subareas within mathematics. One-way ANOVA, two-tailed Pearson correlation and Multiple regression analyses were conducted. The results showed that working memory could be deemed as a predictor for the overall mathematical ability. However, the significance of working memory contributions varied for the different mathematical domains assessed. Working memory contributed most to basic mathematical competencies. Algorithms were not explained significantly by working memory. The contributions of different working memory resources varied as a function of the mathematical domain, but in certain respects the variance was shared across the elements and both visuo-spatial and phonological abilities seem important for mathematic performance. We suggest that individuals’ working memory capacity is important to take into consideration in learning.
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| 15. |
- Sjögren, Björn, et al.
(författare)
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Associations between students bystander behavior and individual and classroom collective moral disengagement
- 2021
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Ingår i: Educational Psychology. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 0144-3410 .- 1469-5820. ; 41:3, s. 264-281
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Tidskriftsartikel (refereegranskat)abstract
- This study examined whether students bystander behaviours in peer victimisation were associated with individual (IMD) and classroom collective moral disengagement (CMD). Self-report survey data were analysed from 1577 Swedish students in fifth grade. Multilevel analyses revealed that, when witnessing peer victimisation, students more often sided with the victimisers if they belonged to classrooms high in CMD, especially if they simultaneously were high in IMD. Furthermore, staying passive was associated with higher levels of IMD and CMD, whereas defending the victims was associated with lower levels of IMD and CMD. Taken together, our findings suggest that moral disengagement beliefs both at the individual and at the classroom-level contribute to explain variability in students bystander behaviours, which has potential implications for prevention and intervention work.
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| 16. |
- Stenlund, Tova, et al.
(författare)
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Effects of repeated testing on short- and long-term memory performance across different test formats
- 2016
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Ingår i: Educational Psychology. - : Informa UK Limited. - 0144-3410 .- 1469-5820. ; 36:10, s. 1710-1727
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Tidskriftsartikel (refereegranskat)abstract
- This study examined whether practice testing with short-answer (SA) items benefits learning over time compared to practice testing with multiple-choice (MC) items, and rereading the material. More specifically, the aim was to test the hypotheses of retrieval effort and transfer appropriate processing by comparing retention tests with respect to practice testing format. To adequately compare SA and MC items, the MC items were corrected for random guessing. With a within-group design, 54 students (mean age = 16 years) first read a short text, and took four practice tests containing all three formats (SA, MC and statements to read) with feedback provided after each part. The results showed that both MC and SA formats improved short- and long-term memory compared to rereading. More importantly, practice testing with SA items is more beneficial for learning and long-term retention, providing support for retrieval effort hypothesis. Using corrections for guessing and educational implications are discussed.
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| 17. |
- Stenlund, Tova, 1968-, et al.
(författare)
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Group discussions and test-enhanced learning : individual learning outcomes and personality characteristics
- 2017
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Ingår i: Educational Psychology. - : Informa UK Limited. - 0144-3410 .- 1469-5820. ; 37:2, s. 145-156
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Tidskriftsartikel (refereegranskat)abstract
- This paper focuses on the factors that are likely to play a role in individual learning outcomes from group discussions, and it includes a comparison featuring test-enhanced learning. A between-groups design (N = 98) was used to examine the learning effects of feedback if provided to discussion groups, and to examine whether group discussions benefit learning when compared to test-enhanced learning over time. The results showed that feedback does not seem to have any effect if provided to a discussion group, and that test-enhanced learning leads to better learning than the discussion groups, independent of retention interval. Moreover, we examined whether memory and learning might be influenced by the participants’ need for cognition (NFC). The results showed that those scoring high on NFC remembered more than those who scored low. To conclude, testing trumps discussion groups from a learning perspective, and the discussion groups were also the least beneficial learning context for those scoring low on NFC.
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| 18. |
- Thornberg, Robert
(författare)
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A study of children's conceptions of school rules by investigating their judgements of transgressions in the absence of rules
- 2010
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Ingår i: Educational Psychology. - : Taylor and Francis. - 0144-3410 .- 1469-5820. ; 30:5, s. 583-603
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Tidskriftsartikel (refereegranskat)abstract
- This study investigated 202 elementary school childrens judgements and reasoning about transgressions when school rules regulating these transgressions have been removed in hypothetical school situations. As expected, moral transgressions were judged as more wrong and less accepted than structuring, protecting and etiquette transgressions. In turn, etiquette transgressions were judged as less wrong and more accepted than moral, structuring and protecting transgressions. Structuring transgressions were judged beyond expectations as more wrong and less accepted than protecting transgressions. Judgements and justifications made by the children showed that they discriminated between transgressions as a function of school-rule category (relational/moral rules, structuring rules, protecting rules and etiquette rules). The findings confirm as well as extend previous social-cognitive domain theory research on childrens socio-moral reasoning.
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| 19. |
- Thornberg, Robert, 1968-, et al.
(författare)
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Children’s conceptions of bullying and repeated conventional transgressions : Moral, conventional, structuring and personal-choice reasoning
- 2016
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Ingår i: Educational Psychology. - : Informa UK Limited. - 0144-3410 .- 1469-5820. ; 36:1, s. 95-111
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Tidskriftsartikel (refereegranskat)abstract
- This study examined 307 elementary school children’s judgements and reasoning about bullying and other repeated transgressions when school rules regulating these transgressions have been removed in hypothetical school situations. As expected, children judged bullying (repeated moral transgressions) as wrong independently of rules and as more wrong than all the other repeated transgressions. They justified their judgement in terms of harm that the actions caused. Moreover, whereas children tended to judge repeated structuring transgressions as wrong independently of rules (but to a lesser degree than when they evaluated bullying) and justified their judgements in terms of the disruptive, obstructive or disturbing effects that the actions caused, they tended to accept repeated etiquette transgressions by arguing that the acts had no negative effects or simply that the rule had been removed. The findings confirm as well as extend previous social-cognitive domain research on children’s socio-moral reasoning.
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| 20. |
- Thornberg, Robert, et al.
(författare)
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Collective moral disengagement and its associations with bullying perpetration and victimization in students
- 2021
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Ingår i: Educational Psychology. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 0144-3410 .- 1469-5820. ; 41:8, s. 952-966
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the current study was to examine whether collective moral disengagement in the classroom was associated with bullying perpetration and victimisation. One-thousand-and-fifty-four students from 70 classrooms in 29 schools in the middle and southern parts of Sweden completed a questionnaire in their classroom. In line with the hypotheses, the bivariate correlation analyses at the classroom level showed that students who belonged to classrooms with lower collective moral disengagement were less likely to be victimised by bullying or engaged in bullying perpetration. Moreover, when controlling for gender and age at the individual level and including collective moral disengagement in the same model at the classroom level, multilevel analyses revealed that students who belonged to classrooms with a higher level of collective moral disengagement were more likely to be engaged in bullying perpetration or to be targets of bullying victimisation.
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| 21. |
- Thornberg, Robert, et al.
(författare)
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Individual and collective moral disengagement as predictors of bullying perpetration: a short-term longitudinal multilevel study
- 2023
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Ingår i: Educational Psychology. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 0144-3410 .- 1469-5820. ; 43:10, s. 1219-1236
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Tidskriftsartikel (refereegranskat)abstract
- This study examined whether individual and collective moral disengagement (MD) in seventh grade were associated with bullying perpetration across seventh and eighth grade, and whether changes in individual and collective MD from seventh to eighth grade were associated with concomitant changes in individual-level bullying perpetration. In this short-term longitudinal study, 1232 students from 96 lower secondary classrooms answered a web-based questionnaire on tablets during school, once in seventh grade and once in eighth grade. According to the findings, and in line with the study's hypotheses, students who scored higher in individual MD in seventh grade and students who belonged to classrooms with higher levels of collective MD in seventh grade were more inclined to engage in bullying perpetration across seventh and eighth grade. In addition, students who increased in individual MD or belonged to classrooms that increased in collective MD from seventh to eighth grade reported increased levels of bullying perpetration. In contrast, students who decreased in individual MD and who belonged to classrooms that decreased in collective MD declined in their levels of bullying perpetration from seventh to eighth grade.
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| 22. |
- Thornberg, Robert, 1968-, et al.
(författare)
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Peer victimisation and its relation to class relational climate and class moral disengagement
- 2017
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Ingår i: Educational Psychology. - : Taylor & Francis. - 0144-3410 .- 1469-5820. ; 37:5, s. 524-536
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the present study was to examine whether class climate and class moral disengagement each contribute to explain different levels of victimisation among classes. Eight-hundred-and-ninety-nine children from 43 Swedish elementary school classes participated in the current study. Class moral disengagement, class relational climate and peer victimisation were assessed by a self-report questionnaire. In order to account for the clustered nature of the data with students nested within school classes, a multilevel regression model was analysed. Consistent with our hypotheses, and after controlling for age, gender and ethnic background at the individual level and class size and the proportion of boys at the class level, both class relational climate and class moral disengagement uniquely contributed to explaining the between-class variance in victimisation. Thus, the findings suggested that victimisation is less likely to occur in classes characterised by a positive, warm, fair and supportive relational pattern between children and between teachers and children, and by lower levels of class moral disengagement.
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| 23. |
- Thornberg, Robert
(författare)
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The Situated Nature of Preschool Children's Conflict Strategies
- 2006
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Ingår i: Educational Psychology. - : Institutionen för beteendevetenskap och lärande. - 0144-3410 .- 1469-5820. ; 26:1, s. 109-126
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to examine whether the peer conflict strategies of preschool children are situated and therefore vary across different conflict situations. Hypothetical conflict interviews were administered through a series of puppet shows. Participants were 178 preschool children. Results indicate that preschool children's conflict management skills are situated in peer conflict, because their strategies are to a greater or lesser degree influenced by the opponent's strategies. When the opponent's conflict strategy is non-aggressive, aggressive conflict strategies are atypical and low in frequency. When the opponent behaves with physical aggression in the conflict situation, most of the subjects respond to this aggressive conflict strategy with physical aggression. The findings confirm neither a static individual view nor a situated determinism, but a situated action view in which both individuals' cognitions and distributed cognitions interact.
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