| 1. |
- Granhag, Pär-Anders, 1964, et al.
(författare)
-
Partners in Crime: How Liars in Collusion Betray Themselves
- 2003
-
Ingår i: Journal of Applied Social Psychology. - : Wiley-Blackwell Publishing, Inc.. - 0021-9029 .- 1559-1816. ; 33:4, s. 848-868
-
Tidskriftsartikel (refereegranskat)abstract
- The paradigmatic task for participants in studies on deception is to assess veracity on the basis of a single statement. However, in applied contexts, lie catchers are often faced with multiple statements (reported by one or several suspects). To appreciate this mismatch, we conducted a study where each member of 10 truth-telling pairs and 10 lying pairs (reporting fabricated alibis) was interrogated twice about an alibi. As predicted, lying pair members were more consistent between themselves than were truth-telling pair members, and single liars and truth tellers were equally consistent over time. Furthermore, truth tellers made more commissions than did liars. Although in line with our repeat vs. reconstruct hypothesis, these findings contrast sharply with beliefs held by professional lie catchers and recommendations found in literature on deception detection. The results are translated into an applied psycholegal context.
|
|
| 2. |
- Allwood, Carl Martin, 1952, et al.
(författare)
-
Child witnesses meta-memory realism
- 2006
-
Ingår i: Scandinavian Journal of Psychology. - 0036-5564 .- 1467-9450. ; 47, s. 461-470
-
Tidskriftsartikel (refereegranskat)
|
|
| 3. |
|
|
| 4. |
- Allwood, Carl Martin, 1952, et al.
(författare)
-
The effects of source and type of feedback on child witnesses' metamemory accuracy
- 2005
-
Ingår i: Applied Cognitive Psychology. - : Wiley. - 0888-4080 .- 1099-0720. ; 19:3, s. 331-344
-
Tidskriftsartikel (refereegranskat)abstract
- This study investigated the effect of feedback on the accuracy (realism) of 12-year-old children's metacognitive judgments of their answers to questions about a film clip. Two types of judgments were investigated: confidence judgments (on each question) and frequency judgments (i.e. estimates of overall accuracy). The source of feedback, whether it was presented as provided by a teacher or a peer child, did not influence metacognitive accuracy. Four types of feedback were given depending on whether the participant's answer was correct and depending on whether the feedback confirmed or disconfirmed the child's answer. The children showed large overconfidence when they received confirmatory feedback but much less so when they received disconfirmatory feedback. The children gave frequency judgments implying that they had more correct answers than they actually had. No main gender differences were found for any of the measures. The results indicate a high degree of malleability in children's metacognitive judgments.
|
|
| 5. |
|
|
| 6. |
- Jonsson, Anna-Carin, 1967, et al.
(författare)
-
A problem of democracy: Stereotypical notions of intelligence and identity in college preparatory academic porgrammes in the Swedish upper secondary school
- 2013
-
Ingår i: Nordic Studies in Education. - : Universitetsforlaget AS. - 1891-5914 .- 1891-5949. ; 32:1, s. 50-62
-
Tidskriftsartikel (refereegranskat)abstract
- In the present article, based on a qualitative analysis, we focus stereotypes held by students on college preparatory academic programmes. Two stereotypes are in focus: those that these students attribute to themselves, and those that they attribute to students in vocational programmes. 224 students in grade 3 were involved. The stereotype of the academic student that emerged characterized emphatic language skills that provided an opportunity to develop one’s intellect and participate actively in society. The stereotype of the vocational student was the antithesis of this. Vocational students were said to lack language ability and interests and to have an undeveloped or underdeveloped intellect due to not engaging in the same kind of language acts as academic students. The students also associated their skills with effort, interest and hard work as opposed to being innate.
|
|
| 7. |
|
|
| 8. |
- Jonsson, Anna-Carin, 1967, et al.
(författare)
-
How to explain excellent grades: Differences between female and male students in attributing success to intelligence or effort
- 2015
-
Ingår i: EERA Conference; Education and Transition - Contributions from Educational Research ECER Hungary 2015. - 9789631231694
-
Konferensbidrag (refereegranskat)abstract
- Research within gender and identity processes has recently presented a new problem in the area. Focus has shifted from risk categories of young men to upper middle-class young men. The later associates masculinity with effortless achievement and beliefs in ability and intelligence as something fixed, that you either have or not (Nyström, 2012). In a study by Holm and Öhrn (2014) the boys with excellent grades received high status positions however, it was important that the excellent grades was not associated with hard work and effort but instead high and fixed intelligence. This could be problematic in the long run for the boys. This study investigates the above results with Anova analyzes. More specifically we are trying to solve the question if female and male students at an upper-middle class, upper secondary school (16-17 years old) might differ in beliefs about intelligence as either fixed and inborn or developmental and dependent on effort. We also investigate if students from different educational disciplinary domains represented in the social science or natural science program differ on these variables.
|
|
| 9. |
- Jonsson, Anna-Carin, 1967, et al.
(författare)
-
Institutional discrimination: Stereotypes and social reproduction of “class” in the Swedish upper-secondary school
- 2015
-
Ingår i: Social Psychology of Education. - : Springer Science and Business Media LLC. - 1381-2890 .- 1573-1928. ; 18:4
-
Tidskriftsartikel (refereegranskat)abstract
- This article discusses the effects of separating 15–16 years-old school students in isolated academic and practical study programs in upper-secondary education. It is based on an investigation of the social identities developed by and about youth learners in these circumstances. In particular we examine the creation of identity positions by youth on academic programs regarding themselves and people like them (in-group characteristics) on the one hand and for other kinds of students on the other, on vocational programs. These constructions are analyzed as a product of self-categorization theory. The investigation involved 224 students from upper-secondary school academic programs. Our results showed that the academic program students expressed strong stereotypes with extremely negative potentials in relation to future social solidarity and equity. On the basis of the findings we strongly recommend introducing mixed classes in upper-secondary school, where students from academic and vocational programs take the same courses in general subjects as a way of reducing stereotypes and prejudice.
|
|
| 10. |
- Jonsson, Anna-Carin, 1967, et al.
(författare)
-
Motivational aspects of implicit theories of intelligence and gender, a structural equation modeling
- 2015
-
Ingår i: Towards a reflective society: synergies between learning, teaching and research Earli 2015 16th Biennial EARLI Conference for Research on Learning and Instruction, Cyprus.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This study investigates if 16-17 years old upper-secondary school students (N = 619) implicit theories of intelligence differ dependent on their gender. We investigate whether implicit theories of intelligence should be interpreted as a one-dimensional or two-dimensional concept. Through structural equation modeling (SEM) we analyses data from a Swedish upper-secondary school and the results shows that at least in this sample no gender effect could be found. Entity theories and incremental theories showed up to be a one-dimensional concept partly in line with more recent interpretations.
|
|
| 11. |
- Jonsson, Anna-Carin, 1967, et al.
(författare)
-
Pre-service teacher student's preference of pupil's developmental competences - A critical examination of educational restructuring and OECDs impact on "the learner"
- 2016
-
Ingår i: ECER 2016 Dublin, Network: Teacher Education Research, ID: 1332.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Pre-service teacher student’s preference of pupil’s developmental competences - A critical examination of educational restructuring and OECDs impact on “the learner” General Description As professional development has become a key goal in educational policy around the globe teacher learning and their attitudes of students learning has come in focus. However, the focus itself involves a shift. It was already noted in 1990’s as a paradigm shift from teaching to learning, indicating the task for educational institutions to produce learning instead of provide instructions (Barr & Tagg, 1995) or, as claimed by Wilson an Berne (1999), to activate instead of delivering learning and thereby make teachers active participants in educational reforms (Riverox and Viczco, 2015). Paradigm shifts such as these comes not in isolation, not without supporting mechanisms and practices and, additionally, they can’t bee understood outside their contexts of their justification. Thus, the pedagogical re-orientations mentioned and addressed in this paper are to be viewed in tandem with intense and global educational restructuring (institutional, economical etc.) that altogether has produced what Rizvi and Lingard (2010) refer to as a dominant global imaginary about the means and end of education. It is within such a context, and within its intense educational restructurings, the new discourses of learning has been produced, supported and highly influenced by official discourses used by transnational organisations such as the Organisation for Economic Co-operation and Development (OECD). Here, and from the perspective of stakeholders and policymakers, teacher, teacher students as well as pupils in school become key targets for change – subject for re-form in thinking’s as well as acting’s. It is with such a focus and within such a context that our paper aims to investigate pre-service teacher approach to “the learner”. We address the students in the beginning of their teacher education according to their beliefs about what is the most important competence their pupils should learn and relate this also to their beliefs of intelligence (Carr & Dweck, 2011; Dweck;1999) and performativity (Ball; 2003; Beach & Dovemark, 2009). This choice of terminology is not accidental but relate to the above discourses and activities. “Competence” and an interest for “the learner” are key concepts in present days policy discourses and policy initiatives, dominated by ideas of neo-liberalism and performativity (Ball; 2012, Meyer &Benavot; 2013). The 21 century competences are described by Dumont, et al. (2010), reporting an OECD project where an adaptive and self-regulative learner should 1) self-regulate and develop metacognitive skill, 2) monitor, evaluate and optimise the acquisition and use of knowledge, 3) regulate their emotions and motivations during the learner process, 4) monitoring study time well and 5) set higher specific and personal goals, and be able to monitor them. While, on a general level, we can expect that our pre-service teacher students have been exposed to such a discourse, the discourse itself must be considered complex, and the possibility of enactments multitude. With the purpose of analysing the complexity of the discourse and its enactments, the theoretical orientation of our paper is an alternative reading of discourse and performativity found in “agential realism” (see Barad, 2007). Our overarching research questions are: -Firstly, does pre-service teachers preferences of single competences form different patterns of meaning that could develop our understanding of the policy discourse and the enactment process? -Secondly, does these patterns of competence-preferences also have relations to the pre-service teachers subjective beliefs about the nature of intelligence and approach to performativity in the context of “the learner”? -Thirdly, in terms of discourse and the imagery of the learner we will ask, and discuss, the possible powers and influence of official pedagogical discourses, embodied, manifested and enacted by transnational agencies such as the OECD. - Methods Two different research methodologies have been employed in this study, quantitative and qualitative. The quantitative research methodology is inscribed in the employed questionnaire, while our qualitative methodology are inscribed in our theoretical orientation and study design, including discourse analyses of previous research. The conducted discourse analysis is strategic and the 40 selected and frequently cited and peer-reviewed books and articles are made on bases on our own expertise within the field. Different research positions and views on “the learner” as a “boundary object” (Bowker & Star, 1999) of political subjectivities within education in neoliberal times ((Biesta; 2010, Reimers & Martinsson; 2016) are identified and critically analysed. In the Quistionnaire 255 pre-service teachers participated, all in the middle of their first semester. The quantitative measure consisted of the five 21 century competences described by Dumont, et al. (2010), seven competencies from curriculum in the Swedish teacher education, Dweck’s (1999) Theories of Intelligence Scale and last, three items measuring attitudes toward performativity. A principal component factor analyses was conducted. Four factors were extracted. Factor 1, named The neo-liberal, included three of the OECD competencies; A) to self-regulate their learning, B) optimise the knowledge acquisition, C) set higher personal goals and be able to monitor them, and two items from the Swedish curriculum, D) develop creativity and unique idea’s and E) to act in accordance with their own ethics, explained 20.2% of the variance. Factor 2, named The traditional, included; F) knowledge in specific discipline, and the two remaining from OECD, G) regulate their emotions and motivations and H) monitoring study time well, which explained 14.8% of the variance. Factor 3, named The progressive, consisted of I) environmental and social sustainability, J) developing solidarity and empathy, K) develop critical thinking, and L) challenge and act upon accepted norms, which explained 9.1% of the variance. Factor 4 gathered the three items measuring attitude toward performativity explained 7.1% of the variance. We created 4 variables of the items above Pearson’s correlation coefficient revealed three patterns. The neo-liberal factor showed a positive correlation with beliefs about intelligence as dynamic and dependent on how much effort one puts in, in order to develop. The traditional factor showed a positive correlation with beliefs about intelligence as fixed and genetic and a positive correlation with Performativity. The progressive factor showed negative correlations with beliefs about intelligence as fixed and genetic and Performativity. Conclusion Our results reveals three patterns of meaning that cluster together competencies that are believed to be the most important for the future learner (Rizvi & Lingard, 2010). The most pronounced discourse consists of competencies favoured by the dominant idea of neo-liberalism, the second of a traditional view from Swedish curricula and the third as an alternative progressive perspective. These discourses were related to beliefs about the nature of intelligence and the performativity discourse. Those favouring the neo-liberal discourse also favoured incremental theories of intelligence that states that it’s all about effort, the harder you work, the smarter you get. Those favouring the traditional discourse sees intelligence as fixed and genetic, something you have or not and have higher preference for the performativity discourse. Those favouring the progressive discourse do not believe intelligence to be fixed and do not support the performativity discourse. Our discourse analyses of the literature also reveal differences in theoretical perspectives that remind us about the fact that “the learner” is a discursively formed abstraction of some complexity. Altogether our findings indicate a high impact of the OECD discourse on our Swedish pre-service teacher students in the same time as other dominant interests in policy reforms are at play. However, the question remains of how these articulations are to be interpreted as reflections of a dominant and global imaginary about the means and end of education (Riverox and Viczco, 2010; 2015). Our conclusions are in support of Lyotard (1984) and Ball (2003, 2012), that there are clear reorientations of pedagogical discourses, supporting suggestions about a strong impact on performativity regulation on culture and education. But, pre-service teachers students are not a homogeny group and further investigations about how certain discourses about the learner on local levels act and reflect discourses on the global level is needed. References: Ball, S. J. (2003). The teacher's soul and the terrors of performativity. Journal of Education Policy, 18(2), 215-228. Ball, S. J. (2012). Performativity, commodification and commitment: An I-Spy guide to the neoliberal university. British Journal of Edcuational Studies, 60(1), 17-28. Barr, R. & Tagg, J. (1995). From teaching to learning – A new paradigm for undergraduate Education. In Change. November/December, 13-27. Beach, D & Dovemark, M. (2009). Making right choices: An ethnographic investigation of creativity and performativity in Swedish schools. Oxford Review of Education, 35(6), 689–704. Biesta, G. (2010). Good education in an age of measurement Ethics, politics, democracy. Boulder, Colo: Paradigm Publishers. Bowker, G. C. & Star, S. L. (1999). Sorting Things Out: Classification and its Consequences. Cambridge, Ma: MIT Press. Carr, P.B., & Dweck, C. S. (2011). Intelligence and motivation. (pp. 748-770) In R.J. Sternberg and S.B. Kaufman (Eds.) The Cambridge Handbook of Intelligence. New York: Cambridge Univers
|
|
| 12. |
|
|
| 13. |
- Jonsson, Anna-Carin, 1967, et al.
(författare)
-
Resistance toward the performativity discourse among upper-secondary Swedish pupils and consequences on achievement goals; a study of mixed design
- 2016
-
Ingår i: ECER 2016 Dublin, Network: Policy Studies and Politics of Education, ID: 25.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Dumont, Istance & Benavides (2010) described a new self-regulative learner who has responded to the new global performativity discourse by developing 21st century metacognitive skills and abilities to monitor, evaluate and optimise the acquisition and use of knowledge. The well adaptive self-regulative learner should 1) develop metacognitive skill, 2) monitor, evaluate and optimise the acquisition and use of knowledge, 3) regulate their emotions and motivations during the learner process, 4) manage study time well and 5) set higher specific and personal goals and be able to monitor them. The super-regulated human might be something to strive for within neoliberal marketization hegemonies, however there is also other perspective such as how pupils actually experience this type of discourse; we here refer to the performativity discourse (Ball; 2003; 2012). An important perspective that is often ignored when assessing the effects of performativity is how pupils actually experience the performativity discourse. Do they all have a passion for excellence and is it this passion that drives them to constantly try to improve and look good in order to make a success of themselves? This is not a problem only for the Swedish upper-secondary school; this is highly problematic also in an international context (Olsson, Petersson & Krejsel, 2015). The performativity discourse are defined by Ball (2003) in terms of a new performative worker, that are a successful self-regulating enterpriser, with a passion for excellence that constantly tries to improve and to do better and at the same time also tries to look good instead of solving real problems, this in order to make a success of themselves. Beach and Dovemark (2009; 2011) showed that the performativity discourse generated alienation among pupils where the external pressure to learn or coercion estranged the pupils from learning itself. There research concerned mostly vocational pupils. However, it is a question how pupils from upper-middleclass are tackling this discourse, more specifically, if they conform to the performativity discourse or if they also use strategies of resistance (Jonsson & Beach, 2013; 2015). This is our first question. We have examined this by considering how some academically successful students on university preparatory programmes in the Swedish upper-secondary school are actually responding to the performativity discourse. Using a mixed methods design we have inquired into if and how they conform to the discourse or if they show ambivalence or resistance. Our second question concerns if there exists relations between the different ways of handle the performativity discourse in relation to achievement goal theory, which deals with pupils’ engagement in learning processes. Achievement goal theory (Middleton & Midgley, 1997; Pintrich, 2000) is developed on the recognition of the relations of performances to mastery goals (that correspond to the will to improve), performance-approach goals (that correspond to the desire to demonstrate ability and outperform others), and performance-avoidance goals (that correspond to that correspond to the will to not be seen as outperformed by others). We have used the theory, and quantitative measurements traditionally used in this research, to examine the dominant market hypothesis about how students that conform to the performativity discourse will show higher performance approach and avoidance goals compared to others. This is our second question. Methodology, Methods, Research Instruments or Sources Used 150 female and 73 male pupils (age 18 years old) participated from the same upper-middle class Swedish upper-secondary school. The pupils were at the end of a university preparatory program, which in the Swedish school means in grade three. They were first asked to use 10 descriptive attributes to describe a typical pupil on their programme and first after this, responded to quantitative statements from the PALS test for measuring achievement goals (Midgley et al. 2000). Of the 223 pupils 186 responded to the question of describing a typical student by using 10 descriptive attributes for each. The attributes were to be written down on one side of a paper and the pupils were free to choose their own words or sentences. The pupils were gathered in the classroom with a researcher and an assistant present in order to monitor the procedure and help if any questions arose. The pupils were asked not to talk to each other and to solve the task individually. It is important to note that we overtly asked about a typical pupil on a university preparation program. Some questions arose concerning this in the classrooms. Some of the common questions were: Do you want me to describe the stereotype? We responded positively: Yes, this is what we want but that the choice was to use a more common expression as “the typical pupils on a university preparation program”. The Pattern of Adaptive Learning Scale (PALS; Midgley et al., 1996, 2000) has been developed and refined in the investigation from the perspective of goals orientation theory in order to examine how learning environments may influence student motivation and behaviour. We have used one of the five scales: the student assessment scale of personal achievement goal orientation. The measurement contains items related to mastery goals, performance approach goals, and performance avoidance goals. An example of an item measuring performance approach goal orientation is “It is important to me that other students in my class think I am good at my class work”. We used a 10 point scale where 1 = Strongly disagree and 10 = Strongly agree. The students were informed in accordance with research ethical principles concerning human and social sciences research that they had the right not to participate and that their answers would be treated confidentially, so as to protect individual identities (SFS, 2003: 460). Some students chose not to respond. Conclusions, Expected Outcomes or Findings 116 pupils (of 186) providing a conformist view toward performance goals through attributes such as hard working, high-performance, ambitious, competitive, motivated, active, committed, interested. The other 70 pupils were ambivalent in that way they both reported a conformist view of the performativity discourse as well as resistance toward it. Attributes describing feeling stressed and being introvert, easily controlled, obedient, boring and not daring to criticize. The subcategories have been divided in anxiety, obedience and aggressiveness toward the performativity discourse. However, these subcategories are not explored in the following quantitative analyse. The two broad qualitative categories (the conformist respectively the ambivalent) were combined with the quantitative data. Using a one-way ANOVA no differences were found related to mastery goals, However, there was a significant effect on performance approach goals F(1, 179) = 4.80, p < 0.03. Ambivalent pupils (M=5.39) reported higher performance approach goals compared to the conformist (M=4.75) and a close to significant effect was shown for the performance avoidance goals in the same direction. This is against the mainstream hypothesis. According to our analysis upper-secondary pupils on university preparatory programmes do not uniformly conform to the performativity discourse and it is not the conformist students but those feeling distressed by the performativity discourse that report the highest performance approach goals. Students with high performance approach goals are those that feel uncomfortable with the competitive context. High performance goals do not mean that students prefer or agree with a culture of performativity and competition. Erlandson and Beach (2014) have reported similar results concerning beliefs about intelligence among upper-secondary pupils. Laclau and Mouffe (1985/2008) argue that focus should shift from the traditional class analyses to the fight between hegemonies. Our results concerning the performativity discourse can be explained from their theoretical framework. References Ball, S. J. (2003). The teacher's soul and the terrors of performativity. Journal of Education Policy, 18(2), 215-228. Ball, S. J. (2012). Performativity, commodification and commitment: An I-Spy guide to the neoliberal university. British Journal of Edcuational Studies, 60(1), 17-28. Beach, D & Dovemark, M. (2009). Making right choices: An ethnographic investigation of creativity and performativity in Swedish schools. Oxford Review of Education, 35(6), 689–704. Beach, D. & Dovemark, M. (2011).Twelve years of upper-secondary education in Sweden: The beginnings of a neo-liberal policy hegemony? Educational Review, 63(#), 313–327. Dumont, H., Istance, D., & Benavides, F. (2010). Analysing and designing learning environments for the 21 century. I H. Dumont, D. Istance & F. Benavides (red.). The nature of learning. Using research to inspire practice. Paris: OECD publishing. Erlandson, P., & Beach, D. (2014). Ironising with intelligence. British Journal of Sociology of Education, Volym 35 (4), Sidor 598-614. Jonsson, A-.C., & Beach, D. (2015) Institutional Discrimination: Stereotypes and social reproduction of “class” in the Swedish upper-secondary school. Social Psychology of Education, 8(1), DOI 10.1007/s11218-014-9279-1 Jonsson, A-.C., & Beach, D. (2013). A problem of democracy. Stereotypical notions of intelligence and identity in college preparatory academic programmes in the Swedish upper secondary school. Nordic Studies in Education, 32, 49-61. Laclau, E. & Mouffe, C. (1985/2008). Hegemonin och den socialistiska strategin. Keuro: Glänta/Vertigo Middleton, M., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An under-explored aspect of goal theory. Journal of Educational Psychology, 89, 710-718. Midgley, C., Maehr, M.L., Hruda, L.Z., Anderman, E., Anderman, L., Freeman, K.E. et al.
|
|
| 14. |
|
|
| 15. |
- Jonsson, Anna-Carin, 1964-, et al.
(författare)
-
Teachers’ implicit theories of intelligence : influences from different disciplines and scientific theories
- 2012
-
Ingår i: European Journal of Teacher Education. - : Informa UK Limited. - 0261-9768 .- 1469-5928. ; 35:4, s. 387-400
-
Tidskriftsartikel (refereegranskat)abstract
- A sample of 226 Swedish high school teachers from various knowledge domains completed self-report measures of intelligence regarding implicit theories and scientific theories of intelligence. A mixed ANOVA showed that teachers from language, social science and practical disciplines had a significant preference for an incremental theory of intelligence compared to an entity theory of intelligence whilst the teachers in mathematics did not. One of the conclusions was that entity theories of intelligence may be more pronounced among teachers in mathematics. Second there is a significant relation between naïve beliefs in intelligence as fixed and inborn, entity theories, and the scientific g-factor theory. Last, it was the oldest and most experienced and youngest and least experienced teachers who preferred an entity theory of intelligence the most
|
|
| 16. |
- Jonsson, Anna-Carin, 1967, et al.
(författare)
-
The influence of subject disciplinary studies on students' implicit theories of intelligence and achievement goals in one Swedish upper-secondary school
- 2017
-
Ingår i: Education Inquiry. - : Informa UK Limited. - 2000-4508. ; 8:1, s. 50-67
-
Tidskriftsartikel (refereegranskat)abstract
- Abstract: The influence of subject disciplinary studies on pupils’ implicit theories of intelligence and achievement goals in one Swedish upper-secondary school Upper-secondary schooling in Sweden is organised for pupils aged 16-19 in 17 different national study programs. Of these 3 are theoretical programs with mainly academic content. They prepare for further (higher education) studies. The present investigation looks at the influence from these programs on 845 upper-secondary students’ implicit theories of intelligence and achievement goals. These theories have been shown by international research to have significant influence on pupils learning and achievement which is important knowledge for teachers and teacher students. The hypothesis is that exposure to one of the programs, the Natural Science Program, a) increases individual's beliefs about intelligence as fixed and inherited b) weakens the pupils tendency to choose mastery goals, and c) increase performance approach and the adoption of avoidance goals. This can have negative effects on pupils’ achievement. We have investigated this using 3 x 3 between-subject ANOVA. The investigation showed that beliefs in intelligence as fixed and inherited increased among pupils who spent two or three years at the Natural Science Program and that they also showed a stronger focus on both performance avoidance and performance approach goal orientations compared with other academic program pupils.
|
|
| 17. |
|
|
| 18. |
- Lindblad, Sverker, 1946, et al.
(författare)
-
Doctoral education making researchers or teaching professionals? Findings from a systematic research review
- 2021
-
Ingår i: At the panel On Educational Research in Sweden, WERA Virtual Focal Meeting, July 7-9 2021.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this paper we present and discuss a research review, limited to the discipline of educational research. A rational for this limitation is that we position doctoral education at the “solar-plexus of academia” (Elmgren et al, 2016, p. 87), and, as argued by Becher (1994), characteristics of a discipline are reflected in doctoral education. Thus, we argue, doctoral education is at the core of the intellectual and social organization (Whitley, 2000) of an academic discipline. Our ambition in this paper is to identify paradigmatic (cf. Kuhn, 1962) aspects in educational research. Since we are dealing with educational research, a special interest is devoted to relations between doctoral education and academization of the teaching profession. References: Bao, Y., Kehm, B. M. and Ma, Y. (2018) From product to process: the reform of doctoral education in Europe and China. Studies in Higher Education, 43(3), pp. 524-541. Becher, T. (1994). The significance of disciplinary differences, Studies in Higher Education, 19(2), pp.151-161. Elmgren, M., Forsberg, E., Lindberg-Sand, Å. & Sonesson, A. (2016). The formation of doctoral education. Lund: Joint Faculties of Humanities and Theology, Lund University. Etzioni, A. (1969). The semi professions and their organizations. N Y: Free Press. Foss Lindblad, R. & Lindblad, S. (2013). Educational Research: The State of Sweden and the Australian 2.2 world. The Australian Educational Researcher, 11/2013, Vol, 40/4 Jones, M. (2013). Issues in doctoral studies – forty years of journal discussion: Where have we been and where are we going? International Journal of Doctoral Studies. Vol 8. pp. 83-104. Keiner, E. (2019). ’Rigour’, ’discipline’ and the ’systemic’: The cultural construction of educational identities? European Educational Research Journal. https://doi-org.ezproxy.ub.gu.se/10.1177/1474904118824935 . Kuhn, T. S. (1962). The structure of scientific revolutions. Princeton University Press: Chicago and London. Labaree, D. (2003). The peculiar problems of preparing educational researchers. Educational Researcher, 32 (4), pp. 13–22. Lytle, S.J. & Cochran-Smith, M. (1994). Inquiry, knowledge and practice. In S. Hollingworth & H. Sockett. Research and educational reform: Ninety-third yearbook, National Society of Education. Chicago: University of Chicago Press. Nowotny, H. Scott, P. & Gibbons, M. (2001). Rethinking science. Knowledge and the public in an age of uncertainty. Cambrigde: Polity. Steichler, U. (2014). Doctoral education and training. A view across countries and disciplines. In. M. de Ibarrola & L.W. Anderson (Eds.). The nurturing of new educational researchers. Sense Publishers.
|
|
| 19. |
|
|
| 20. |
- Strömwall, Leif, 1967, et al.
(författare)
-
Deception among pairs: "Let's say we had lunch and hope they will swallow it!"
- 2003
-
Ingår i: Psychology, Crime and Law. - : Informa UK Limited. - 1477-2744 .- 1068-316X. ; 9:2, s. 109-124
-
Tidskriftsartikel (refereegranskat)abstract
- Deception research has neglected the fact that legal-workers often have to try to detect deceit on the basis of statements derived from pairs of suspects, each having been interrogated repeatedly. To remedy this shortcoming we conducted a study where each member of 10 truth-telling pairs and 10 lying pairs was interrogated twice about an alibi. One hundred and twenty undergraduate students were enrolled as lie-catchers. The main findings were that (a) overall deception detection accuracy was modest; (b) lie-catchers given access to a large number of statements did not outperform lie-catchers given access to a lesser number of statements; (c) when asked to justify their veracity assessments the most frequently reported cue was 'consistency within pairs of suspects'; (d) all cues to deception were of low diagnostic value. Psycho-legal aspects of integrating sequential information in deception detection contexts are discussed.
|
|
