| 1. |
- Andersson, Anna, et al.
(författare)
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Development and validation of experienced work-integrated learning instrument (E-WIL) using a sample of newly graduated registered nurses : A confirmatory factor analysis
- 2023
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Ingår i: Nurse Education Today. - 0260-6917 .- 1532-2793. ; 128, s. 1-9
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Tidskriftsartikel (refereegranskat)abstract
- INTRODUCTION: Research indicates that newly graduated registered nurses struggle to develop practical skills and clinical understanding and to adapt to their professional role. To ensure quality of care and support new nurses, it is vital that this learning is elucidated and evaluated. Aim The aim was to develop and evaluate the psychometric properties of an instrument assessing work-integrated learning for newly graduated registered nurses, the Experienced Work-Integrated Learning (E-WIL) instrument.METHOD: The study utilized the methodology of a survey and a cross-sectional research design. The sample consisted of newly graduated registered nurses (n = 221) working at hospitals in western Sweden. The E-WIL instrument was validated using confirmatory factor analysis (CFA).RESULTS: The majority of the study participants were female, the average age was 28 years, and participants had an average of five months' experience in the profession. The results confirmed the construct validity of the global latent variable E-WIL, "Transforming previous notions and new contextual knowledge into practical meaning," including six dimensions representing work-integrated learning. The factor loadings between the final 29 indicators and the six factors ranged from 0.30 to 0.89, and between the latent factor and the six factors from 0.64 to 0.79. The indices of fit indicated satisfactory goodness-of-fit and good reliability in five dimensions with values ranging from α = 0.70 to 0.81, except for one dimension showing a slightly lower reliability, α = 0.63, due to the low item number. Confirmatory factor analysis also confirmed two second-order latent variables, "Personal mastering of professional roles" with 18 indicators, and "Adapting to organisational requirements" with 11 indicators. Both showed satisfactory goodness-of-fit, and factor loading between indicators and the latent variables ranged from 0.44 to 0.90 and from 0.37 to 0.81, respectively.CONCLUSION: The validity of the E-WIL instrument was confirmed. All three latent variables could be measured in their entirety, and all dimensions could be used separately for the assessment of work-integrated learning. The E-WIL instrument could be useful for healthcare organisations when the goal is to assess aspects of newly graduated registered nurses' learning and professional development.
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| 2. |
- Ding, Yi, 1992, et al.
(författare)
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Construct Validity and Measurement Invariance of Mathematics Self-Efficacy and Self-Concept in Swedish PISA 2003 and 2012
- 2021
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Ingår i: World Education Research Association (WERA) Virtual Focal Meeting. - Santiago de Compostela, Spain.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- A large amount of research has shown that individuals’ beliefs in their ability have a major impact on their actions in different situations (Bandura, 1986; Marsh et al., 2018; Usher & Pajares, 2006). According to Bandura (1986), students’ self-related beliefs plays a vital role in their academic achievements. Self-belief of competence is a broad conception which involves several facets and constructs, among which, self-efficacy and self-concept have been given considerable attention (Bong & Skaalvik, 2003; Lee, 2009; Marsh, 1987; Shavelson et al., 1976). According to Bong and Skaalvik (2003), both self-efficacy and self-concept can contribute to the prediction of academic performance. Students with different self-beliefs demonstrate different level of cognitive engagement as well as well-being in school (Bong & Skaalvik, 2003). Self-efficacy refers to one’s thoughts and belief in the self’s capability, which is built through previous experiences. According to Bandura’s (1986) social cognitive theory, self-efficacy captures the one’s belief in his or her competence on a specific task or process. Mathematics self-efficacy (MSE) in Programme for International Student Assessment (PISA) is a measure of student’s expectation and conviction of what can be accomplished when they need to solve pure and applied mathematics tasks. The students are asked to report on their perceived ability by responses whether they feel confident, confident, not very confident or not at all confident towards "using a train timetable", "calculating TV discount", "calculating square metres of tiles" etc (OECD, 2012). Self-concept is generally defined as one’s perception of his- or herself, which is established through experiences as well as interpretations of social atmosphere and with reference with their peers (Rosenberg, 1979; Marsh, 1987; Parker et al., 2014). It refers to general perception of the competence to a subject matter but not linked to specific tasks in that subject. Mathematics self-concept (MSC) in PISA is constructed index based on students’ responses about their perceived competence in mathematics, whether they strongly agree, agree, disagree or strongly disagree with the statements towards "get good grades", "learn quickly", "not good at math", etc (OECD, 2012). The aim of the study is two-fold. First, to evaluate construct validity of mathematics self-efficacy and self-concept as measured in PISA through exploring the measurement property of these constructs. Second, to examine measurement invariance of mathematics self-efficacy and self-concept scales over time. Data on Swedish students participating in PISA 2003 and PISA 2012 was used, which consists of 4624 and 4736 students respectively.
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| 3. |
- Ding, Yi, 1992, et al.
(författare)
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Examining the Role of Students’ Mathematics Self-concept and Self-efficacy in Mathematics Achievement in Sweden over Time: A Multigroup Multilevel Analysis
- 2022
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Ingår i: The European Conference on Educational Research (ECER), 2022, Yerevan (online).
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Mathematics, as one of the mandatory and key school subjects worldwide, plays a vital role in equipping young people with mathematical knowledge and skills and preparing them not only for higher education but also for later private and professional life in modern society. Previous research has established that student self-concept and self-efficacy could predict and impact academic achievement (Bong & Skaalvik, 2003; Multon et al., 1991). It has also been observed for many decades that student gender, socioeconomic status and immigration background influence academic achievement, directly and indirectly (Bondy et al., 2017; Leder, 1992; Tate, 1997; White, 1982). By using data from the Programme for International Student Assessment (PISA), it is possible not only to analyse the relationships among students’ characteristics, self-related constructs and academic achievement but also review to what extent differences in these relationships are conditioned across the Swedish educational system and over time. The main aim of the study was to investigate the relative importance of student mathematics self-concept and self-efficacy for mathematics achievement in Sweden.
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| 4. |
- Ding, Yi, 1992, et al.
(författare)
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Measurement Invariance in Comparing Mathematics Self-Efficacy and Self-Concept across 40 Countries and Economies in PISA 2003 and 2012
- 2021
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Ingår i: The European Conference on Educational Research (ECER), Geneva (online).
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In PISA studies, self-reported questionnaire data is used to assess student mathematics self-efficacy and self-concept across different education systems and measurement cycles. The comparability of these constructs is thus essential for the validity of the inferences drawn from any cross-nation and cross-cycle analyses involving these constructs. Invariance is a statistical property of measurement, indicating the measured construct being equivalence across groups and/or over time (Vandenberg and Lance, 2000). Therefore, studies aiming to make cross-national/cultural comparisons or comparisons over time, measurement invariance has to be reached to make such comparisons appropriate and proper. The aim of the present study was to assess the measurement invariance of mathematics self-efficacy and self-concept employed in the PISA 2003 and 2012 cycles, and across 40 countries and economies (by cohort by country). The study was intended to identify patterns of non-invariance in the measurement of student mathematics self-efficacy and self-concept related to participant’s country and cohort, and assess whether these two constructs can be comparably measured across groups. The study considered 40 countries and economies participated in both the PISA 2003 and 2012 cycles, giving a total sample size 605,564 respondents. The alignment method was used.
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| 5. |
- Ding, Yi, 1992, et al.
(författare)
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Testing measurement invariance of mathematics self-concept and self-efficacy in PISA using MGCFA and the alignment method
- 2023
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Ingår i: European Journal of Psychology of Education. - : Springer Science and Business Media LLC. - 0256-2928 .- 1878-5174. ; 38:2, s. 709-732
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the study is to investigate the measurement invariance of mathematics self-concept and self-efficacy across 40 countries that participated in the Programme for International Student Assessment (PISA) 2003 and 2012 cycles. The sample of the study consists of 271,760 students in PISA 2003 and 333,804 students in PISA 2012. Firstly, the traditional measurement invariance testing was applied in the multiple-group confirmatory factor analysis (MGCFA). Then, the alignment analyses were performed, allowing non-invariance to a minimum to estimate all of the parameters. Results from MGCFA indicate that mathematics self-concept and self-efficacy hold metric invariance across the 80 groups (cycle by country). The alignment method results suggest that a large proportion of non-invariance exists in both mathematics self-concept and self-efficacy factors, and the factor means cannot be compared across all participating countries. Results of the Monte Carlo simulation show that the alignment results are trustworthy. Implications and limitations are discussed, and some recommendations for future research are proposed.
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| 6. |
- Ding, Yi, 1992, et al.
(författare)
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The Importance of Mathematics Self-concept and Self-efficacy on Mathematics Achievement: Comparison between the Public and Independent Schools in Sweden
- 2023
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Ingår i: The European Conference on Educational Research (ECER), Glasgow.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Achievement gaps in mathematics can be found among education systems all over the world in international large-scale assessment studies (ILSAs). In almost all education systems, students’ socioeconomic status (SES) has been documented as one of the most important factors associated with achievement, known as the “socioeconomic achievement gap” (Chmielewski, 2019), while in other education systems, achievement gaps can be accounted for by gender, immigration background, ethnicity and/or urban-rural locations of schools and students (e.g., Bondy et al., 2017; Brozo et al., 2014; Song et al., 2014). In Sweden, remarkable differences can be observed between public and independent schools and the differences might be explained by a larger share of students with well-educated parents in independent schools than in public schools (Klapp Lekholm, 2008). Taking mathematics as an example, students in independent schools perform better than students from public schools in Programme for International Student Assessment (PISA), even after controlling the background variables, and the crucial difference in achievement holds consistent from PISA 2003 to PISA 2012 regardless of the sharp decline, and the advantage of independent schools has emerged over time (OECD, 2019). The types of schools (private or public as categorised in PISA) are generally differentiated by the ownership of schools. Private schools refer to schools managed directly or indirectly by a non-government organisation (such as a church, trade union, business or other private institution), while public schools are managed by a public education authority, government agency, or governing board appointed by the government or elected by a public franchise (OECD, 2020). In the Swedish context, instead of private schools, it would be more accurate to use the term independent schools, which can be run by private organisations to operate educational activities through a publicly funded voucher system (Yang Hansen & Gustafsson, 2016) and could be running for profit (Wiborg, 2015). Research also indicates that students’ motivational beliefs seem to be important for academic achievement in the Swedish education system (Klapp, 2018). Previous research has established that student self-beliefs could predict and impact academic achievement, among which self-concept and self-efficacy are the most identified ones (Bong & Skaalvik, 2003; Multon et al., 1991). Mathematics self-concept is an individual’s perceived competence in mathematics (OECD, 2013), and was found strongly related to students’ general mathematics achievement (Bong & Skaalvik, 2003; Ma & Kishor, 1997). Mathematics self-efficacy measures students’ expectations and conviction of what can be accomplished when they need to solve pure and/or applied mathematics tasks. Students’ mathematics self-efficacy had a strong direct effect on mathematics problem-solving despite their general mental ability (Pajares & Kranzler, 1995). It is well established that mathematics self-concept and self-efficacy to a varying degree are associated with students’ mathematics achievement. It has also been observed for many decades that student gender, socioeconomic status and immigration background influence academic achievement, directly and indirectly (e.g., Bondy et al., 2017; Schleicher, 2006). There is still uncertainty, however, regarding how the relations among mathematics self-concept, self-efficacy, student characteristics (SES, gender, immigrationbackground) and mathematics achievement may vary for students in different types of schools (public or independent) in the Swedish education system and over the years. The main aim of the study was to investigate the relative importance of student mathematics self-concept and self-efficacy for mathematics achievement across Swedish public and independent schools over time, concerning student characteristics such as SES, gender and immigration background.
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| 7. |
- Ding, Yi, 1992, et al.
(författare)
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The Paradoxical Relations between Students’ Self-concept, Self-efficacy and Achievement in Mathematics
- 2023
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Ingår i: American Educational Research Association (AERA) 2023, Chicago.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The study aims to study paradoxical relations between two non-cognitive factors (i.e., self-concept and self-efficacy) and achievement in mathematics. The data from PISA 2012 was used, consisting of more than 500 000 students at age 15 from 65 education systems. The study first tested the measurement invariance of mathematics self-concept and self-efficacy constructs across these education systems and found that both constructs held metric invariance. Correlation analyses were thus performed at the student, school and country levels. The results indicate that a paradoxical relation exists between mathematics self-concept and achievement at the school level for a few countries, as well as at the country level. At all levels, mathematics self-efficacy is positively correlated with achievement.
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| 8. |
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Effective and Equitable Teacher Practice in Mathematics and Science Education A Nordic Perspective Across Time and Groups of Students
- 2024
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This open access book presents original research on effective and equitable teacher practice in mathematics and science education across Nordic countries. It focuses on three key aspects of teacher practice: what teachers teach, how teachers teach, and how teachers assess their students. To provide a comprehensive understanding of teacher practice, data from the IEA’s Trends in Mathematics and Science Study (TIMSS) from 2011 to 2019 was analyzed. TIMSS provides large-scale and representative data, allowing an in-depth investigation of the relations between teachers, their practices, and student outcomes. The findings highlight the changes in teacher practice over time and the extent to which such changes explain the differences in student outcomes. This research also contributes to understanding how the relationships between teacher practice and student outcomes vary across different student groups (i.e., gender, socioeconomic status, and language background). The empirical evidence presented not only adds a significant layer to the academic discourse but also offers practical implications. These insights are crucial in facilitating educational policymaking and classroom practices aimed at improving student outcomes and closing gaps in educational inequality.
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| 9. |
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| 10. |
- Johansson, Stefan, 1980, et al.
(författare)
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A modeling approach to identify academically resilient students: evidence from PIRLS 2016
- 2024
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Ingår i: European Journal of Psychology of Education. - 0256-2928 .- 1878-5174. ; 39, s. 711-730
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Tidskriftsartikel (refereegranskat)abstract
- In studies of academic resilience, the concept is typically operationalized by pre-defined cutoff values of students' achievement level and their social background. A threat to the validity of such arbitrary operationalizations is that students around the cutoff values may be misclassified. The main objective of the current study is to apply a modeling approach to identify academically resilient students. Data come from the Progress in International Reading Literacy Study 2016. The primary method used was latent profile analysis. The study demonstrates that it is possible to identify a group of academically resilient students using a set of variables indicating achievement level and protective factors. Even though results suggest that academically resilient students have higher reading achievement compared to other less-advantaged students, it is evident that they have higher interest and confidence in reading than the non-resilient groups. A sensitivity analysis for other countries indicated similar results. Implications stemming from the results are discussed.
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| 11. |
- Liu, X., et al.
(författare)
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Does School-Level Instructional Quality Matter for School Mathematics Performance? Comparing Teacher Data across Seven Countries
- 2022
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Ingår i: Sustainability. - : MDPI AG. - 2071-1050. ; 14:9
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Tidskriftsartikel (refereegranskat)abstract
- Based on the TALIS 2013 and PISA 2012 linkage data, we examine the measurement properties of school instructional quality and study its relationship with mathematics performance, considering school context characteristics (school composition, teacher-student relationship, and teacher qualifications). The study adopts a cross-country perspective. In five of the seven countries, a three-dimensional framework has been confirmed to study mathematics instructional quality (disciplinary climate, supportive climate, and cognitive activation). As a common factor, disciplinary climate explains the variation in school mathematics achievement in four countries. The key is the interaction with socioeconomic status. Schools composed of students with favourable socioeconomic backgrounds reflect a disciplinary climate conducive to learning. Schools consisting of students with low socioeconomic backgrounds benefit more from a supportive climate, contributing to the reduction in the achievement gap. Schools with harmonious teacher-student relationships reflect differential effects on mathematics performance of schools consisting of students from lower- and higher-socioeconomic status families. Low-SES schools are more likely have less academically qualified teachers. School collective teacher qualification seems not directly related to school mathematics performance, but disciplinary climate mediates this link. Consistently, schools composed of students from high-socioeconomic status families tend to perform better.
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| 12. |
- Liu, X., et al.
(författare)
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Exploiting the linked teaching and learning international survey and programme for international student assessment data in examining school effects: A case study of Singapore
- 2022
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Ingår i: Frontiers in Education. - : Frontiers Media SA. - 2504-284X. ; 7
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Tidskriftsartikel (refereegranskat)abstract
- This paper attempts to demonstrate the usefulness of the linkage data from two international large-scale assessment studies, Teaching and Learning International Survey 2013 (TALIS) 2013 and Programme for International Student Assessment (PISA) 2012, in examining the effects of schools. Data from seven educational systems are used to link, and four critical issues with five selection criteria are applied to the data selected. The linking dataset facilitates the investigation of mathematics performance while considering individual learner characteristics, mathematics teacher variables in the classroom environment and the school-level variables. We extend the new avenue of research by developing a linked database geared to the specific mathematics teaching and learning domain to reflect the school mathematics educational environment. The case study using Singapore linkage data demonstrated the feasibility and potential of exploring school effectiveness. In Singapore, schools with teachers of a higher level of education and self-efficacy in teaching mathematics related to a higher level of school mathematics performance. The study offers a guideline and inspiration to the research community to exploit the rich information in both TALIS and PISA studies to facilitate school effectiveness studies.
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| 13. |
- Liu, X., et al.
(författare)
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Teacher versus student perspectives on instructional quality in mathematics education across countries
- 2024
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Ingår i: Instructional Science. - 0020-4277. ; 52, s. 477-513
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Tidskriftsartikel (refereegranskat)abstract
- The present study examines the measurement property of instructional quality in mathematics education, building on data from teachers and students, by combing TALIS 2013 and PISA 2012 linkage data from seven countries. Confirmatory factor analysis was applied to examine the dimensionality of the construct instructional quality in mathematics instruction. Three dimensions were identified (i.e., classroom disciplinary climate, teacher support, and cognitive activation) when building on teacher data from TALIS. This three-dimensional model did not fit all countries. When analyzing PISA data, the same three dimensions could be identified, but two additional dimensions appeared: classroom management and student-orientated instruction. This five-dimensional factor structure reflected metric invariance across all countries. The findings imply that students and teachers seem to hold different perceptions about mathematics instructional quality reflect different dimensions. These differences seem to vary within and between countries. This implies that care should be taken when using the construct as an equivalent measure of instructional quality when studying school effectiveness in mathematics education across countries.
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| 14. |
- Natasha Glassow, Leah, et al.
(författare)
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Assessing the comparability of teacher-related constructs in TIMSS 2015 across 46 education systems: an alignment optimization approach
- 2021
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Ingår i: Educational Assessment, Evaluation and Accountability. - : Springer Science and Business Media LLC. - 1874-8597 .- 1874-8600. ; 33, s. 105-137
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Tidskriftsartikel (refereegranskat)abstract
- Research related to the "teacher characteristics" dimension of teacher quality has proven inconclusive and weakly related to student success, and addressing the teaching contexts may be crucial for furthering this line of inquiry. International large-scale assessments are well positioned to undertake such questions due to their systematic sampling of students, schools, and education systems. However, researchers are frequently prohibited from answering such questions due to measurement invariance related issues. This study uses the traditional multiple group confirmatory factor analysis (MGCFA) and an alignment optimization method to examine measurement invariance in several constructs from the teacher questionnaires in the Trends in International Mathematics and Science Study (TIMSS) 2015 across 46 education systems. Constructs included mathematics teacher's Job satisfaction, School emphasis on academic success, School condition and resources, Safe and orderly school, and teacher's Self-efficacy. The MGCFA results show that just three constructs achieve invariance at the metric level. However, an alignment optimization method is applied, and results show that all five constructs fall within the threshold of acceptable measurement non-invariance. This study therefore presents an argument that they can be validly compared across education systems, and a subsequent comparison of latent factor means compares differences across the groups. Future research may utilize the estimated factor means from the aligned models in order to further investigate the role of teacher characteristics and contexts in student outcomes.
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| 15. |
- Natasha Glassow, Leah, et al.
(författare)
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Does socioeconomic sorting of teacher qualifications exacerbate mathematics achievement inequity? Panel data estimates from 20 years of TIMSS
- 2023
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Ingår i: Studies in Educational Evaluation. - : Elsevier BV. - 0191-491X. ; 77
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Tidskriftsartikel (refereegranskat)abstract
- Recent and older studies have reported either a persistence or a widening of the socioeconomic achievement gap—the difference in performance between students in top and bottom socioeconomic groups. Using a panel data technique with country fixed effects for 32 education systems and six waves of data from the Trends in International Mathematics and Science Study, we examine whether the sorting of teachers by specialization level in mathematics education and novice status across students of different socioeconomic backgrounds exacerbates mathematics achievement inequity despite the presence of a time-varying control for socioeconomic school segregation. We find modest evidence that sorting by mathematics education is associated with achievement inequity, but no evidence supporting the importance of sorting based on teacher experience. Socioeconomic school segregation, on the other hand, clearly and persistently exacerbates achievement inequity. The results have policy implications regarding the effective distribution of educational resources. Availability of data and materials: The data are freely available via the TIMSS data repository.
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| 16. |
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| 17. |
- Peixoto, Francisco, et al.
(författare)
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Contribution to the Validation of the Expectancy-Value Scale for Primary School Students
- 2023
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Ingår i: Journal of Psychoeducational Assessment. - : SAGE Publications. - 0734-2829 .- 1557-5144. ; 41:3, s. 343-350
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Tidskriftsartikel (refereegranskat)abstract
- Grounded in ‘expectancy-value’ theory, this paper reports on the psychometric properties of an instrument intended to measure students’ motivation in mathematics. The participants were 2045 third-, fourth- and fifth-grade students from Estonia, Finland, Norway, Portugal, Serbia and Sweden. The Expectancy-Value Scale (EVS) was found to be suitable for early grades of primary education in measuring competence self-perceptions and subjective task values relative to the mathematics field. The results indicate a good model fit aligned with the expectancy-value theory. The EVS dimensions showed good reliability, and scalar invariance was established. However, findings also indicated high correlations between some of the EVS dimensions, which is well documented for students at this age. The findings are discussed relative to the ‘expectancy-value’ theory framework and students’ age.
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| 18. |
- Radišić, Jelena, et al.
(författare)
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Do teachers’ beliefs about the nature and learning of mathematics affect students’ motivation and enjoyment of mathematics? Examining differences between boys and girls across six countries
- 2024
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Ingår i: European Journal of Psychology of Education. - 0256-2928 .- 1878-5174. ; 39, s. 1587-1613
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Tidskriftsartikel (refereegranskat)abstract
- Mathematics teachers’ beliefs are central to mathematics teaching and student learning. Because different aspects of motivation and affect—particularly enjoyment—primarily develop within the classroom context, examining how different teachers’ beliefs may affect student outcomes in mathematics is imperative. The current study examines teachers’ beliefs about the nature and learning of mathematics in connection to students’ motivation (i.e. intrinsic value, utility value and perceived competence) and enjoyment of mathematics across different settings by considering students’ mathematics achievement, gender and classroom composition (i.e. socioeconomic and behavioural). Data were collected from 3rd- and 4th-grade mathematics teachers (N = 686) and their students (N = 11,782) in six countries (i.e. Norway, Finland, Sweden, Portugal, Estonia and Serbia). A two-level structural equation modelling technique (TSEM) (i.e. student level and classroom level) with random slopes was employed to address our research questions. The results indicate that students’ intrinsic value and perceived competence positively relate to their enjoyment of mathematics in all six countries. Teachers’ beliefs about the nature and learning of mathematics moderate the within-classroom relationship between boys and girls and the motivation and enjoyment of learning mathematics in Portugal and Norway. Unlike boys, girls consistently perceive themselves as less competent in mastering mathematics, even in primary school. Classroom socioeconomic composition had a more pronounced influence on teachers’ beliefs in Sweden, Norway and Serbia. In relation to teachers’ beliefs, classroom behavioural composition was relevant in Estonia and Sweden. In Finland and Norway, classroom composition was essential to boys’ and girls’ differential motivation and enjoyment of mathematics learning.
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| 19. |
- Rolfe, Victoria, 1987, et al.
(författare)
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Does inequality in opportunity perpetuate inequality in outcomes? International evidence from four TIMSS cycles
- 2021
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Ingår i: Studies in Educational Evaluation. - : Elsevier BV. - 0191-491X .- 1879-2529. ; 71
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Tidskriftsartikel (refereegranskat)abstract
- Entrenched socioeconomic inequalities in achievement have been observed in international assessments for decades, with previous research suggesting that these inequalities may be exacerbated by differentiation in the opportunities provided to various social groups. Much previous research in this field has been US-based or subject to measurement issues. This study investigated socioeconomic inequalities in outcomes and opportunities using four cycles of international assessment data across 78 countries. Further, the paper questions whether inequalities in opportunities are related to inequalities in outcomes. The findings indicate global social inequalities in mathematics and science outcomes, while inequality of opportunity was particularly concentrated in economically advanced countries. Little evidence of the perpetuation of socioeconomic inequality in achievement through differentiated educational provision was found.
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| 20. |
- Rolfe, Victoria, 1987, et al.
(författare)
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Integrating educational quality and educational equality into a model of mathematics performance
- 2022
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Ingår i: Studies in Educational Evaluation. - : Elsevier BV. - 0191-491X .- 1879-2529. ; 74
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Tidskriftsartikel (refereegranskat)abstract
- Using data from TIMSS 2015, this study investigated determinants of inequality between classrooms in mathematics performance in Sweden. Applying multiple-group confirmatory factor analysis and measurement invariance frameworks to identify latent constructs with which to build a two-level structural equation model, this study integrated teacher certification, teacher preparedness and school emphasis on academic success into a model of inequality of outcomes and opportunities. The study found evidence that more socioeconomically advantaged classes had better prepared mathematics teachers. School culture towards academic achievement was not associated with mathematics achievement. Finally, the analyses indicated that substantial inequalities exist for students taught by specialist and non-specialist teachers.
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| 21. |
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| 22. |
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| 23. |
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| 24. |
- Teig, Nani, et al.
(författare)
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Effective and Equitable Teacher Practice in Mathematics and Science Education.
- 2024
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- This open access book presents original research on effective and equitable teacher practice in mathematics and science education across Nordic countries. It focuses on three key aspects of teacher practice: what teachers teach, how teachers teach, and how teachers assess their students. To provide a comprehensive understanding of teacher practice, data from the IEA’s Trends in Mathematics and Science Study (TIMSS) from 2011 to 2019 was analyzed. TIMSS provides large-scale and representative data, allowing an in-depth investigation of the relations between teachers, their practices, and student outcomes. The findings highlight the changes in teacher practice over time and the extent to which such changes explain the differences in student outcomes. This research also contributes to understanding how the relationships between teacher practice and student outcomes vary across different student groups (i.e., gender, socioeconomic status, and language background). The empirical evidence presented not only adds a significant layer to the academic discourse but also offers practical implications. These insights are crucial in facilitating educational policymaking and classroom practices aimed at improving student outcomes and closing gaps in educational inequality.
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| 25. |
- Teig, Nani, et al.
(författare)
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Theoretical Framework of Teacher Practice.
- 2024
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Ingår i: Teig, N., Nilsen, T., Yang Hansen, K. (eds) Effective and Equitable Teacher Practice in Mathematics and Science Education. IEA Research for Education, vol 14. Springer, Cham. https://doi.org/10.1007/978-3-031-49580-9_2. - : Springer Cham.
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 26. |
- Thorsen, Cecilia, 1976, et al.
(författare)
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Does Learning English Require Grit? Examining the Differential Effects on Grades in Core Subjects
- 2021
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Ingår i: Journal for the Psychology of Language Learning. - : International Association for the Psychology of Language Learning. - 2642-7001. ; 3:2, s. 61-85
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Tidskriftsartikel (refereegranskat)abstract
- Research indicates that beliefs on the locus of the primary source of learning can have negative effects on learning behaviors in school (Mercer & Ryan, 2011). To an increasing extent, young people in Sweden acquire English outside school through different cultural practices (Sundqvist & Sylvén, 2012). At the same time, students lack enthusiasm in English lessons, which can lead to a reduced investment of effort in the language classroom (Henry, 2014). However, learning a language requires both interest and effort. In psychological research, the capacity of showing consistency in interest and perseverance to achieve a goal, such as learning a language, is defined as grit (Duckworth et al., 2007). Studies investigating the association between grit and language achievement remain scarce. The present study contributes to filling this gap by investigating whether the effects of grit differ across different performance domains (i.e., English, Swedish and Mathematics). An additional purpose is to investigate whether there are differential effects of grit for subgroups of students with different SES, achievement levels, and gender. A total of 4646 compulsory school students born in 1992 were extracted from the Evaluation Through Follow-up Database (ETF). Multiple-group path analysis was used to examine the mechanisms of the grit facets (i.e., interest and perseverance) across time and subgroups. While both interest and perseverance predicted grades in Swedish and Mathematics, interest alone predicted grades in English. The low SES high achieving group also showed higher consistency in interest and perseverance than the other groups, indicating that grit could be more valuable in face of adversities.
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| 27. |
- Thorsen, Cecilia, 1976-, et al.
(författare)
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The mechanisms of interest and perseverance in predicting achievement among academically resilient and non-resilient students: Evidence from Swedish longitudinal data
- 2021
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Ingår i: British Journal of Educational Psychology. - : Wiley. - 0007-0998 .- 2044-8279. ; 91:4, s. 1481-1497
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Tidskriftsartikel (refereegranskat)abstract
- Background Students with low socio-economic status (SES) are typically depicted as low performers and more likely to fail in school. However, a group of students, despite their background, manage to succeed in school. The capacity to overcome adversities and achieve successful educational outcomes is referred to as Academic Resilience. Research on the relationship between personality traits and academic performance shows that conscientiousness is a crucial factor in predicting academic success and resilience. However, it has also been shown that achievement is a result of an interaction between conscientiousness and students' interest in the subject. Aims The study aims to investigate how students' school-related perseverance and interest predict academic achievement among resilient and non-resilient pupils over time in the Swedish compulsory school setting. Sample Study subjects were a subset (N = 1,665) of the sampled compulsory school students from the 1992 birth cohort in the evaluation through follow-up (ETF) database. Methods Multigroup structural equation modelling (SEM) with latent variable interaction was used. Measurement invariance was tested to examine the comparability of the constructs across groups. Results The results suggest that resilient students rely heavily on both perseverance of effort and interest in school subjects to succeed in their education. For the non-resilient group, the later perseverance level was conditioned on the level of the interest, and neither their early nor later grade interest was related to their achievement. Conclusions The academically resilient students displayed more consistency in interest and perseverance over time, which might explain their relative success compared to the non-resilient group.
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| 28. |
- Warnby, Marcus, 1973-
(författare)
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English academic vocabulary knowledge among Swedish upper secondary school students
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explores Swedish upper secondary school students’ written receptive English academic word knowledge. Academic vocabulary are words that are more frequent in academic than in general discourse without being discipline-specific but frequent across disciplines, for example, however, related, partially and delineate. All the participants belong to study programmes which, according to the curriculum goals (Skolverket, 2013), prepare them for university studies, where English is a common reading language. Despite the university-preparatory goal, the syllabi contain no guidelines about academic English nor academic vocabulary. The thesis is based on two premises: 1) academic vocabulary is a central component of reading at university, and 2) the curriculum goal of being prepared for university studies presupposes the ability to read literature in English.The present thesis uses existing and validated tests targeting academic lexis. There are three validity arguments for using academic vocabulary measurements as indicators of students’ predicted academic reading comprehension. First, because reading comprehension largely depends on word knowledge (e.g., Gough & Tunmer, 1986; Grabe & Stoller, 2019), measures of academic word knowledge inform about an essential component of academic reading comprehension. Second, to comprehend an academic text a reader should know 98 percent of the words in a text (e.g., Nation, 2001). In academic texts, approximately 10–14 percent of the words are academic. Thus, without a high degree of academic word knowledge, the 98 percent threshold cannot be reached. Third, if basic word knowledge is lacking, more nuanced knowledge aspects which may be important for academic deep reading are likely lacking too. For this reason, it is worthwhile testing a basic aspect of word knowledge first; to this end, this thesis tests the connection of a word form to its most common meaning. Based on these premises and validity arguments, the thesis seeks to estimate the academic vocabulary knowledge of students at the beginning and the end of mandatory English instruction. Furthermore, factors that may explain this word knowledge are explored.The thesis adopts a cross-sectional design where almost 1,000 participants were administered vocabulary tests, questionnaires and a survey of out-of-school English activities. Mainly statistical analyses were used. The results reveal large variations in academic vocabulary knowledge within and between samples. Significant factors positively related to academic vocabulary are involvement with out-of-school English, age, gender and study programmes. Approximately half of the students leaving mandatory English courses do not reach the minimum threshold score indicating mastery of academic lexis.Since there are no guidelines in the English syllabi about academic vocabulary knowledge, the outcomes are expected, namely large variations in and, on average, a low level of academic word knowledge. There is a risk that many students falling below the threshold are not sufficiently prepared for taking on university reading tasks. The disruption in constructive alignment between the curriculum goal and the syllabi guidelines should be considered and the thesis suggests a curriculum change where the English mandatory courses for university-preparatory programmes include principled instruction about academic English reading ability of which academic vocabulary knowledge is one central component.
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| 29. |
- Warnby, Marcus, 1973, et al.
(författare)
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Linking scores from two written receptive English academic vocabulary tests—The VLT-Ac and the AVT
- 2023
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Ingår i: Language Testing. - : SAGE Publications. - 1477-0946 .- 0265-5322. ; 40:3, s. 548-575
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Tidskriftsartikel (refereegranskat)abstract
- The academic section of the Vocabulary Levels Test (VLT-Ac) and the Academic Vocabulary Test (AVT) both assess meaning-recognition knowledge of written receptive academic vocabulary, deemed central for engagement in academic activities. Depending on the purpose and context of the testing, either of the tests can be appropriate, but for research and pedagogical purposes, it is important to be able to compare scores achieved on the two tests between administrations and within similar contexts. Based on a sample of 385 upper secondary school students in university-preparatory programs (independent CEFR B2-level users of English), this study presents a comparison model by linking the VLT-Ac and the AVT using concurrent calibration procedures in Item Response Theory. The key outcome of the study is a score comparison table providing a means for approximate score comparisons. Additionally, the study showcases a viable and valid method of comparing vocabulary scores from an older test with those from a newer one.
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| 30. |
- Yang Hansen, Kajsa, 1969, et al.
(författare)
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Contextual effects on students’ achievement and academic self-concept in the Nordic and Chinese educational systems
- 2022
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Ingår i: Large-scale Assessments in Education. - : Springer Science and Business Media LLC. - 2196-0739. ; 10:1
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Tidskriftsartikel (refereegranskat)abstract
- The current study investigates school contextual efects on students’ academic self-concept and achievement, that is, peer socioeconomic efect and big-fish-little-pond efect (BFLPE), in four Nordic education systems (i.e., Denmark, Finland, Norway and Sweden) and selected Chinese education systems (Hong Kong and Beijing-Shanghai-Jiangsu-Zhejiang).
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| 31. |
- Yang Hansen, Kajsa, 1969, et al.
(författare)
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Examining the Role of Teaching Quality and Assessment Practice in Reducing Socioeconomic and Ethnic Inequities in Mathematics Achievement
- 2024
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Ingår i: Springer book series IEA Research for Education. - : Springer Cham.
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This study explores the role of teacher practices in mathematics classrooms on mitigating socioeconomic and ethnic inequalities in mathematics performance across Nordic countries. It specifically examines teaching quality, formative assessment practices, content coverage, and teachers’ emphasis on academic success in Denmark, Finland, Norway, and Sweden. By analyzing IEA’s Trends in International Mathematics and Science Study (TIMSS) 2019 grade four data with a two-level structural equation modelling technique, the study reveals that the socioeconomic and ethnic contexts within classrooms significantly influence students’ mathematics achievement. Students attending schools or classrooms with a higher proportion of native students and a higher socioeconomic status experience a reduced effect of family background on their achievement. Positive correlations exist between classroom sociodemographic contexts, particularly the socioeconomic composition, and teachers’ emphasis on academic success. However, the impact of teachers’ instructional and formative assessment practices, as well as content coverage, on mathematics achievement is largely insignificant, except in Norway. Formative assessment practices in Norway have been effective in reducing performance differences between native and immigrant students. This compensatory effect of formative assessment practices is strengthened by the classroom’s socioeconomic context and the teachers’ emphasis on students’ academic success. The study highlights the importance of considering the classroom context and its sociodemographic composition when addressing socioeconomic and ethnic disparities in mathematics achievement across Nordic countries.
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| 32. |
- Yang Hansen, Kajsa, 1969, et al.
(författare)
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Exploring Diversity in the Relationships Between Teacher Quality and Job Satisfaction in the Nordic Countries—Insights from TALIS 2013 and 2018.
- 2021
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Ingår i: Equity, equality and diversity in the Nordic model of education / Tove Stjern Frønes, Andreas Pettersen, Jelena Radišić, Nils Buchholtz.. - Cham : Springer. - 9783030616472
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Bokkapitel (refereegranskat)abstract
- Equity and quality are the common goals to strive for in the Nordic education systems. Yet the mechanisms through which the separate education systems approach these goals have become more diverse. The chapter provides evidence in support of the different facets of teacher quality, such as self-efficacy, as well as teacher-students relations concerning their importance for teachers’ job satisfaction across the Nordic countries. Diversities, however, were also observed. The results from the TALIS 2013 model outlined two subgroups of the Nordic countries with similar mechanisms: the Norway-Sweden and the Denmark-Finland groups. No distinctive group was found in the TALIS 2018 results, producing more country-specific patterns, such as the importance of social utility value for Norway, adverse classroom composition in Sweden or teacher effective professional development positively impacting the personal and social utility values of teachers in Finland. These observed diversities and changing patterns may find their reasons in the gradually dissolved unity of the Nordic model by the different reform actions taken in recent years, such as in the example of Sweden, and in the long-term prerequisites for the teaching profession, where Finland is the country that stands out.
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| 33. |
- Yang Hansen, Kajsa, 1969-, et al.
(författare)
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Student Assessment in the Landscape of International Large-Scale Studies
- 2020
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Ingår i: Monitoring Student Achievement in the 21st Century. - Cham : Springer International Publishing. - 9783030389697 ; , s. 263-274
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Over the past six decades, the ILSA has changed the landscape of Swedish student assessment in many positive ways; however, it also has identified several areas of problems. In this chapter, we start with a general introduction of Swedish compulsory education system, followed by a retrospective view of the ILSA studies in Sweden, their benefits and drawbacks. This set the scene for student assessment within the framework of ILSA in Sweden today. Further, we elaborate upon the strength and weakness of Swedish grading system and national test system relating to educational quality and equity. While the national assessment systems failed to provide valid information about the trend in academic achievement, ILSA has functioned as an external support monitoring academic outcomes and educational equity over time. We present examples to illustrate the strength in the ILSA studies. Finally, we extend our perspective to the future possibilities and directions that ILSA can contribute to quality assurance in Swedish school system in general and student assessment in particular.
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| 34. |
- Yang Hansen, Kajsa, 1969-, et al.
(författare)
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When competence and confidence are at odds : a cross-country examination of the Dunning–Kruger effect
- 2024
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Ingår i: European Journal of Psychology of Education. - : Springer Science and Business Media B.V.. - 0256-2928 .- 1878-5174. ; 39, s. 1537-1559
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Tidskriftsartikel (refereegranskat)abstract
- Research has shown that some students who underperform in mathematics overestimate their performance, while others who excel in mathematics underestimate it. Looking at this mismatch of performance and confidence judgement—the Dunning–Kruger effect (DKE)—the current study investigates how well students’ confidence judgement and item-specific mathematics competence relate with each other and whether such a relationship differs across six European countries (i.e., Norway, Sweden, Finland, Estonia, Serbia and Portugal). We also examine whether perceived competence, mathematics identity, gender, socioeconomic status and immigration background predict this mismatch and whether these demographic factors function differently between the examined countries. The results show that the DKE could be found across grades three and four in all six countries. However, there are country-specific patterns regarding the relationship between performance, mathematics identity and perceived competence; the DKE; and how different demographic variables predict its occurrences in particular subpopulations.
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