| 1. |
- Bagger, Anette, 1974-, et al.
(författare)
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Performance, anxiety and the mathematical self image
- 2014
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Ingår i: Special Needs Education in Mathematics. - Kristiansand : Portal forlag. - 9788292712986 ; , s. 86-91
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Bokkapitel (refereegranskat)abstract
- In present pilot study the relation between mathematical performance, test anxiety and mathematical self image is being examined in two Swedish grade 3 pupils. A difference between the high achieving and the low achieving pupils is possible to discern. A negative or uncertain mathematical self image seems to be connected to test anxiety, but not to performance when we look at these two young pupils. The experience of taking the test is affecting the high and low achiever differently. There are indications that the context and the kind of information given about the tests and the pupil's abilities affect both the level of test anxiety and the pupil’s evolving mathematical self image. Educational implications are being discussed.
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| 2. |
- Bagger, Anette, 1974-, et al.
(författare)
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Performance, anxiety and the mathematical self image
- 2013
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Ingår i: Special needs education in mathematics. - Kristiansand : Portal forlag. - 9788292712986 ; , s. 86-91
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Bokkapitel (refereegranskat)abstract
- In present pilot study the relation between mathematical performance, test anxiety and mathematical self image is being examined in two Swedish grade 3 pupils. A difference between the high achieving and the low achieving pupils is possible to discern. A negative or uncertain mathematical self image seems to be connected to test anxiety, but not to performance when we look at these two young pupils. The experience of taking the test is affecting the high and low achiever differently. There are indications that the context and the kind of information given about the tests and the pupil's abilities affect both the level of test anxiety and the pupil’s evolving mathematical self image. Educational implications are being discussed.
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| 3. |
- Korhonen, Johan, et al.
(författare)
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Additive and multiplicative effects of working memory and test anxiety on mathematics performance in grade 3 students
- 2018
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Ingår i: Educational Psychology. - Abingdon : Routledge. - 0144-3410 .- 1469-5820. ; 38:5, s. 572-595
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to investigate the interplay between test anxiety and working memory (WM) on mathematics performance in younger children. A sample of 624 grade 3 students completed a test battery consisting of a test anxiety scale, WM tasks and the Swedish national examination in mathematics for grade 3. The main effects of test anxiety and WM, and the two-way interaction between test anxiety and WM on mathematics performance, were modelled with structural equation modelling techniques. Additionally, the effects were also tested separately on tasks with high WM demands (mathematical problem-solving) versus low WM demands (basic arithmetic). As expected, WM positively predicted mathematics performance in all three models (overall mathematics performance, problem-solving tasks, and basic arithmetic). Test anxiety had a negative effect on problem-solving on the whole sample level but concerning basic arithmetic only students with lower WM were affected by the negative effects of test anxiety on performance. Thus, students with low WM are more vulnerable to the negative effects of test anxiety in low WM tasks like basic arithmetic. The results are discussed in relation to the early identification of test anxiety.
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| 4. |
- Korhonen, Johan, et al.
(författare)
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Additive and multiplicative effects of working memory and test anxiety on mathematics performance in grade 3 students
- 2017
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study was to investigate the interplay between test anxiety and working memory (WM) on mathematics performance in younger children. A sample of 624 grade 3 students completed a test battery consisting of a test anxiety scale, WM tasks, and the Swedish national examination in mathematics for grade 3. The main effects of test anxiety and WM, and the two-way interaction between test anxiety and WM on mathematics performance, were modelled with structural equation modelling techniques. Additionally, the effects were also tested separately on tasks with high WM demands (mathematical problem-solving) versus low WM demands (basic arithmetic). As expected, WM positively predicted mathematics performance in all three models (overall mathematics performance, problem-solving tasks, and basic arithmetic). Test anxiety had a negative effect on problem solving on the whole sample level but concerning basic arithmetic only students with lower WM were affected by the negative effects of test anxiety on performance. These students probably use counting based strategies that impose more WM load and have lower WM capacity than their peers who are more likely to use memory based strategies (i.e., fact-retrieval) in addition to having higher WM capacity. Thus, students with low WM are more vulnerable to the negative effects of test anxiety in low WM tasks like basic arithmetic. The results are discussed in relation to the early identification of test anxiety.
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| 5. |
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| 6. |
- Lundahl, Lisbeth, 1951-, et al.
(författare)
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När styrningen av tiden blir skolans och lärarnas sak
- 2005
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Ingår i: Utan timplan - forskning och utvärdering. - Stockholm : Fritzes. - 9138224712 ; , s. 55-76
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Bokkapitel (populärvet., debatt m.m.)abstract
- Försöksverksamheten med utbildning utan timplan i grundskolan startade läsåret 2000/01. Timplanedelegationen har haft det övergripande ansvaret för att leda, stödja och utvärdera försöket. Vi har också haft i uppgift att lämna underlag till regeringen inför dess ställningstagande till om och i så fall hur timplanen i grundskolan kan avskaffas. Delegationen redovisade nyligen sina slutsatser och förslag i slutbetänkandet Utan timplan – för målinriktat lärande (SOU 2005:101). Av slutbetänkandet framgår att delegationen föreslår att den nationella timplanen skall avskaffas. Erfarenheterna av försöket visar sammantaget att en avveckling av timplanen på sikt kan bidra till en ökad måluppfyllelse genom att stimulera utvecklingen i skolorna. Enligt vår uppfattning bör dock en avveckling av timplanen kompletteras med andra åtgärder, bl.a. vad gäller den minsta garantera undervisningstiden, målsystemet samt utbildning och kompetensutveckling av lärare och rektorer. En avveckling behöver dessutom stödjas av en effektiv implementering. För de deltagande skolorna innebär försöksverksamheten en fullständig befrielse från den nationella timplanens uppdelning i tid per ämne eller ämnesgrupp. Skolor som deltar i försöksverksamheten omfattas av övriga bestämmelser som gäller för grundskolan. Det innebär bl.a. att de skall följa läroplanen (Lpo 94) och arbeta enligt de kursplaner som finns för grundskolans ämnen och ämnesgrupper, att bestämmelsen om antalet garanterade timmar för grundskolans nio år (6 665 timmar) gäller samt att eleverna skall få såväl en väl avvägd skoltid som väl avvägda läsår och skoldagar. Hur tiden skall disponeras bestäms dock av skolorna. Försöksverksamheten omfattar knappt 900 kommunala grundskolor i 79 kommuner. Försöket var från början tänkt att avlutas den 30 juni 2005, men har förlängts till den 30 juni 2007, i avvaktan på beredningen av delegationens förslag.
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| 7. |
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| 8. |
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| 9. |
- Lundahl, Lisbeth, 1951-, et al.
(författare)
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Time use in Swedish schools : from state regulation to micro politics
- 2002
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Konferensbidrag (refereegranskat)abstract
- During the last twenty-five years, Sweden has turned from an education system characterised by strong central management and detailed regulation to having one of the most decentralised systems in Europe (OECD 1998). This shift has been accompanied by the introduction of market mechanisms, such as choice, vouchers and increased competition, and by considerable cuts in the budgets of municipalities and schools. Today the State prescribes the educational objectives of pre-school, primary and secondary school, and controls the extent to which educational goals have been reached. Most other decisions, however, concerning e.g. the organisation of work, choice of methods and class sizes, are delegated to the local and, in particular, to the school level. Recently, still further steps towards decentralisation and deregulation have been taken, in regards to the regulation of time use and time allocation in primary school. In this paper we critically examine the potential effects and importance of such a step, based upon an empirical study among school managers and headmasters. 1 Initially, the Swedish case is briefly presented and discussed in an international perspective.
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