| 1. |
- Al-Hassan, Suha M., et al.
(författare)
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Parents’ learning support and school attitudes in relation to adolescent academic identity and school performance in nine countries
- 2024
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Ingår i: European Journal of Psychology of Education. - 0256-2928 .- 1878-5174. ; , s. 1-26
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Tidskriftsartikel (refereegranskat)abstract
- An important question for parents and educators alike is how to promote adolescents’ academic identity and school performance. This study investigated relations among parental education, parents’ attitudes toward their adolescents’ school, parental support for learning at home, and adolescents’ academic identity and school performance over time and in different national contexts. Longitudinal data were collected from adolescents and their parents in nine countries (China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States). When adolescents were 16 years old, their mothers (N = 1083) and fathers (N = 859) provided data. When adolescents were 17 years old, 1049 adolescents (50% girls) and their mothers (N = 1001) and fathers (N = 749) provided data. Multiple-group path analyses indicated that, across cultures, higher parent education was associated with better adolescent school performance. Parents’ attitudes toward their adolescents’ school and parent support for learning in the home were not associated with adolescents’ school performance but were associated with academic identity. The findings suggest somewhat different pathways to school performance versus academic identity. Implications for helping parents and educators in different countries promote adolescents’ academic identity and achievement are discussed.
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| 2. |
- Bask, Miia, 1977-, et al.
(författare)
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Burned out to drop out : Exploring the relationship between school burnout and school dropout
- 2013
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Ingår i: European Journal of Psychology of Education. - : Springer. - 0256-2928 .- 1878-5174. ; 28:2, s. 511-528
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Tidskriftsartikel (refereegranskat)abstract
- This paper examines the development of school burnout among Finnish youth aged 16-18, specifically with regard to the following three components: a cynical attitude toward the school, feelings of inadequacy as a student, and exhaustion at school. There is evidence of an increase in all three components over time, but only among students on the academic track. There appear to be differences in burnout levels between those who drop out from school and those who do not, and the risk of an individual with high levels of cynicism or feelings of inadequacy dropping out is clearly higher than among those who score low on these two components. When various explanatory variables are controlled for, cynicism still remains a significant factor explaining drop out, and a low grade point average appears to be a major explanatory variable for school dropout. This study is especially interesting in the context of Finland, known for its equality-striving and high-quality educational system. Finnish youth, compared with youth in many other countries, nevertheless have a low level of in-school well-being. We use the Finnish Educational Transitions data (N = 878) collected in four waves, the first three on an annual basis and the fourth 5 years after the first one.
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| 3. |
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| 4. |
- Bertilsson, Frida, et al.
(författare)
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Self-regulated use of retrieval practice : associations with individual differences in non-cognitive and cognitive factors
- 2024
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Ingår i: European Journal of Psychology of Education. - : Springer Nature. - 0256-2928 .- 1878-5174.
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Tidskriftsartikel (refereegranskat)abstract
- Retrieval practice is a learning strategy that has repeatedly been found to have positive effects on memory and learning. However, studies indicate that students rarely use retrieval practice on a voluntary basis. The objective of the present study was to examine students’ self-regulated use of retrieval practice, and to determine whether sex and individual differences in cognitive and non-cognitive aspects are related to optional use of practice testing. A classroom study was conducted with 146 upper-secondary school students taking courses in mathematics and Swedish. An ABAB design was used to compare students’ optional and non-optional use of retrieval practice (i.e., repeated online quizzing). Students performed cognitive tasks to assess working memory capacity and fluid intelligence and completed self-reports of non-cognitive factors related to school achievement, such as grit, need for cognition (NFC), conscientiousness and openness. Quiz use was then compared using paired- and independent-samples t-tests, and hierarchical linear regression analyses explored relations to individual differences. The results showed that students completed significantly fewer quizzes in the optional sections than in the non-optional sections, and that females completed significantly more optional quizzes than males in Swedish, but not in mathematics. Further, the results showed that conscientiousness predicted optional quiz use in mathematics, whereas sex, NFC, conscientiousness, and openness predicted quiz use in Swedish. To conclude, although the findings show a relatively low optional/self-regulated use of practice testing, in line with earlier research, they suggest that sex and non-cognitive factors, such as personality characteristics, can predict optional use of practice testing.
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| 5. |
- Björk Jóelsdóttir, Lóa, et al.
(författare)
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Danish third, sixth and eighth grade students' strategy adaptivity, strategy flexibility and accuracy when solving multidigit arithmetic tasks
- 2023
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Ingår i: European Journal of Psychology of Education. - 0256-2928 .- 1878-5174.
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, the multidigit arithmetic-related strategy adaptivity, strategy flexibility and solution accuracy of Danish compulsory school students is examined. Participants, 749 grade three, 731 grade six and 818 grade eight, were drawn from twenty demographically different schools. Drawing on a tri-phase assessment tool, each student completed a series of tasks designed to elicit shortcut strategies. First, students solved each task by means of their preferred strategy; those using shortcut strategies were construed as adaptive for that task. Second, students solved the same tasks by means of whatever alternative strategies they had available; those offering at least two strategies were construed as flexible for that task. Third, for each task, students were asked to indicate which of their strategies they believed was optimal. Across all grades, students were more flexible than adaptive. Overall, sixth graders exhibited higher levels of flexibility than third graders and marginally lower levels than eighth graders. Sixth graders exhibited higher levels of adaptivity than those in either grade three or grade eight. Students’ accuracy, which improved with maturation, was influenced positively by both adaptivity and flexibility, with flexibility having the greatest influence in grade three and adaptivity in grade six. The findings raise further questions concerning, inter alia, culture’s influence on students’ strategy choices and the interaction of adaptivity, flexibility and maturity on accuracy.
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| 6. |
- Boman, Björn, 1984-
(författare)
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The influence of SES, cognitive, and non-cognitive abilities on grades : cross-sectional and longitudinal evidence from two Swedish cohorts
- 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. 587-603
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Tidskriftsartikel (refereegranskat)abstract
- It is well established that socioeconomic status, cognitive ability, and non-cognitive abilities such as self-efficacy are substantially associated with academic achievement. However, the specific relationships of these variables remain a relatively unexplored topic in regard to more recent and representative samples. The current study examined such relations by taking advantage of two cohorts (total N = 12,315) of Swedish students at the elementary (Grade 6) and lower-secondary school levels (Grade 8) in the compulsory school. The regression models showed that all three variables explained a substantial portion of grade variance, with cognitive ability having the strongest relationship, followed by non-cognitive abilities, and SES. Longitudinal associations, which accounted for previous academic achievement, showed that the three variables did still explain a substantial amount of grade variance.
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| 7. |
- Boman, Björn, 1984-, et al.
(författare)
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The influence of SES, migration background, and non-cognitive abilities on PISA reading and mathematics achievement : evidence from Sweden
- 2024
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Ingår i: European Journal of Psychology of Education. - : Springer Science+Business Media B.V.. - 0256-2928 .- 1878-5174.
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Tidskriftsartikel (refereegranskat)abstract
- The current study analysed the relationships between socio-economic status, migration background, and non-cognitive factors and PISA reading and mathematics achievement. The results from multi-level analyses on Sweden’s PISA survey from 2018 indicate that both mathematics achievement and reading achievement are affected by SES, migration background, reading abilities, growth mindset, and the ability to master the content. Between-school level differences are explained by reading motivation and the mother’s educational level. Our findings stress the importance of both socio-demographic, socio-economic, and non-cognitive factors such as reading self-concept and growth mindset for both mathematics achievement and reading achievement.
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| 8. |
- Dahlgren, Lars-Ove, 1946-
(författare)
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Fragments of an Economic Habitus
- 1989
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Ingår i: European Journal of Psychology of Education. - 0256-2928 .- 1878-5174. ; IV:4
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Tidskriftsartikel (refereegranskat)
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| 9. |
- 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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| 10. |
- Ehrlén, Karin, 1948-
(författare)
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Understanding of the Earth in the presence of a satellite photo : A threefold enterprise
- 2009
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Ingår i: European Journal of Psychology of Education. - 0256-2928 .- 1878-5174. ; 24:3, s. 281-292
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Tidskriftsartikel (refereegranskat)abstract
- To acknowledge both conceptual and situational factors, childrens' understanding of the Earth was considered from three angles: 1, the perspective as the physical point or direction from which something is seen or depicted; 2. conceptual frameworks; 3. the relevance of explanations in a situation. Fourteen children were interviewed individually in front of a poster of a satellite photo of the Earth. The interviews were semi-structured and focused on what the children understood was depicted in the poster and if they had seen the Earth. The effect of choice of perspective was demonstrated by children who only talked about how the Earth could be seen from space. The need to relate different conceptual frameworks became apparent with children, who meant that the Earth was situated in the direction of the sky. Different understandings of the relevance of an explanation were detected when the interviewer talked from the perspective in the room, but children talked about the perspective in the present poster. The results indicate that not only both conceptual frameworks and understanding of perspectives play a part when students encounter questions related to the concept of Earth, but also the students' judgments of the relevance of different explanations in a situation.
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| 11. |
- Ehrlén, Karin
(författare)
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Understanding the earth in the presence of a satellite photo: A threefold enterprise
- 2009
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Ingår i: European Journal of Psychology of Education. - 0256-2928 .- 1878-5174. ; 24:3, s. 281-292
-
Tidskriftsartikel (refereegranskat)abstract
- To acknowledge both conceptual and situational factors, children’s understanding of the Earth was considered from three angles: 1, the perspective as the physical point or direction from which something is seen or depicted; 2. conceptual frameworks; 3. the relevance of explanations in a situation. Fourteen children were interviewed individually in front of a poster of a satellite photo of the Earth. The interviews were semi-structured and focused on what the children understood was depicted in the poster and if they had seen the Earth. The effect of choice of perspective was demonstrated by children who only talked about how the Earth could be seen from space. The need to relate different conceptual frameworks became apparent with children, who meant that the Earth was situated in the direction of the sky. Different understandings of the relevance of an explanation were detected when the interviewer talked from the perspective in the room, but children talked about the perspective in the present poster. The results indicate that not only both conceptual frameworks and understanding of perspectives play a part when students encounter questions related to the concept of Earth, but also the students’ judgments of the relevance of different explanations in a situation.
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| 12. |
- Eklöf, Hanna, 1974-, et al.
(författare)
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Pupil perceptions of national tests in science : perceived importance, invested effort, and test anxiety
- 2013
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Ingår i: European Journal of Psychology of Education. - New York : Springer Netherlands. - 0256-2928 .- 1878-5174. ; 28:2, s. 497-510
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Tidskriftsartikel (refereegranskat)abstract
- Although large-scale national tests have been used for many years in Swedish compulsory schools, very little is known about how pupils actually react to these tests. The question is relevant, however, as pupil reactions in the test situation may affect test performance as well as future attitudes towards assessment. The question is relevant also in light of the changing assessment culture in Sweden and other European countries. The main purpose of the present study was to explore how a sample of grade 9 pupils perceived their first encounter with national tests in science, mainly in terms of perceived importance of the test, reported invested effort, and feelings of test anxiety, and how these aspects were related to test performance. Results show that a majority of the pupils seemed to perceive the test as rather important and claimed that they spent effort on the test. There was, however, also a fair group of students who did not perceive the test as very important. Ratings of perceived importance and invested effort and motivation were positively related to performance, particularly for the boys. Many students also reported that they felt anxious before and during the test, but the relationship between test anxiety and test performance was rather weak. Findings illuminate how pupils may perceive and behave in the assessment situation, and point to the need of further studies investigating the psychology of test-taking.
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| 13. |
- Johansson, Stefan, 1980, et al.
(författare)
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A modeling approach to identify academically resilient students: evidence from PIRLS 2016
- 2024
-
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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| 14. |
- Jungert, Tomas, et al.
(författare)
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Systemizing and the gender gap : examining academic achievement and perseverance in STEM
- 2019
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Ingår i: European Journal of Psychology of Education. - : Springer Science and Business Media LLC. - 0256-2928 .- 1878-5174. ; 34:2, s. 479-500
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Tidskriftsartikel (refereegranskat)abstract
- For years, a popular explanation for women choosing to abandon studies in science, technology, engineering, and mathematics (STEM) has been their lack of aptitude. This study challenged that notion by integrating theories of cognitive style, academic emotion, self-efficacy, and motivation to explain students’ academic achievement and perseverance in STEM when transitioning to college. A sample of 1597 high school and junior college students participated. Exploratory and confirmatory factor analyses were first conducted to validate a reduced version of the cognitive style questionnaire. Structural equation modeling revealed that the cognitive style known as systemizing indirectly predicted STEM achievement and persistence by way of intrinsic motivation, learning anxiety, and self-efficacy, providing a new perspective for re-examining the gender gap in STEM.
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| 15. |
- Klapp, Alli, 1968
(författare)
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Does academic and social self-concept and motivation explain the effect of grading on students’ achievement?
- 2018
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Ingår i: European Journal of Psychology of Education. - : Springer Science and Business Media LLC. - 0256-2928 .- 1878-5174. ; 33:2, s. 355-376
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of the study was to investigate if academic and social selfconcept and motivation to improve in academic school subjects mediated the negative effect of summative assessment (grades) for low-ability students’ achievement in compulsory school. In two previous studies, summative assessment (grading) was found to have a differentiating effect on students’ subsequent achievement in school (Klapp et al. 2014; Klapp 2015). Differences between subgroups of students (cognitive ability, gender, and socioeconomic status) were controlled for in the analyses. Data was retrieved from the Evaluation Through Follow-up (ETF) longitudinal project containing register and questionnaire data on a large national representative sample of Swedish compulsory school students (N = 8558). Due to a unique natural circumstance, municipalities in Sweden could decide whether or not to grade their students in sixth grade which made it possible to apply a quasi-experimental design. In the sample, 50% of the students were graded in sixth grade while all students were graded in seventh grade. Confirmatory factor analysis (CFA) and structural equation modeling (SEM) have been estimated. The results show that the negative effect of summative assessment (grading) for low-ability students on their subsequent achievement is fully mediated by academic self-concept in mathematics and Swedish, and motivation to improve in academic school subjects.
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| 16. |
- Klapp, Alli, et al.
(författare)
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Scaffolding or simplifying : students’ perception of support in Swedish compulsory school
- 2021
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Ingår i: European Journal of Psychology of Education. - 0256-2928 .- 1878-5174. ; 36:4, s. 1055-1074
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Tidskriftsartikel (refereegranskat)abstract
- National goals and performance standards were introduced in Sweden during the 1990sas part of a curriculum reform. The intention was to detect shortcomings among studentsand provide support to those students who did not reach the passing grade in one (orseveral) subject/s. Despite this reform, approximately one-fourth of the students do notattain a passing grade in all subjects. This study therefore investigates the supportprovided to low-achieving students in Swedish compulsory school. A questionnairefocusing on support in science studies was distributed to students in grade 9 (N =1731), and data was analyzed with confirmatory factor analysis and structural equationmodeling. Findings show that low-achieving students perceive that they primarily receive“simplifying support,” which involves the lowering of expectations and limiting ofstudents’ opportunities to learn. “Scaffolding support,” which involves changes to practicesand holding the same standards for all students, seems to be mainly provided toboys, regardless of achievement level.
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| 17. |
- Klapp, Alli, 1968, et al.
(författare)
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Scaffolding or simplifying : students’ perception of support in Swedish compulsory school
- 2021
-
Ingår i: European Journal of Psychology of Education. - : Springer Netherlands. - 0256-2928 .- 1878-5174. ; 36:4, s. 1055-1074
-
Tidskriftsartikel (refereegranskat)abstract
- National goals and performance standards were introduced in Sweden during the 1990sas part of a curriculum reform. The intention was to detect shortcomings among studentsand provide support to those students who did not reach the passing grade in one (orseveral) subject/s. Despite this reform, approximately one-fourth of the students do notattain a passing grade in all subjects. This study therefore investigates the supportprovided to low-achieving students in Swedish compulsory school. A questionnairefocusing on support in science studies was distributed to students in grade 9 (N =1731), and data was analyzed with confirmatory factor analysis and structural equationmodeling. Findings show that low-achieving students perceive that they primarily receive“simplifying support,” which involves the lowering of expectations and limiting ofstudents’ opportunities to learn. “Scaffolding support,” which involves changes to practicesand holding the same standards for all students, seems to be mainly provided toboys, regardless of achievement level.
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| 18. |
- Klapp, Thea, 1993, et al.
(författare)
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Relations between students' well-being and academic achievement: evidence from Swedish compulsory school
- 2024
-
Ingår i: European Journal of Psychology of Education. - : Springer Science and Business Media LLC. - 0256-2928 .- 1878-5174. ; 39:1, s. 275-296
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Tidskriftsartikel (refereegranskat)abstract
- The study aimed to investigate students' psychological, cognitive, and social well-being in 6th Grade and the relations to academic achievement in compulsory school, as measured by grades in 9th Grade. Due to reports from Swedish authorities and research, students' self-reported well-being has decreased during the last decade. Data from the Swedish longitudinal project Evaluation Through Follow-up was analyzed with confirmatory factor analysis and structural equation modelling. By using data from two birth cohorts (1998: N = 7 684 and 2004: N = 9 437), differences in well-being across the two cohorts could be investigated. Cognitive ability, parental education, and gender were also accounted for. Statistically significant cohort and gender differences were found, where cohort 2004 was disadvantaged in all three well-being dimensions, and girls were disadvantaged in psychological and social well-being. Psychological well-being was negatively related to academic achievement, indicating that students who experienced more school-related stress performed higher than students who experienced less stress. Cognitive well-being was positively related to academic achievement. Possible causes of the decrease in well-being may be changes in the educational and assessment system, which meant that cohort 2004 went through compulsory school with a stronger focus on results and grades than earlier cohorts.
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| 19. |
- Krstić, Ksenija, et al.
(författare)
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All good readers are the same, but every low-skilled reader is different : an eye-tracking study using PISA data
- 2018
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Ingår i: European Journal of Psychology of Education. - : Springer Science and Business Media LLC. - 0256-2928 .- 1878-5174. ; 33:3, s. 521-541
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Tidskriftsartikel (refereegranskat)abstract
- PISA results show that a considerable number of 15-year-old pupils after 8 to 10 years of schooling have a low level of functional reading literacy, as defined in the PISA framework. While PISA results help identify the level of reading competency, they do not reveal what might be the reasons why some students fail to solve the tasks. One way to explore the difficulties students encounter while solving PISA reading tasks is to track their eye movements during reading. The main aim of this study was to explore the similarities and differences in eye movement patterns between students with high and low scores on PISA reading tasks. A sample of 92 students took part in the pre-test, which was based on PISA items, and administered to identify groups of students with high and low PISA reading scores. Based on student pre-test results, 20 students were selected for the main, eye-tracking test—10 participants with low scores and 10 with high scores. The eye-tracking test consisted of four different released PISA reading tasks, three of them continuous and one non-continuous. The continuous items were followed by one multiple-choice question each at L1, L2, and L3 levels of difficulty. The non-continuous text was followed by three multiple-choice questions (also L1–L3). Three main findings were the following: regarding saccadic amplitudes, the reading was found to be less fluent for the low-skilled group; according to the heat maps, they had difficulty finding the relevant material; and taking into account standard deviations of eye-tracking measures, the variability was found to be larger in this group. Taken together, the findings of this study show that the PISA results differentiating low- and high-scoring groups go hand in hand with insights from more fine-grained eye-tracking measurements.
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| 20. |
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| 21. |
- Longobardi, Claudio, et al.
(författare)
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The links between students’ relationships with teachers, likeability among peers, and bullying victimization : the intervening role of teacher responsiveness
- 2022
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Ingår i: European Journal of Psychology of Education. - : Springer Science and Business Media LLC. - 0256-2928 .- 1878-5174. ; 37:2, s. 489-506
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Tidskriftsartikel (refereegranskat)abstract
- Highly responsive teachers tend to foster behaviors that are low in conflict and high in prosociality, among their students, leading to a positive classroom climate and to a decrease in bullying victimization. However, little is known about the interaction between teacher responsiveness and both student–teacher, and student–student relationship characteristics, in influencing students’ bullying victimization at school. Here, we examined student–teacher relationship quality and students’ likeability among peers as predictors of in-school victimization. Additionally, we investigated the moderating role of teacher responsiveness over this link. Study sample consisted of 386 early-adolescent students (55.2% female, mean age [SD] = 12.17 [0.73]) and 19 main teachers (females, n = 14). Findings indicated that students’ exposure to victimization was positively associated with student–teacher conflict and negatively associated with likeability among classroom peers. Teacher responsiveness did not show a significant direct association with bullying victimization. However, when teachers showed high responsiveness, the strength of the association between student–teacher conflict and students’ likelihood of bullying victimization was slightly increased. The present study highlights the importance of considering the role of teacher responsiveness when modeling the link between student and teacher relationship quality and in school bullying victimization.
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| 22. |
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| 23. |
- Nordström, Thomas, 1977-, et al.
(författare)
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Early word decoding ability as a longitudinal predictor of academic performance
- 2016
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Ingår i: European Journal of Psychology of Education. - : Springer Science and Business Media LLC. - 0256-2928 .- 1878-5174. ; 31:2, s. 175-191
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Tidskriftsartikel (refereegranskat)abstract
- This study, using a longitudinal design with a cohort of young readers, investigates if children's early word decoding ability in Second Grade can predict later academic performance. In an effort to estimate the unique effect of early word decoding (GradeTwo) with academic performance (Grade Nine) gender and non-verbal cognitive ability were accounted for in hierarchical regression models. Results show that even after controlling for these factors word decoding successfully predicted marks in subjects as well as attendance in advanced courses and language classes. The authors conclude that children's early ability to decode words could be an important factor for predicting performance in school and, thus, stress the importance for schools to investigate children's early word decoding ability.
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| 24. |
- 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
-
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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| 25. |
- Selvik, Sabreen, et al.
(författare)
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Children with multiple stays at refuges for abused women and their experiences of teacher recognition
- 2017
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Ingår i: European Journal of Psychology of Education. - : Springer Science and Business Media LLC. - 0256-2928 .- 1878-5174. ; 32:3, s. 463-481
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Tidskriftsartikel (refereegranskat)abstract
- Numerous children around the world are forced to make multiple moves with their mothers in and out of refuges for abused women. Each time, they experience a sudden upheaval of their familiar environment. For these children, domestic violence and flight from violence is not an isolated event but part of their upbringing. Few statistics and little research exist on their living conditions and experiences. This article adopts the children’s perspective, examining the ways their teachers recognize their situation and offer them support. Experiences were collected in qualitative interviews with 20 children of ages 6–16 residing at Norwegian refuges. The choice of “mutual recognition” (Schibbye 2009) as a theoretical framework was inductively generated from the data. The constructivist grounded theory coding system was implemented as a data analysis method (Charmaz 2014). The analysis produced five different forms of teacher recognition—formal, practical, third-party, forced, and coincidental—through which teachers offered children various forms of support.
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| 26. |
- Siebecke, Deborah Elin, 1994
(författare)
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Does social well-being predict academic resilience and achievement? Analysis of Swedish PISA 2018 data
- 2023
-
Ingår i: European Journal of Psychology of Education. - 0256-2928 .- 1878-5174.
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Tidskriftsartikel (refereegranskat)abstract
- In recent years, Sweden has been struggling with issues of educational inequity as the influence of students' socioeconomic status on their academic achievements has amplified. Nonetheless, academically resilient students who demonstrate high achievement despite socioeconomic disadvantages offer hope for a more equitable future. Previous research has primarily focused on the relationship between well-being and academic achievement, with less emphasis on the connection between academic resilience and well-being. Thus, this study investigates the extent to which students’ well-being predicts their academic achievement and resilience, with a special focus on the social well-being of socioeconomically disadvantaged students. Using the Swedish PISA 2018 dataset and structural equation modeling technique, the measurement properties of social well-being were first tested, and its dimensions were then related to students' academic resilience and achievement. The findings reveal that student-reported teacher support positively predicts their academic resilience and achievement, whereas exposure to bullying is detrimental to their academic achievement.
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| 27. |
- Silseth, Kenneth, et al.
(författare)
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Teachers’ enactment of policy in classrooms: making students accountable through inscriptions from the curriculum in classroom interactions
- 2022
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Ingår i: European Journal of Psychology of Education. - : Springer Science and Business Media LLC. - 0256-2928 .- 1878-5174.
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to examine the complex relationships between educational policy and classroom practice. By employing a sociocultural perspective, we examine formulations inscribed in socio-material artifacts about what students should learn and how they should engage with knowledge. We explore how these formulations are mobilized in instructional work and the implications this activity has for student participation. To address this issue, we analyzed video data of how teachers invoke competence aims from the national curriculum in their instructional work in six classrooms. The analytical procedures were derived from interaction analysis. The analysis focuses on how such formulations explicitly mediate social interaction as it unfolds on a micro level. The findings show that competence aims gain different functions as they are mobilized in classroom practice; in other words, they serve different purposes in teachers’ instructional work and anticipate different modes of student participation. In this study, the competence aims were (a) invoked as a source of authority, (b) translated into instructions, and (c) mobilized to obtain social order in the classroom. More rarely, the competence aims were used in meta-level discussions, where they functioned to reach agreements on how to pursue work toward joint goals. We discuss the implications of these ways of invoking competence aims for student participation.
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| 28. |
- Stenlund, Tova, et al.
(författare)
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The successful test taker : exploring test-taking behavior profiles through cluster analysis
- 2018
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Ingår i: European Journal of Psychology of Education. - : Springer. - 0256-2928 .- 1878-5174. ; 33:2, s. 403-417
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Tidskriftsartikel (refereegranskat)abstract
- To be successful in a high-stakes testing situation is desirable for any test taker. It has been found that, beside content knowledge, test-taking behavior, such as risktaking strategies, motivation, and test anxiety, is important for test performance. The purposes of the present study were to identify and group test takers with similar patterns of test-taking behavior and to explore how these groups differ in terms of background characteristics and test performance in a high-stakes achievement test context. A sample of the Swedish Scholastic Assessment Test test takers (N = 1891) completed a questionnaire measuring their motivation, test anxiety, and risk-taking behavior during the test, as well as background characteristics. A two-step cluster analysis revealed three clusters of test takers with significantly different test-taking behavior profiles: a moderate (n = 741), a calm risk taker (n = 637), and a test anxious risk averse (n = 513) profile. Group difference analyses showed that the calm risk taker profile (i.e., a high degree of risktaking together with relatively low levels of test anxiety and motivation during the test) was the most successful profile from a test performance perspective, while the test anxious risk averse profile (i.e., a low degree of risk-taking together with high levels of test anxiety and motivation) was the least successful. Informing prospective test takers about these insights can potentially lead to more valid interpretations and inferences based on the test scores.
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| 29. |
- Säljö, Roger, 1948, et al.
(författare)
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Promoting teaching, learning and informed decision-making through the lenses of international large-scale assessment: looking beyond numbers
- 2018
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Ingår i: European Journal of Psychology of Education. - : Springer Science and Business Media LLC. - 0256-2928 .- 1878-5174. ; 33:3, s. 419-426
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Tidskriftsartikel (refereegranskat)abstract
- Public discussion on the quality of education in different corners of the world very much relies on the data provided by the international large-scale assessment (ILSA) studies. While aware of different methodological keystones and technicalities embedded in these, the idea behind this special issue is to contribute to the understanding of how students solve ILSA items and the kinds of literacy skills they rely on. A shared element of reported studies is that they seek to document and analyse test-taking as a concrete practice using different theoretical and methodological perspectives. We find such scrutiny to be important and significant at this point in time as it offers some new lenses through which ILSA items could be inspected and further discussed.
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| 30. |
- Säljö, Roger, et al.
(författare)
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The Forrnal Setting as Contextfor Cognitive Activities : An Ernpirical Study of Arithmetic Operations under Conflicting Premisses for Comrnunication
- 1987
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Ingår i: European Journal of Psychology of Education. - : Springer Netherlands. - 0256-2928 .- 1878-5174. ; 2:3, s. 233-245
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Tidskriftsartikel (refereegranskat)abstract
- The general concern of the present article is to contribute to an understanding of the contextual determination of cognitive activities. More specifically, the focus of the empirical research reported has been to study how pupils define and deal with cognitive tasks in situations that are recognised as pedagogical in character. Within the context of their everyday mathematics teaching, 206 twelve year old primary school pupils were given work sheets containing elementary arithmetic problems. The experimental treatment consisted of introducing (through headings and instructions) pedagogical definitions of problems that were in conflict with the nature of the problems themselves. The results indicate that the predefinitions of cognitive activities typical of educational contexts have a strong impact on the way problems are dealt with. Clear differences could be discerned between groups at different achievement levels in the extent to which the cues present in pedagogical contexts were used in defining the problem. A crucial aspect of what are conventionally conceived as differences in mathematical ability seems, judging from the present results, to have more to do with the capacity to decipher ambiguous communicative situations than with the mastery of a mathematical algorithm per se.
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| 31. |
- Veraksa, N. E., et al.
(författare)
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Exploring the development of executive functions in children in a digital world
- 2022
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Ingår i: European Journal of Psychology of Education. - : Springer Science and Business Media LLC. - 0256-2928 .- 1878-5174. ; 37, s. 1035-1050
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Tidskriftsartikel (refereegranskat)abstract
- Children in many parts of the world spend increasing time using digital devices (tablets, mobile phones etc.). In the present study, the developmental consequences of interacting with and through such devices are explored from a cultural–historical perspective with a focus on the development of executive functions. What makes digital devices interesting from a cultural–historical perspective is that they are both physical tools and cognitive/psychological means. In the article, an empirical study is reported of the relationships between the frequency of using digital devices and the kinds of activities that preschool children report engaging in when using them, on the one hand, and, on the other hand, the level of executive functions development. The results show that there are clear empirical relationships between the kinds of activities children engage in and their performance on executive functions tests. Frequency of use, the nature of the interaction, and adult presence seem to be factors that co-determine how children use such artifacts, and these patterns, in turn, are related to the level of executive functions development.
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| 32. |
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| 33. |
- Winberg, Mikael T., 1963-, et al.
(författare)
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Relationships between epistemic beliefs and achievement goals : developmental trends over grades 5–11
- 2019
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Ingår i: European Journal of Psychology of Education. - : Springer. - 0256-2928 .- 1878-5174. ; 34:2, s. 295-315
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Tidskriftsartikel (refereegranskat)abstract
- Examining how students' epistemic beliefs (EB) influence their cognition is central to EB research. Recently, the relation between students' EB and their motivation has gained attention. In the present study, we investigate the development of the relationship between students' EB and their achievement goals (AG) over grades 5–11. Previous studies on this topic are limited, in both number and range, and have produced inconsistent results. We performed a cross-sectional study, ranging over grades 5–11, and a 3-year longitudinal study (n = 1230 and 323, respectively). Data on students' EB and AG were collected via questionnaires. Confirmatory factor analysis (CFA) supported a two-factor goal model (Mastery and Performance goals) and a structure of students' EB comprising Certainty, Source, Development, and Justification. For each grade, students' CFA scores on the respective goals were regressed on their scores on the EB dimensions by orthogonal projection to latent structures analysis. Although results indicated a weak relation between students' EB and AG, trends in the cross-sectional data were largely replicated in the longitudinal study. Though naïve EB were in general associated with performance goals and sophisticated EB with mastery goals, the transition to upper secondary school was associated with changes in the relationship between students' EB and AG. We discuss how the commonly used formulations of EB items may affect their ability to measure the naïve-sophisticated continuum, in turn affecting the predictive roles of EB dimensions.
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| 34. |
- Winberg, Mikael T., 1963-, et al.
(författare)
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Stimulating positive emotional experiences in mathematics learning : influence of situational and personal factors
- 2014
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Ingår i: European Journal of Psychology of Education. - : Springer. - 0256-2928 .- 1878-5174. ; 29:4, s. 673-691
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Tidskriftsartikel (refereegranskat)abstract
- The study aims to assess the relative importance of a large number of variables for predicting students’ positive-activating emotions during mathematics learning. Participants were 668 first-year upper secondary school students from 33 schools of different sizes and locations. Two questionnaires were distributed, one assessing students’ perceptions and beliefs about their learning situation in mathematics in general, and the other assessing the characteristics of a particular mathematics lesson and the students’ emotional experiences during this lesson. Single-construct and multivariate models for predicting students’ emotions were computed. The results show that the multivariate models were the most efficient, predicting as much as 59 % of the variance in students’ emotional experiences. The two most important constructs were students’ type of motivation and perceived degree of learning, which together predicted 48 % of the students’ emotions. Single-construct models predicted, at most, 36 %. The relative and absolute predictive ability of different motivational constructs are reported. The relationships between constructs and their implications for teaching are discussed.
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| 35. |
- Wistedt, Inger, 1943-
(författare)
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Everyday Common Sence and School Mathematics
- 1994
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Ingår i: European Journal of Psychology of Education. - Great Britain. - 0256-2928 .- 1878-5174. ; IX:1, s. 139-147
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Tidskriftsartikel (refereegranskat)abstract
- Two factors which complicate the creation of links between common sense and mathematics are discussed: one that deals with the problem of using everyday life experience as a basis for abstracting mathematical ideas, and one which concerns the pupils abilities to interpret an assigned task in a mathematically relevant way
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| 36. |
- 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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| 37. |
- Öhrstedt, Maria, et al.
(författare)
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Students' adoption of course-specific approaches to learning in two parallel courses
- 2016
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Ingår i: European Journal of Psychology of Education. - : Springer Science and Business Media LLC. - 0256-2928 .- 1878-5174. ; 31:2, s. 209-223
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Tidskriftsartikel (refereegranskat)abstract
- Research on students' adoption of course-specific approaches to learning in parallel courses is limited and inconsistent. This study investigated second-semester psychology students' levels of deep, surface and strategic approaches in two courses running in parallel within a real-life university setting. The results showed significant differences in course-specific adoption regardless of approach. However, the strategic approach seemed more stable. Sub-groups of students exhibited substantial variation: more than half of the students adopted similar approaches in both courses while large minorities showed great variability. Students scoring low on the surface approach, high on the deep approach or high on the strategic approach to learning were flexible in adopting different parallel approaches. However, students scoring high on the surface approach, low on the deep approach or low on the strategic approach seemed stable across contexts. This suggests that even smaller variations in teaching and learning environments can influence students' approaches to learning.
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