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  • 51.
    Korhonen, Johan
    et al.
    Åbo akademi, Vasa, Finland.
    Nyroos, Mikaela
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Science and Technology, Umeå Marine Sciences Centre (UMF).
    Jonsson, Bert
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    The role of cognitive-affective factors in underachievement2013Conference paper (Refereed)
  • 52.
    Michaelides, Michalis P
    et al.
    University of Cyprus, Cyprus.
    Brown, Gavin T L
    University of Auckland, New Zealand.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Papanastasiou, Elena C
    University of Nicosia, Cyprus.
    Motivational profiles in TIMSS mathematics: exploring student clusters across countries and time2019Book (Refereed)
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  • 53.
    Michaelides, Michalis P
    et al.
    University of Cyprus.
    Papanastasiou, Elena C
    University of Nicosia.
    Brown, Gavin T L
    Universit of Auckland, New Zealand.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Ivanova, Militsa
    University of Cyprus.
    Markitsis, A
    University of Cyprus.
    Meaningful Clusters of Eighth Grade Students in 2015 TIMSS Mathematics Using Motivation Variables2019Conference paper (Other academic)
  • 54.
    Nyroos, Mikaela
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Jonsson, Bert
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Korhonen, Johan
    Åbo Akademi, Vaasa.
    Wiklund-Hörnqvist, Carola
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Kognitiva implikationer för matematiklärande hos yngre elever2015In: Resultatdialog 2015 / [ed] Vetenskapsrådet, Stockholm: Vetenskapsrådet , 2015, p. 160-171Chapter in book (Refereed)
    Abstract [sv]

    Vårt projekt visar att kognition och emotion har stor betydelse for åk 3 elevers matematikprestation. Det var 13 gånger högre risk att prestera lågt i matematik för elever identifierade med en risk-kognitiv profil. Det fanns inget samband mellan kronologisk ålder och matematikprestation. Låg arbetsminneskapacitet i samverkan med hög provångest bidrog negativt till matematikprestation. Skolklass bidrog till skillnader i elevers rapporterade provångest.

    Q1) Provångest och arbetsminne predicerade enskilt elevs matematikprestation; hög provångest respektive låg arbetsminneskapacitet bidrog till låg matematikprestation, och låg provångest respektive god arbetsminneskapacitet bidrog till god matematikprestation. Därtill fanns en samverkanseffekt vilken var ogynnsam för elever med låg arbetsminneskapacitet, jämfört med elever med medel och hög arbetsminneskapacitet.

    Q2) Elever identifierade med en risk-kognitiv profil hade 13 gånger högre risk att prestera lågt i matematik. Elever som presterade lågt i matematik hade dock inte uteslutande en risk-kognitiv profil. Likaväl fanns andra profiler än den stödjande-kognitiva profilen i gruppen med bra matematikprestation. Lika lovande som att 75 % av elever med en risk-profil inte presterade lågt i matematik, lika nedslående är det att endast 16 % av elever med en stödjande-kognitiv profil presterade bra i matematik.

    Q3) Grad av matematikprestation ar en funktion av arbetsminneskapacitet, men olika subkomponenter i arbetsminnet karaktariserar olika nivaer av matematikprestation. Lågpresterande elever påvisade framförallt betydande sämre visuospatial förmåga (bearbeta visuell och spatial information), medan god fonologisk förmåga (auditivt material) var karaktaristiskt för den högpresterande elevgruppen. I ett didaktiskt perspektiv pekar dessa resultat på vikten av anpassade pedagogiska insatser i relation till kognitiva förmågor.

    Q4) Skolklass har en betydande inverkan på elevers skattade provångest. För skolklasser med ett högt medelvärde på provångest verkade självregleringsförmåga ytterligare bidra till rapporterad provångest.

    Q5) Resultatet visar inte på någon relativ ålderseffekt och modereras inte heller av arbetsminneskapacitet. Resultatet tyder på att biologisk mognad i termer av arbetsminnet är viktigare än relativa åldereffekter.

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  • 55.
    Nyroos, Mikaela
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Medicine, Department of Public Health and Clinical Medicine.
    Jonsson, Bert
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Korhonen, Johan
    The department of Special Education, Åbo Akademy University Vaasa, Finland.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Children’s mathematical achievement and its relation to working memory, test anxiety, self-regulation: a person-centered approach2015In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 6, no 1, p. 73-97Article in journal (Refereed)
    Abstract [en]

    Meeting the challenges of teaching for all individuals requires a multifaceted approach, especially from the Swedish standpoint of inclusive education for all pupils. In the context of applied standards for receiving special educational provision, the present paper strives to shed light on the scope of novel indicators, which can accommodate pupils’ different needs.  Founded upon 3 hitherto established robust psycho-educational concepts – working memory, test anxiety and self-regulation – all of which are important for educational, social, emotional and behavioural development, the present study examined those concepts in terms of profiles and their relations to mathematical achievement. 624 children between the ages of 8 and 10 completed a battery of tests, assessing working memory, test anxiety, self-regulation, and mathematical achievement. Person-centred analyses reiterated the negative academic outcomes associated with the aforementioned variables but also revealed individual variations that warrant attention. Furthermore pupils labelled with an ‘At-risk’ profile were more likely to achieve low Math scores, compared to pupils with an ‘In-vigour’ profile. Implication for special educational provision is discussed, and practical suggestions provided.

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  • 56.
    Nyroos, Mikaela
    et al.
    Umeå University, Faculty of Social Sciences, Department of Psychology. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Korhonen, Johan
    Åbo akademi, Vasa, Finland.
    Jonsson, Bert
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    The role of cognitive-affective factors in underachievement2013Conference paper (Refereed)
    Abstract [en]

    There is converging evidence on the strong relationship between working memory capacity and mathematical performance. Test anxiety is a potential moderating factor involved in the relationship between working memory and academic performance. Based on Eysenck and Calvo’s (1992) Processing Efficiency Theory the present study investigated whether associations between working memory and educational achievement in mathematics were moderated by test anxiety. 624 children aged 9-10 years completed verbal, spatial, and complex working memory tasks. Test anxiety was measured using the Children’s Test Anxiety Scale (Wren & Benson, 2004). Mathematical performance was assessed using the Swedish national test in mathematics.

  • 57. Oskarsson, Magnus
    et al.
    Kjaernsli, Marit
    Sörensen, Helene
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Nordic students’ interest and self-belief in science2018In: Northern Lights on TIMSS and PISA 2018 / [ed] Nordic council of Ministers, Copenhagen: The Nordic Council of Ministers , 2018, p. 95-122Chapter in book (Refereed)
  • 58.
    Papanastasiou, Elena C.
    et al.
    University of Nicosia.
    Brown, Gavin T.L.
    University of Auckland, New Zealand.
    Eklöf, Hanna Katarina
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Ivanova, Militsa
    University of Cyprus.
    Markitsis, Athanasios
    University of Cyprus.
    Michaelides, Michalis P.
    University of Cyprus.
    Motivational and Affective Profiles in TIMSS Mathematics: A comparison between Norway, the United States, and Singapore2019In: AERA Online Paper Repository: 2019 Annual Meeting Paper, 2019Conference paper (Refereed)
    Abstract [en]

    Instead of focusing on variables, this study examines clustering patterns of test-takers according to motivational and affective factors in the TIMSS 2015 data. Cluster analysis is used to identify meaningful motivational profiles of fourth-grade students and used to compare patterns in Norway, USA, and Singapore. Consistently low- and high-scoring persons had lower and higher achievement respectively. However, the cluster with the second highest level of achievement had inconsistent motivational profiles across countries, with considerable success despite low engagement in Norway and Singapore. This suggests that interesting interactions exist between culture and affect/motivation for achievement.

  • 59.
    Reis Costa, Denise
    et al.
    Oslo University.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Test-taking motivation in international surveys: An IRT approach2018In: IMPS 2018: Abstracts – Talks, 2018Conference paper (Refereed)
    Abstract [en]

    In this work we propose an IRT approach to model the self‐reported test-taking motivation in PISA and TIMSS Advanced studies. Both assessments are used to evaluate educational quality and student proficiency in an international context. Using six items included in the student's questionnaire as a national option in the Swedish context, we created an IRT motivation scale for each assessment. For the PISA, we evaluated changes in test‐taking motivation between 2012 and 2015, whereas the 2008 and 2015 cycles were used for the TIMSS Advanced. Both scales were created using a unidimensional Generalized Partial Credit model. Differential item functioning analysis was also incorporated into the analysis, due to a clear difference on the self‐reported motivation over the time.

  • 60.
    Stenlund, Tova
    et al.
    Umeå University, Faculty of Social Sciences, Department of Psychology. Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Lyrén, Per-Erik
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Group Differences in Test-Taking Behaviour: An example from a High-Stakes Testing Program2017In: Assessment in education: Principles, Policy & Practice, ISSN 0969-594X, E-ISSN 1465-329X, Vol. 24, no 1, p. 4-20Article in journal (Refereed)
    Abstract [en]

    This study investigated whether different groups of test-takers vary in their reported test-taking behaviour in a high-stakes test situation. A between-group design (N = 1129) was used to examine whether high and low achievers, as well as females and males, differ in their use of test-taking strategies, and in level of reported test anxiety and motivation. The results showed differences between high and low achievers on a number of test-taking strategies, where high achievers reported using successful strategies to a higher extent. There were also gender differences: females, for example, reported using random guessing to a higher extent than males. Further, low achievers, especially females, reported significantly higher levels of test anxiety than high achievers, and high achievers reported slightly higher levels of motivation when compared to low achievers. To conclude, test-taking behaviour might bring additional variance to test scores, whether or not this is irrelevant variance is discussed.

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  • 61.
    Stenlund, Tova
    et al.
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Lyrén, Per-Erik
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    The successful test taker: exploring test-taking behavior profiles through cluster analysis2018In: European Journal of Psychology of Education, ISSN 0256-2928, E-ISSN 1878-5174, Vol. 33, no 2, p. 403-417Article in journal (Refereed)
    Abstract [en]

    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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  • 62.
    Sundin, Eva
    et al.
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Wiberg, Britt
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Change and stability of attachment from childhood to early adulthood2002Report (Other academic)
    Abstract [en]

    The main objective of this study was to examine continuity and change inattachment classification from childhood to early adulthood. The relationsbetween childhood attachment, stressful life events, and young adultattachment were examined based on data from observations of thirty-fourSwedish middle-class 3 years old children who were invited to a play sessiontogether with their mothers. At 23 years, the same participants wereinterviewed with an attachment interview and they also filled out Paykel’s LifeEvent Scale. Results showed that the stability of secure and insecure attachment classification was 74 %. Classification of childhood attachment (secure versus insecure) together with stressful life events before 18 years were strong predictors of adult attachment. In conclusion, the present study supports the relevance of childhood experience to development later in life.

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  • 63.
    Wiklund-Hörnqvist, Carola
    et al.
    Umeå University, Faculty of Social Sciences, Department of Psychology. Umeå University, Faculty of Medicine, Umeå Centre for Functional Brain Imaging (UFBI).
    Jonsson, Bert
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Korhonen, Johan
    Faculty of Education and Welfare Studies, Åbo Akademi University, Vaasa, Finland.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Nyroos, Mikaela
    Umeå University, Faculty of Social Sciences, Department of Education.
    Untangling the Contribution of the Subcomponents of Working Memory to Mathematical Proficiency as Measured by the National Tests: A Study among Swedish Third Graders2016In: Frontiers in Psychology, ISSN 1664-1078, E-ISSN 1664-1078, Vol. 7, article id 1062Article in journal (Refereed)
    Abstract [en]

    The aim with the present study was to examine the relationship between the subcomponents in working memory (WM) and mathematical performance, as measured by the National tests in a sample of 597 Swedish third-grade pupils. In line with compelling evidence of other studies, individual differences in WM capacity significantly predicted mathematical performance. Dividing the sample into four groups, based on their mathematical performance, revealed that mathematical ability can be conceptualized in terms of different WM profiles. Pupils categorized as High-math performers particularly differed from the other three groups in having a significant higher phonological ability. In contrast, pupils categorized as Low-math performers were particularly characterized by having a significant lower visuo-spatial ability. Findings suggest that it is important for educators to recognize and acknowledge individual differences in WM to support mathematical achievement at an individual level.

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  • 64.
    Wikström, Christina
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Educational assessment in digital environments: insights from different assessment contexts2019In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 10, no 1, p. 1-3Article in journal (Refereed)
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  • 65.
    Åström, Maria
    et al.
    Umeå University, Faculty of Social Sciences, Department of Educational Measurement.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Elevers syn på nationella prov: Resultat från elevenkät vid genomförandet av nationella ämnesprov i biologi, fysik och kemi i grundskolans årskurs 9 våren 20092010Report (Other academic)
    Abstract [en]

    In 2009, national tests in biology, chemistry and physics were administered for the first time to Grade 9 pupils in Swedish compulsory school. This report presents descriptive results from a questionnaire that was administered to a sample of students taking these national tests. The main purpose of the questionnaire study was to investigate how these tests were perceived by the pupils: how they experienced the test and the test situation, whether they found the test important and whether they felt motivated to do their best on the test. The questionnaire also contained items asking for pupil attitudes towards the subject tested, as well as items asking for how pupils work with the respective subjects in the classroom. Results show that pupils in general seemed positive towards the national test although many pupils found the national test different from tests they usually have in school. A majority of the pupils further reported that they perceived the test as an important test and that they were rather motivated to do their best on the test. Still, a fair amount of pupils reported that they could have tried harder on the test. The students also reported rather positive attitudes towards the subjects tested, particularly Biology seems well liked by the students. The chemistry subject, however, seem less well-liked than the other subjects and the pupils taking the chemistry test to a higher degree reported that the test did not feel important, that test items were difficult to understand, and that the test items were different from their regular test. Pupils also report that they do not have chemistry tests very frequently, but this is true also for Biology and Physics. Last, the ways the pupils report that they work with the subjects on a daily basis are in agreement with reports obtained from international comparative studies in these subjects.

  • 66.
    Åström, Maria
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Elevers syn på nationella prov: Resultat från elevenkät vid genomförandet av nationella ämnesprov i biologi, fysik och kemi i grundskolans årskurs 9 våren 20102011Report (Other academic)
    Abstract [en]

    The aim of this study was to describe how a sample of Grade 9 pupils experienced the first high-stakes national tests in the science subjects that were administered in Swedish schools in 2010. A sample of students completed a questionnaire which asked for test perceptions in terms of perceived importance, motivation, effort and anxiety. The questionnaire also contained items asking for how the pupils prepared for the test, how often they have tests in school and if they are familiar with the learning targets. A corresponding questionnaire was used in the national test context in 2009 and where applicable, results are compared.

    The results show that, in general, the pupils perceived the national test as difficult but important. A majority of the pupils further reported that they were motivated to do their best on the test and that they invested a fair amount of effort when completing test items. However, many pupils also reported test anxiety. Almost all pupils report having enough time to complete the test, and approximately half of the sampled students reported that items in the national test were easy to understand and fairly interesting, however not similar to the questions they usually have in school tests. The students at the national test in 2010 perceived the test more important and reported a higher level of motivation and effort –and test anxiety - than the students taking the national test in 2009. The stakes of the test also was higher in 2010. In their answers to a free response questionnaire item, many pupils commented on that the test was difficult, many pupils also perceived the test as “different”. A fair amount of pupils also reported that they found the test “fun”. Even if the pupils perceived the test as important, as the result had consequences, a fair number of pupils found national tests in the science subject unnecessary. Pupils taking the chemistry test were a bit more skeptical than pupils taking the physics test or the biology test but overall, the differences between the subjects were small.

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12 51 - 66 of 66
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