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Johansson, S., Yang Hansen, K. & Thorsen, C. (2023). A modeling approach to identify academically resilient students: evidence from PIRLS 2016. European Journal of Psychology of Education
Öppna denna publikation i ny flik eller fönster >>A modeling approach to identify academically resilient students: evidence from PIRLS 2016
2023 (Engelska)Ingår i: European Journal of Psychology of Education, ISSN 0256-2928, E-ISSN 1878-5174, s. -20Artikel i tidskrift (Refereegranskat) Epub ahead of print
Abstract [en]

In studies of academic resilience, the concept is typically operationalized by pre-defned cutof values of students’ achievement level and their social background. A threat to the validity of such arbitrary operationalizations is that students around the cut of values may be misclassifed. 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 profle 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.

Nyckelord
Academic resilience, Sweden, PIRLS, Latent profle analysis
Nationell ämneskategori
Pedagogiskt arbete
Identifikatorer
urn:nbn:se:hv:diva-20293 (URN)10.1007/s10212-023-00711-7 (DOI)001010077300001 ()2-s2.0-85162045475 (Scopus ID)
Anmärkning

CC-BY 4.0

Tillgänglig från: 2023-07-06 Skapad: 2023-07-06 Senast uppdaterad: 2024-01-08
Henry, A., Thorsen, C. & Uztosun, M. S. (2023). Exploring language learners’ self-generated goals: Does self-concordance affect engagement and resilience?. System (Linköping), 112, 1-12, Article ID 102971.
Öppna denna publikation i ny flik eller fönster >>Exploring language learners’ self-generated goals: Does self-concordance affect engagement and resilience?
2023 (Engelska)Ingår i: System (Linköping), ISSN 0346-251X, E-ISSN 1879-3282, Vol. 112, s. 1-12, artikel-id 102971Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Despite the importance that goals have for language learning (Lee & Bong, 2019), little is known about the effects on learner behaviours. Combining individualized (idiographic) and standardized (nomothetic) methodologies, this study investigated whether the self-concordance of learning goals formulated at the beginning of a program of language education affected engagement and resilience at the end of the first year. Following research demonstrating the mediating roles of goal effort and goal progress (Vasalampi et al., 2009), these variables were included in the study design. Participants were 41 teacher education students on a university program in Turkey. Data was collected on four occasions over two semesters. Analyses were carried out using path modelling. Results showed that starting the program with self-concordant goals had positive effects on engagement and resilience later in the year. Effects of self-concordance were mediated by goal effort and goal progress. For engagement, a direct effect of self-concordance was also found. Findings point to an important relationship between the quality of language learners’ goals and L2 learning behaviours. Further, the study highlights the value of idiographic methods in goal-focused research.  

Ort, förlag, år, upplaga, sidor
Elsevier, 2023
Nyckelord
L2 goals, Idiographic methods, Self-concordance, Goal effort, Goal progress, Engagement, Academic buoyancy
Nationell ämneskategori
Didaktik
Identifikatorer
urn:nbn:se:hv:diva-19529 (URN)10.1016/j.system.2022.102971 (DOI)000905301500005 ()2-s2.0-85144308142 (Scopus ID)
Anmärkning

 All Open Access, Hybrid Gold Open Access CC-BY 4.0

Tillgänglig från: 2023-09-13 Skapad: 2023-09-13 Senast uppdaterad: 2024-01-10
Dahlman, A., Halvarsson, C., Thorsen, C. & Sjöberg, L. (2023). Regulate or educate?: Grund- och yrkeslärarstudenters föreställningar av sitt kommande yrke och sin blivande professionskompetens. In: Abstracts för Decemberkonferensen: . Paper presented at Decemberkonferensen Institutionen för individ och samhälle 13 december 2023, Trollhättan, Sweden (pp. 1-1). Trollhättan: Högskolan Väst
Öppna denna publikation i ny flik eller fönster >>Regulate or educate?: Grund- och yrkeslärarstudenters föreställningar av sitt kommande yrke och sin blivande professionskompetens
2023 (Svenska)Ingår i: Abstracts för Decemberkonferensen, Trollhättan: Högskolan Väst , 2023, s. 1-1Konferensbidrag, Enbart muntlig presentation (Övrigt vetenskapligt)
Abstract [sv]

Syftet med studien är undersöka vilka pedagogiska diskurser som kommer till uttryck genom brev som lärarstudenter skriver i början av sin utbildning. Genom dessa brev formuleras föreställningar av lärarprofessionen, och den lärarkunskap som behövs för att vara en ’bra’ lärare. Vår analytiska inramning är hämtat från Basil Bernstein och hans utbildningssociologiska ingång till kunskap och lärande. I studien inkluderas studenter från alla tre grundlärarinriktningarna (fritids, F-3, 4-6) och yrkeslärare. Totalt har 188 brev analyserats.Vår pedagogiska utgångspunkt med studien är att det är viktigt för lärarutbildningen, och lärarutbildarna, att känna till dessa föreställningar och att analytiskt/teoretiskt förstå dem för att hantera vårt uppdrag.I våra preliminära analyser ser vi att de studenterna som går de fyra olika lärarutbildningsinriktningarna delvis har olika förhållningssätt (uttrycker olika pedagogiska diskurser) i förhållande till sin blivande profession. Under presentationen avser vi att ge en preliminär analys av detta samt bjuda in till en diskussion av våra analyser och påbörja ett pedagogiskt samtal om dess implikationer.

Ort, förlag, år, upplaga, sidor
Trollhättan: Högskolan Väst, 2023
Nyckelord
diskkurs, pedagogik, lärarstudenter
Nationell ämneskategori
Pedagogiskt arbete
Identifikatorer
urn:nbn:se:hv:diva-21132 (URN)
Konferens
Decemberkonferensen Institutionen för individ och samhälle 13 december 2023, Trollhättan, Sweden
Tillgänglig från: 2023-12-21 Skapad: 2023-12-21 Senast uppdaterad: 2024-03-20Bibliografiskt granskad
Henry, A. & Thorsen, C. (2021). Teachers' self-disclosures and influences on students' motivation: A relational perspective. International Journal of Bilingual Education and Bilingualism, 24(1), 1-15
Öppna denna publikation i ny flik eller fönster >>Teachers' self-disclosures and influences on students' motivation: A relational perspective
2021 (Engelska)Ingår i: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522, Vol. 24, nr 1, s. 1-15Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

While teacher–student relationships are of central importance for students' motivation, they remain under-investigated. Adopting an interdisciplinary approach and focusing on the 'relationality' of teacher–student relationships, this study examines the identity-work that takes place when a teacher makes visible an aspect of identity not normally salient in the classroom. Framing self-disclosure as a relational practice, and drawing on ethnographic data that includes observations of English lessons (N = 258) in Swedish secondary schools, a relational conceptualization of the motivational influences of teacher identity-work is offered. Since language teachers are sensitive to the psychology of learning–teaching processes, relationally-grounded perspectives on motivation can be of particular importance in shaping classroom practices.

Nyckelord
Self-disclosure, L2 motivation, identities, identity-work, teacher–student relationships
Nationell ämneskategori
Jämförande språkvetenskap och allmän lingvistik
Forskningsämne
Barn- och ungdomsvetenskap; HUMANIORA, Språkvetenskap
Identifikatorer
urn:nbn:se:hv:diva-13409 (URN)10.1080/13670050.2018.1441261 (DOI)000604710600001 ()2-s2.0-85042925882 (Scopus ID)
Tillgänglig från: 2019-01-14 Skapad: 2019-01-14 Senast uppdaterad: 2022-03-30Bibliografiskt granskad
Thorsen, C., Yang Hansen, K. & Johansson, S. (2021). The mechanisms of interest and perseverance in predicting achievement among academically resilient and non-resilient students: Evidence from Swedish longitudinal data.. British Journal of Educational Psychology, 9(4), 1481-1497, Article ID e12431.
Öppna denna publikation i ny flik eller fönster >>The mechanisms of interest and perseverance in predicting achievement among academically resilient and non-resilient students: Evidence from Swedish longitudinal data.
2021 (Engelska)Ingår i: British Journal of Educational Psychology, ISSN 0007-0998, E-ISSN 2044-8279, Vol. 9, nr 4, s. 1481-1497, artikel-id e12431Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

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.

Ort, förlag, år, upplaga, sidor
John Wiley & Sons, 2021
Nyckelord
CONIC model, Invest-and-Accrue Model, academic resilience, conscientiousness, interest, perseverance
Nationell ämneskategori
Pedagogik Folkhälsovetenskap, global hälsa, socialmedicin och epidemiologi
Forskningsämne
Barn- och ungdomsvetenskap
Identifikatorer
urn:nbn:se:hv:diva-17414 (URN)10.1111/bjep.12431 (DOI)000659482300001 ()34110002 (PubMedID)2-s2.0-85107406804 (Scopus ID)
Tillgänglig från: 2021-09-06 Skapad: 2021-09-06 Senast uppdaterad: 2022-04-04Bibliografiskt granskad
Henry, A., Thorsen, C. & MacIntyre, P. (2021). Willingness to Communicate and multilingualism: Findings from a time-serialstudy. In: Multilingualism on My Mind: Exploring Multilingualism in Education. University of Bergen, Department of Foreign Languages, March 18th-19th 2021. Book of Abstracts. Paper presented at Multilingualism on My Mind.Exploring Multilingualism in Education. University of Bergen, Department of Foreign Languages, March 18th-19th 2021 (pp. [15]).
Öppna denna publikation i ny flik eller fönster >>Willingness to Communicate and multilingualism: Findings from a time-serialstudy
2021 (Engelska)Ingår i: Multilingualism on My Mind: Exploring Multilingualism in Education. University of Bergen, Department of Foreign Languages, March 18th-19th 2021. Book of Abstracts, 2021, s. [15]-Konferensbidrag, Muntlig presentation med publicerat abstract (Övrigt vetenskapligt)
Abstract [en]

Communication and learning are intimately interconnected; choosing to communicate or not is one of the most important decisions a language learner makes (Gregersen & MacIntyre, 2014). A learner’s willingness to communicate (WTC) is defined as the probability she/he will choose to initiate communication given opportunity (MacIntyre et al., 1998). In multilingual contexts, WTC will involve situated assessments of the ‘usability’ of different languages made by learners/speakers. In contexts of adult second language education, such as Sweden, a contact language (usually English) and the target language (Swedish) both provide viable communication options. This presentation reports on a mixed-methods, individual-level, time-serial study (n=6) examining the WTC of adult migrants learning Swedish for whom English was a contact language. The research examines WTC in two languages during a period when learner/speaker functional skills in Swedish first develop. Results of change point analyses reveal patterns of co-evolutionary development. They show how WTC is characterised by patterns of stability and ‘change points’ when shifts into new communicative orientations occur. Findings are discussed in the context of (i) the conceptualization of WTC in relation to the multilingual and dynamic turns in SLA (Ortega, 2014; Ortega & Han, 2017), and (ii) educational practice in contexts of multilingualism.

Nyckelord
Multilingualism, communication
Nationell ämneskategori
Studier av enskilda språk
Forskningsämne
Barn- och ungdomsvetenskap
Identifikatorer
urn:nbn:se:hv:diva-18006 (URN)
Konferens
Multilingualism on My Mind.Exploring Multilingualism in Education. University of Bergen, Department of Foreign Languages, March 18th-19th 2021
Tillgänglig från: 2022-01-07 Skapad: 2022-01-07 Senast uppdaterad: 2022-04-13Bibliografiskt granskad
Henry, A., Thorsen, C. & MacIntyre, P. D. (2021). Willingness to communicate in a multilingual context: part one, a time-serial study of developmental dynamics. Journal of Multilingual and Multicultural Development, 1-20
Öppna denna publikation i ny flik eller fönster >>Willingness to communicate in a multilingual context: part one, a time-serial study of developmental dynamics
2021 (Engelska)Ingår i: Journal of Multilingual and Multicultural Development, ISSN 0143-4632, E-ISSN 1747-7557, s. 1-20Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

In many contexts of multilingualism, language learners can initiate communication in the target language (TL), or a contact language (such as English). Patterns of use emerging from these choices affect TL development. They also vary between individuals. Willingness to communicate (WTC) needs to be investigated in ways that capture these variations. So far, WTC has not been studied in multilingual contexts, or using individual-level longitudinal designs. Employing a single-case, time-serial design and focused on a critical period of TL growth, this study explores WTC trajectories of adult learners of Swedish for whom the TL and English provide viable communication options in community interaction. Change point and moving window correlational analyses reveal the operation of mutually interacting influences that shape WTC and have system-level effects. With light shed on processes at the developmental timescale, findings are discussed in the context of language choice, co-evolution, and the trait-state dichotomy.

Ort, förlag, år, upplaga, sidor
Routledge, 2021
Nyckelord
Willingness to communicate; process dynamics; language choice; migration; multilingualism; multilinguals
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
Barn- och ungdomsvetenskap
Identifikatorer
urn:nbn:se:hv:diva-17115 (URN)10.1080/01434632.2021.1931248 (DOI)000663645400001 ()2-s2.0-85108295481 (Scopus ID)
Forskningsfinansiär
Vetenskapsrådet, 201803559
Tillgänglig från: 2021-12-21 Skapad: 2021-12-21 Senast uppdaterad: 2023-01-25
Henry, A., Thorsen, C. & MacIntyre, P. D. (2021). Willingness to communicate in a multilingual context: part two, person-context dynamics. Journal of Multilingual and Multicultural Development, 1-17
Öppna denna publikation i ny flik eller fönster >>Willingness to communicate in a multilingual context: part two, person-context dynamics
2021 (Engelska)Ingår i: Journal of Multilingual and Multicultural Development, ISSN 0143-4632, E-ISSN 1747-7557, s. 1-17Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

In many contexts of multilingualism, language learners can initiate communication in the target language (TL), or a contact language (such as English). Patterns of use emerging from these choices vary between individuals and affect TL development. Willingness to communicate (WTC) needs to be investigated in ways that capture these variations. So far, WTC has not been studied in multilingual contexts, or using individual-level designs. This case study explores intraindividual variability in the WTC propensities of adult learners of Swedish for whom the TL and English provide viable communication options in community interaction. Carried out over a period where TL skills began to develop, the purpose was to explore the process characteristics of changes in communication-initiation propensities. A person-context dynamics perspective was employed, and analyses of time-serial data were combined with analyses of concurrently generated interview data. Results reveal how changes in WTC could be gradual and nongradual, continuous and discontinuous.

Ort, förlag, år, upplaga, sidor
Routledge, 2021
Nyckelord
Willingness to communicate; process dynamics; migration; multilinguals; multilingual language acquistion; multilingualism
Nationell ämneskategori
Jämförande språkvetenskap och allmän lingvistik
Forskningsämne
Barn- och ungdomsvetenskap
Identifikatorer
urn:nbn:se:hv:diva-17095 (URN)10.1080/01434632.2021.1935975 (DOI)000663645100001 ()2-s2.0-85108584482 (Scopus ID)
Forskningsfinansiär
Vetenskapsrådet, 2018-03559
Tillgänglig från: 2021-12-22 Skapad: 2021-12-22 Senast uppdaterad: 2023-01-25
Henry, A. & Thorsen, C. (2020). Disaffection and agentic engagement: ‘Redesigning’ activities to enable authentic self-expression. Language Teaching Research, 24(4), 456-475
Öppna denna publikation i ny flik eller fönster >>Disaffection and agentic engagement: ‘Redesigning’ activities to enable authentic self-expression
2020 (Engelska)Ingår i: Language Teaching Research, ISSN 1362-1688, E-ISSN 1477-0954, Vol. 24, nr 4, s. 456-475Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Demotivation (Dörnyei & Ushioda, 2011) and non-participation (Norton, 2001) characterise negative responses to classroom practice of a generally chronic nature. In this article, focus is directed to negativity that emerges within the context of a particular language developing activity, and which can be understood as a situated response to the activity's demands. In conceptualizing negative responses at the activity level, disaffection – the negative face of engagement – is a construct of central importance. Drawing on data from a large-scale ethnographic project in secondary English classrooms in Sweden, in this exploratory case study disaffection (Skinner, 2016) is examined in the context of two language developing activities. Analyses reveal that disaffection can transform into active engagement, and that when called upon to perform an inauthentic identity, students can 'redesign' activities in ways that enable them to act authentically.

Nyckelord
Language studies, classroom, English language
Nationell ämneskategori
Studier av enskilda språk
Forskningsämne
HUMANIORA, Engelska; Barn- och ungdomsvetenskap
Identifikatorer
urn:nbn:se:hv:diva-12947 (URN)10.1177/1362168818795976 (DOI)000551176900004 ()2-s2.0-85058459230 (Scopus ID)
Tillgänglig från: 2018-09-27 Skapad: 2018-09-27 Senast uppdaterad: 2020-09-14
Thorsen, C., Henry, A. & Cliffordson, C. (2020). The case of a missing person? The current L2 self and the L2 Motivational Self System. International Journal of Bilingual Education and Bilingualism, 3(5), 584-600
Öppna denna publikation i ny flik eller fönster >>The case of a missing person? The current L2 self and the L2 Motivational Self System
2020 (Engelska)Ingår i: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522, Vol. 3, nr 5, s. 584-600Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

In Dörnyei's (2009a) theorizing, motivation is conceptualized to be generated by discomfort associated with the learner's experience of a discrepancy between their current L2 self, and their ideal L2 self. However, in the L2 Motivational Self System, this discrepancy is not operationalized. A questionnaire containing measures of current L2 selves was administered to two cohorts of students learning English in Sweden, one in grade 7, and one in grade 9. Using structural equation modelling, results revealed that the discrepancy between the ideal L2 self and the current L2 selfwas greater for the grade 7 cohort. So too was the impact on a criterion variable measuring intended effort. Arguments for the operationalization of the selfdiscrepancy process in research designs are put forward. In studies tracking changes over time, it is suggested that the inclusion of a variable measuring the current L2self could provide important insights into self-discrepancy trajectories, facilitate the investigation of motivational dynamics, and bring greater sensitivity to intervention design.

Nyckelord
L2 motivation; self-discrepancies; possible selves; self-revision; global English
Nationell ämneskategori
Studier av enskilda språk
Forskningsämne
HUMANIORA, Språkvetenskap
Identifikatorer
urn:nbn:se:hv:diva-11750 (URN)10.1080/13670050.2017.1388356 (DOI)000530997900005 ()2-s2.0-85031918465 (Scopus ID)
Tillgänglig från: 2017-10-13 Skapad: 2017-10-13 Senast uppdaterad: 2020-09-09Bibliografiskt granskad
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-7751-3942

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