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  • 1.
    Cliffordson, Christina
    et al.
    Högskolan Väst, Institutionen för omvårdnad, hälsa och kultur, Avd för hälsa, kultur och pedagogik.
    Gustafsson, Jan-Eric
    Göteborgs universitet.
    Klapp, Alli
    Göteborgs universitet.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Betygens prognosförmåga och effekter på lärande2014Inngår i: Resultatdialog 2014, Stockholm: Vetenskapsrådet , 2014, s. 51-60Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 2.
    Dahlman, Angelica
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Halvarsson, Christina
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Sjöberg, Lena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Regulate or educate?: Grund- och yrkeslärarstudenters föreställningar av sitt kommande yrke och sin blivande professionskompetens2023Inngår i: Abstracts för Decemberkonferensen, Trollhättan: Högskolan Väst , 2023, s. 1-1Konferansepaper (Annet vitenskapelig)
    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.

  • 3.
    Henry, Alastair
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Korp, Helena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Sundqvist, Anna
    Karlstad University, Karlstad.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Motivational Strategies and the Reframing of English: Activity Design and Challenges for Teachers in Contexts of Extensive Extramural Encounters2018Inngår i: TESOL quarterly (Print), ISSN 0039-8322, E-ISSN 1545-7249, nr 2, s. 247-273Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Motivational strategies are underresearched, and studies so far conducted have been in sociolinguistic contexts where English is not extensively encountered outside the classroom. Given also that little is known about strategies relating to the design and content of classroom activities, the purpose of this study is to identify and critically evaluate strategies focusing on activity design and content in classroom activities that, in a setting where students have extensive extramural English encounters, teachers have found to be effective in generating motivation. Using Dörnyei's (2001) taxonomy of motivational strategies as an analytical tool, 112 descriptions of motivational activities provided by a randomly drawn sample of secondary EFL teachers in Sweden (N = 252) were content-analyzed with a focus on design and content. Providing support for Dörnyei's proposals, the results reveal the prominence of activities that enable students to work with authentic materials (cultural artefacts produced for a purpose other than teaching) and in ways that can be experienced as authentic. Activities involving digital technologies which provide opportunities for creativity are also prominent. Use of authentic materials places high demands on teachers' pedagogical and linguistic skills. In contexts where students respond positively to such activities, teachers' language awareness skills become of significant importance.

  • 4.
    Henry, Alastair
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Sundqvist, Pia
    Karlstads universitet, Institutionen för språk, litteratur och interkultur.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Critical Perspectives2019Inngår i: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, s. 315-320Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 5.
    Henry, Alastair
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Sundqvist, Pia
    Institutionen för språk, litteratur och interkultur, Karlstads universitet.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Motivational Practice: Insights from the Classroom2018Bok (Annet vitenskapelig)
  • 6.
    Henry, Alastair
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Disaffection and agentic engagement: ‘Redesigning’ activities to enable authentic self-expression2020Inngår i: Language Teaching Research, ISSN 1362-1688, E-ISSN 1477-0954, Vol. 24, nr 4, s. 456-475Artikkel i tidsskrift (Fagfellevurdert)
    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.

    Fulltekst (pdf)
    fulltext
  • 7.
    Henry, Alastair
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Engagement with Technology: Gaming, Immersion and Sub-Optimal Experiences2019Inngår i: Technology in Language Teaching & Learning, ISSN 2652-1687, Vol. 1, nr 2, s. 52-67Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This conceptual article focuses on student engagement, and the use of digital games in language classrooms. In making a contribution to the mapping of student engagement across SLA (Dörnyei, 2019a), and in line with the need to use established theories to develop insights into engagement when L2 learning involves digital games, a case is made for the concept of immersion (Brown & Cairns, 2004). The concept is first introduced. Then, to explain how immersion can contribute in understanding student engagement with digital games, an example of engaged gameplay from a classroom ethnographic project in Sweden is provided. Drawing on this example, immersion is contrasted with the more established concepts of L2 willingness to communicate and flow. These comparisons show how immersion captures a form of engaged behaviour particular to playing video games, and which is distinct from other types of focused behaviour previously identified in L2 learning contexts. It is suggested that immersion can make a significant contribution to understanding engagement in contemporary classrooms: it captures engaged behaviour of varying intensity, validated measurement instruments exist, and it can be used in multi-variable designs. Although immersion captures engagement particular to gaming experiences, it has potential to extend to other digital technologies.

    Fulltekst (pdf)
    fulltext
  • 8.
    Henry, Alastair
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Motivation and funds of knowledge2019Inngår i: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, s. 161-186Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 9.
    Henry, Alastair
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Motivation and the importance of teacher–student relationships2019Inngår i: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, s. 105-130Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 10.
    Henry, Alastair
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Teachers' self-disclosures and influences on students' motivation: A relational perspective2021Inngår i: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522, Vol. 24, nr 1, s. 1-15Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 11.
    Henry, Alastair
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Teacher-Student Relationships and L2 Motivation2018Inngår i: The Modern language journal, ISSN 0026-7902, E-ISSN 1540-4781, Vol. 102, nr 1, s. 218-241Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Positive relationships with teachers are important for students’ second language motivation. However, little is known about how interpersonal interactions stimulate motivated behavior. Drawing on studies of teacher-student relationships, theories from positive psychology, and the psychology of unconscious self-regulation, this case study examines moments of teacher-student interaction and explores influences on students’ engagement and motivation. Observations (N = 15) were carried out in 2 classrooms, and interviews with the focal teacher of this study and her students were conducted. Data were analyzed using a grounded theory ethnography approach. Findings indicate that moments of close personal contact and their influences may differ in emerging and mature teacher-student relationships. While in emerging relationships moments of contact can have immediate influences on engagement and motivation, in mature relationships influences on learning behavior may be less pronounced and involve unconscious motivational processes. The study’s methodological limitations are discussed and proposals are made for future ethnographic and experimental work.

  • 12.
    Henry, Alastair
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    The Ideal Multilingual Self: Validity, Influences on Motivation, and Role in a Multilingual Education2018Inngår i: International Journal of Multilingualism, ISSN 1479-0718, E-ISSN 1747-7530, Vol. 15, nr 4, s. 349-364Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    L2 motivation research has a longstanding monolingual bias. Recently, however, the motivational systems of a multilingual’s different languages have been conceptualized as constituting a multilingual motivational system, and it has been suggested that interactions between the ideal Lx self and the ideal Ly self can lead to the emergence of an ideal multilingual self. While the notion of an ideal multilingual self chimes with research on multilinguals’ identity experiences, it has not been investigated empirically. The purpose of this study is to establish whether there is empirical support for the proposed ideal multilingual self construct, and whether it influences motivation to learn a second foreign language. A questionnaire containing items measuring the ideal L2 self and the ideal multilingual self was administered to a sample of secondary students (N=324) at two schools in Sweden with international profiles. Using structural equation modeling, analyses yielded discriminant validity for the ideal multilingual self construct, and revealed an indirect influence on intended effort mediated via the ideal L2 self. On the strength of these results, a case is made for future research into people’s motivation to be or become multilingual, and educational interventions focused on developing students’ ideal multilingual selves.   

     

    Fulltekst (pdf)
    fulltext
  • 13.
    Henry, Alastair
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Weaving webs of connection: Empathy, perspective taking, and students' motivation2019Inngår i: Studies in Second Language Learning and Teaching, ISSN 2083-5205, Vol. 9, nr 1, s. 31-53Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    L2 motivation is a relational phenomenon, shaped by teacher responsiveness (Lamb, 2017; Ushioda, 2009). Little, however, is known about the practices in which responsiveness is manifested. Drawing on research from the culturally responsive teaching paradigm (Petrone, 2013), and highlighting the role of empathy and perspective taking (Warren, 2018), the aim of this ethnographic case study of two lessons with a focus on poetry is to develop a relational understanding of the evolution of motivation. Analyses reveal how perspective taking has instructional and interactional dimensions, and how connections between lesson content and funds of knowledge with origins in students' interactions with popular culture bring additional layers of meaning to learning. It is suggested that while connections that arise through perspective taking practices shape students' in-the-moment motivational responses, they also accumulate in ways that lead to enduring motivational dispositions.

  • 14.
    Henry, Alastair
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    MacIntyre, Peter
    Cape Breton University, Canada.
    Willingness to Communicate and multilingualism: Findings from a time-serialstudy2021Inngår 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]-Konferansepaper (Annet vitenskapelig)
    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.

  • 15.
    Henry, Alastair
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    MacIntyre, Peter D.
    Willingness to communicate in a multilingual context: part one, a time-serial study of developmental dynamics2021Inngår i: Journal of Multilingual and Multicultural Development, ISSN 0143-4632, E-ISSN 1747-7557, s. 1-20Artikkel i tidsskrift (Fagfellevurdert)
    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.

    Fulltekst (pdf)
    fulltext
  • 16.
    Henry, Alastair
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    MacIntyre, Peter D.
    Cape Breton University, Sydney, (CAN).
    Willingness to communicate in a multilingual context: part two, person-context dynamics2021Inngår i: Journal of Multilingual and Multicultural Development, ISSN 0143-4632, E-ISSN 1747-7557, s. 1-17Artikkel i tidsskrift (Fagfellevurdert)
    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.

    Fulltekst (pdf)
    fulltext
  • 17.
    Henry, Alastair
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. Lund University, Centre for Languages and Literature, Lund (SWE).
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Uztosun, Mehmet Sercan
    Norwegian University of Science and Technology, Department of Teacher Education, Trondheim,(NOR), Çanakkale Onsekiz Mart University, Faculty of Education, Çanakkale (TUR).
    Exploring language learners’ self-generated goals: Does self-concordance affect engagement and resilience?2023Inngår i: System (Linköping), ISSN 0346-251X, E-ISSN 1879-3282, Vol. 112, s. 1-12, artikkel-id 102971Artikkel i tidsskrift (Fagfellevurdert)
    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.  

    Fulltekst (pdf)
    fulltext
  • 18.
    Johansson, Stefan
    et al.
    Department of Education and Special Education, University of Gothenburg, Box 300, 40530, Gothenburg (SWE).
    Yang Hansen, Kajsa
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. Department of Education and Special Education, University of Gothenburg, Box 300, 40530, Gothenburg (SWE).
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    A modeling approach to identify academically resilient students: evidence from PIRLS 20162023Inngår i: European Journal of Psychology of Education, ISSN 0256-2928, E-ISSN 1878-5174, s. -20Artikkel i tidsskrift (Fagfellevurdert)
    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.

    Fulltekst (pdf)
    fulltext
  • 19.
    Korp, Helena
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Henry, Alastair
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Sundqvist, Pia
    Karlstads universitet.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Differences in English teachers’ approaches to pupils’ out-of-school English encounters in relation to school and pupil demographic factors2015Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    The purpose of this questionnaire-based study is to investigate whether differences in ways in which teachers of English view the challenge of generating pupil motivation, and the nature and qualities of the activities they regard as motivational, are related to (i) school-type and (ii) pupil demographics. The study is part of a larger project investigating ways in which teachers relate to pupils’ increasing encounters with English in out-of-school contexts as observed recently in the Nordic countries (Simensen, 2010; Sundqvist, 2009). The study draws on responses of teachers (n = 111) who completed an online survey sent in 2014 to a randomly-drawn sample of grade 6 – 9 English teachers (N =250). The questionnaire comprised Likert-scale items focusing on factors identified as having a positive impact on language learning motivation (Dörnyei & Ushioda, 2011; Henry, 2013). These were: (i) self-reported recognition of the value of youth culture in goal-directed teaching, (ii) knowledge and use of digital medias, (iii) creation of networked environments, (iv) creation of activities emphasizing creativity and self-expression, and (v) attempts to link out-of-school English experiences with in-school learning. The questionnaire additionally included an open-ended question inviting teachers to describe a task they found particularly motivated their pupils. Mean scores were calculated for the scales and cluster analysis was used to identify teachers with differing approaches to generating motivation. Responses to the open question were content analyzed and quantitatively coded. Preliminary analyses indicate that teachers who report types of practice that draw on pupils’ out-of-school encounters with English, create learning activities that engage with pupils’ interests and identities and which embody features of networked communication are overrepresented in (i) independent schools and (ii) schools with relatively high proportions of pupils from academic home backgrounds and a low share of pupils with minority backgrounds. In that performance is mediated by motivation (Dörnyei, 2009), the presence of such patterns sheds light on school- and pupil-related differences in attainment found in Nordic and other settings.

    Fulltekst (pdf)
    fulltext
  • 20.
    Korp, Helena
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Sjöberg, Lena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Individual Development Plans in the Swedish Comprehensive School: Supporting High Quality Learning and Equity, or Rote Learning and Social Reproduction?2019Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, nr 2, s. 229-244Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In Swedish compulsory school, individual development plans (IDPs) are mandatory for all students up to 6th grade. The purpose is to summarize and facilitate pupils' learning and tune instruction to national standards. In this study, 233 IDPs drawn up for 5th grade pupils were analyzed with focus on qualities that have been found to impact students' learning and learner identities. The results show that the IDPs rarely display the qualities that would make them effective as tools for enhancing students' learning, and that there is a gender difference in the quality of the documents, as well as differences regarding the pupils' academic background.

  • 21.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Dimensionality and Predictive validity of school grades: the relative influence of cognitive and social-behavioral aspects2014Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    The purpose of the thesis is to investigate the relative influence of cognitive and social-behavioral aspects on compulsory school grades and the importance of the different dimensions for the predictive validity of grades. Data is retrieved from the Gothenburg Educational Longitudinal Database (GOLD) and the Evaluation Through Follow-up (ETF) database. The sample in Study I consisted of three cohorts each of about 100 000 students in Grade 9, in Study II of about 4000 students in Grade 9, and in Study III of about 9000 students who were followed-up through compulsory school. All analyses were conducted using structural equation modelling (SEM). Both criterion-referenced and norm-referenced compulsory school grades were found to be multidimensional, reflecting both subject-specific dimensions and a common-grade dimension, cutting across grades and teachers. The common-grade dimension, which in previous research has been found to be related to social-behavioral aspects, contributed to predict study success in upper secondary school, indicating that social-behavioral aspects partly contribute to explain the predictive power of school grades. The influence of cognitive aspects was substantial. Fluid abilities had a continuous direct influence on the development of knowledge and skills throughout compulsory school, which is in line with the predictions from Cattell's (1987) Investment theory. Substantial indirect effects of fluid abilities on school grades were found, although no direct effects. In sum the results in the present thesis show that both cognitive and social-behavioral aspects contribute to explain the predictive validity of school grades.

  • 22.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Dimensions of Norm-Referenced Compulsory School Grades and their Relative Importance for the Prediction of Upper Secondary School Grades2014Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 58, nr 2, s. 127-146Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Irrespective of the grading system, grades are the most valid instrument for predicting educational success. Previous studies have shown that criterion-referenced compulsory school grades are multidimensional, reflecting subject-specific dimensions and a common grade dimension, both of which contribute to the predictive validity of grades. This suggests that in addition to knowledge and skills, grades reflect other aspects which might have importance for the prediction of educational success. The purpose of this study was to investigate, using structured equation modeling, whether norm-referenced compulsory school grades display similar patterns of dimensionality and predictive validity to criterion-referenced grades. Possible differences due to gender and parents’ education were considered. Participants were 3855 students born in 1972. The results showed that norm-referenced grades are multidimensional, and that both the subject-specific and common grade dimensions contribute to predicting educational success. In the common grade dimension, girls and students with higher educational backgrounds were favored.

  • 23.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    The MoTiSSE project2019Inngår i: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, s. 89-103Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 24.
    Thorsen, Cecilia
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Cliffordson, Christina
    Högskolan Väst, Institutionen för omvårdnad, hälsa och kultur.
    Teachers’ grade assignment and the predictive validity of criterion-referenced grades.2012Inngår i: Educational Research and Evaluation, ISSN 1380-3611, E-ISSN 1744-4187, Vol. 18, nr 2, s. 153-172Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Research has found that grades are the most valid instruments for predicting educational success. Why grades have better predictive validity than, for example, standardized tests is not yet fully understood. One possible explanation is that grades reflect not only subject-specific knowledge and skills but also individual differences in other aspects. The purpose was to investigate the relative importance of knowledge and skills and other aspects encapsulated in grades for the predictive validity of compulsory school grades for educational success in upper secondary school. Structural equation modelling was used. Participants were 9th-grade students from 3 birth cohorts, each comprising full populations of approximately 100,000 students. The results showed that the subject-specific factors and an additional common grade factor contributed to the predictive validity. Effects of gender and parents' education were found in the common grade factor, with girls and students with a lower educational background being advantaged.

  • 25.
    Thorsen, Cecilia
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Cliffordson, Christina
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen for hälsopromotion och vårdvetenskap.
    Teachers' Grading Assignment and the Predictive Validity of Norm-Referenced Grades2011Inngår i: The European Conference on Educational Research (ECER), Berlin, 12-16 September 2011: Urban Education, 2011Konferansepaper (Fagfellevurdert)
  • 26.
    Thorsen, Cecilia
    et al.
    Högskolan Väst, Institutionen för omvårdnad, hälsa och kultur, Avd för hälsa och kultur.
    Cliffordson, Christina
    Högskolan Väst, Institutionen för omvårdnad, hälsa och kultur, Avd för hälsa och kultur.
    The Importance of cognitive and non-cognitive factors for the predictive validity of grades.2010Inngår i: Education and Cultural Change 2010, 23 August - 27 August, Helsinki, Finland, 2010Konferansepaper (Fagfellevurdert)
  • 27.
    Thorsen, Cecilia
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Cliffordson, Christina
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen for hälsopromotion och vårdvetenskap.
    Gustafsson, Jan-Eric
    Göteborgs Universitet.
    Effects of Gf and Gc on the development of knowledge and skills2013Inngår i: The 15th Biennial Conference, European Association for Research and Learning and Instruction (EARLI), Munich, 27-31 August, 2013: Book of Abstracts, 2013, s. 968-969Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The Investment theory (Cattell, 1987) states that learning in different fields is dependent on a general ability to reason in novel situations (Gf), and that development of knowledge and skill therefore is influenced by Gf, among other things. The Encapsulation theory (Gustafsson & Carlstedt,2006) makes the inference that Gf is encapsulated in measures of General Crystallized intelligence(Gc) and that information about Gf therefore does not add to prediction of further learning. The purpose of the present study was to investigate the effects of Gf and Gc on knowledge acquisition indifferent subjects in school. In all 9002 individuals from the Evaluation Through Follow-up longitudinal database were included. A path model was fitted to measures of Gf and Gc. Results showed that Gf had influence on measures of early and late Gc. However, there were no additional effects of Gf on subject grades, which was interpreted as providing partial support for the Encapsulation theory.

  • 28.
    Thorsen, Cecilia
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Gustafsson, Jan-Eric
    University of Gothenburg.
    Cliffordson, Christina
    Högskolan Väst, Institutionen för omvårdnad, hälsa och kultur, Avd för hälsa, kultur och pedagogik.
    The influence of fluid and crystallized intelligence on the development of knowledge and skills2014Inngår i: British Journal of Educational Psychology, ISSN 0007-0998, E-ISSN 2044-8279, Vol. 84, nr 4, s. 556-570Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background Cattell’s Gf–Gc distinction is quite generally recognized. However, the developmental part of the Gf–Gc theory of intelligence has not gained the same recognition. Results are inconsistent, but recent discussions emphasize the importance of homogeneity of samples with regard to education and language when investigating the developmental Investment theory. Aims The aim of this study was to investigate the influence of Gf and Gc on the development of knowledge and skills in a sample of children in compulsory school who are homogenous with regard to level of education, age, and cultural background. Sample Totally, 9,002 individuals from the evaluation through follow-up database born in 1972 and who left compulsory school in 1988 were included. These individuals were followed up in Grades 3, 6, and 9. Methods Structural equation modelling was used, and autoregressive path models were fitted. All modelling was performed using Mplus version 6.1. Results In the first step, a path model with a simplex structure was defined. However, a second model with direct relations of Gf on Gc in Grades 6 and 9 had better model fit, suggesting a continuous influence of Gf on Gc. However, no direct influence of Gf was found for the subject grades. Conclusion Due to the continuous influence of Gf on the measures of Gc throughout compulsory school, support for Cattell’s (1987) Investment theory was found.

  • 29.
    Thorsen, Cecilia
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Henry, Alastair
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Cliffordson, Christina
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen for hälsopromotion och vårdvetenskap.
    The case of a missing person? The current L2 self and the L2 Motivational Self System2020Inngår i: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522, Vol. 3, nr 5, s. 584-600Artikkel i tidsskrift (Fagfellevurdert)
    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.

    Fulltekst (pdf)
    fulltext
  • 30.
    Thorsen, Cecilia
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Yang Hansen, Kajsa
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. University of Gothenburg (SWE).
    Johansson, Stefan
    University of Gothenburg (SWE).
    The mechanisms of interest and perseverance in predicting achievement among academically resilient and non-resilient students: Evidence from Swedish longitudinal data.2021Inngår i: British Journal of Educational Psychology, ISSN 0007-0998, E-ISSN 2044-8279, Vol. 9, nr 4, s. 1481-1497, artikkel-id e12431Artikkel i tidsskrift (Fagfellevurdert)
    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.

    Fulltekst (pdf)
    fulltext
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