oru.sePublications
Change search
Refine search result
1 - 6 of 6
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Nyroos, Mikaela
    et al.
    Umeå University, Umeå, Sweden.
    Bagger, Anette
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education, Umeå, Sweden.
    Silfver, Eva
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education, Umeå, Sweden.
    Sjöberg, Gunnar
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education, Umeå, Sweden.
    Exploring the presence of test anxiety and its relation to mathematical achievement in a sample of grade 32012In: Skrifter från Svensk förening för matematikdidaktisk forskning, ISSN 1651-3274, p. 151-160Article in journal (Refereed)
    Abstract [en]

    The present study aims at exploring if a sample of Swedish grade 3 pupils reported any test anxiety and whether there were any relations to performance in different mathematical areas. Overall, test anxiety explained 20% of the variance for the total mathematical score, with the subscale “thoughts” as the significant predictor. The model of test anxiety also explained Number understanding, Mass and Time, Patterns, and Mathematical problems; however Mental arithmetic and Written arithmetic algorithms were not significantly explained by the model. Test anxiety seems not to be a major problem in this sample; still, significant negative correlations were found, which likely might influence the pupils in some aspects.

  • 2.
    Nyroos, Mikaela
    et al.
    Umeå University, Umeå, Sweden.
    Korhonen, Johan
    Åbo Akademi, Vaasa, Finland.
    Peng, Aihui
    Faculty of Education, Southwest University, China; School of Computer Science, Physics and Mathematics, Linnaeus University, Växjö, Sweden.
    Linnanmäki, Karin
    Åbo Akademi, Vaasa, Finland.
    Svens-Liavåg, Camilla
    Åbo Akademi, Vaasa, Finland.
    Bagger, Anette
    Department of science and mathematics education, Umeå University, Umeå, Sweden.
    Sjöberg, Gunnar
    Department of science and mathematics education, Umeå University, Umeå, Sweden.
    A cross-cultural analysis of test anxiety among Chinese, Finnish and Swedish pupilsManuscript (preprint) (Other academic)
  • 3.
    Nyroos, Mikaela
    et al.
    Umeå University, Umeå, Sweden.
    Korhonen, Johan
    Åbo Akademi, Vaasa, Finland.
    Peng, Aihui
    Faculty of Education, Southwest University, China; School of Computer Science, Physics and Mathematics, Linnaeus University, Växjö, Sweden.
    Linnanmäki, Karin
    Åbo Akademi, Vaasa, Finland.
    Svens-Liavåg, Camilla
    Åbo Akademi, Vaasa, Finland.
    Bagger, Anette
    Department of science and mathematics education, Umeå University, Umeå, Swede.
    Sjöberg, Gunnar
    Department of science and mathematics education, Umeå University, Umeå, Swede.
    Cultural and Gender Differences in Experiences and Expression of Test Anxiety Among Chinese, Finnish, and Swedish Grade 3 Pupils2015In: International Journal of School & Educational Psychology, ISSN 2168-3603, E-ISSN 2168-3611, Vol. 3, no 1, p. 37-48Article in journal (Refereed)
    Abstract [en]

    While test anxiety has been studied extensively, little consideration has been given to the cultural impacts of children's experiences and expressions of test anxiety. The aim of this work was to examine whether variance in test anxiety scores can be predicted based on gender and cultural setting. Three hundred and ninety-eight pupils in Grade 3 in China, Finland, and Sweden, each of which has different testing realities, completed the Children's Test Anxiety Scale (CTAS). Exploratory structural equation modeling (ESEM) results indicated that the Chinese sample scored more highly on the autonomic reactions component, whereas the Nordic sample scored higher on the off-task behaviors component. Significant interaction effects between gender and culture were also observed: The Nordic girls exhibited higher levels of autonomic reactions, but the opposite was seen in the Chinese sample, with boys reporting higher levels of the cognitive component. The conceptualization of test anxiety encompassing the off-task behaviors component does not appear to be universal for children. It is also suggested that gender differences vary as a function of culture.

  • 4.
    Silfver, Eva
    et al.
    Department of Education, Umeå University, Umeå, Sweden.
    Sjöberg, Gunnar
    Science and Mathematics Education, Umeå University, Umeå, Sweden.
    Bagger, Anette
    Science and Mathematics Education, Umeå University, Umeå, Sweden.
    An 'appropriate' test taker: the everyday classroom during the national testing period in school year three in Sweden2016In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 11, no 3, p. 237-252Article in journal (Refereed)
    Abstract [en]

    This article draws on data from a bigger project where we explore what is taking place in the daily life of classrooms during the national testing period in mathematics for nine- to ten-year-old children in Sweden. Data was produced by observations, video-recordings, and interviews with children. The article shows on a micro level how assessment trends, on a macro level, affect children. It further focuses how children through different repertoires of time position themselves as 'appropriate' test takers.

  • 5.
    Silfver, Eva
    et al.
    Department of Science and Mathematics Education, Umeå University, Umeå, Sweden.
    Sjöberg, Gunnar
    Department of Science and Mathematics Education, Umeå University, Umeå, Sweden.
    Bagger, Anette
    Department of Science and Mathematics Education, Umeå University, Umeå, Sweden.
    Changing Our Methods and Disrupting the Power Dynamics: National Tests in Third-Grade Classrooms2013In: International Journal of Qualitative Methods, ISSN 1609-4069, E-ISSN 1609-4069, Vol. 12, p. 39-51Article in journal (Refereed)
    Abstract [en]

    This article reports on a research project relating to the newly implemented mandatory Swedish national mathematics tests for third-grade students (nine and ten years old). The project’s main research concerns the students’ ideas about and reactions towardthese tests and how the specific test situation affects their perception of their own mathematical proficiency. Drawing on theories that suggest identities are more fluid than static, we want to understand how students with special needs are “created.” The specific aim of this article is to discuss how our research methods have been refined during the various phases of data collection and report on the resulting implications. It discusses issues surrounding child research and how methods involving video recording and video stimulated recall dialogue (VSRD) can contribute to research on children’s experiences. Particular attention is given to methodological and ethical issues and how to disrupt power relations. In this article, we argue that the context of the test situation not only impacted upon the students but also affected how we changed, developed, and adapted our approaches as the project evolved. 

  • 6.
    Sjöberg, Gunnar
    et al.
    Umeå University, Department of science and mathematics education, Umeå, Sweden.
    Silfver, Eva
    Umeå University, Department of science and mathematics education, Umeå, Sweden.
    Bagger, Anette
    Umeå University, Department of science and mathematics education, Umeå, Sweden.
    Disciplined by tests2015In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 20, no 1, p. 55-75Article in journal (Refereed)
    Abstract [en]

    This article reports on a Swedish research project on the reintroduction of national tests in mathematics for nine- to ten-year-old pupils. Data were collected over a period of three years (2010-2012) by video recording test situations in different classrooms and by conducting video-stimulated recall interviews with children. The aim is to explore and analyse the testing situation and how it creates different positions for children. We conclude that discourses of testing, caring and competition, sometimes strengthening and sometimes shadowing each other and thereby, produce knowledge in children about success and failure in mathematics, positioning children as ‘winners’ or ‘losers’. The tests are interpreted as a technology – a form of disciplinary power that functions at the level of the body (Foucault, 1980).

1 - 6 of 6
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf