umu.sePublications
Change search
Link to record
Permanent link

Direct link
BETA
Eklöf, Hanna, associate professorORCID iD iconorcid.org/0000-0002-4630-6123
Publications (10 of 66) Show all publications
Wikström, C. & Eklöf, H. (2019). Educational assessment in digital environments: insights from different assessment contexts. Education Inquiry, 10(1), 1-3
Open this publication in new window or tab >>Educational assessment in digital environments: insights from different assessment contexts
2019 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 10, no 1, p. 1-3Article in journal, Editorial material (Refereed) Published
Place, publisher, year, edition, pages
Routledge, 2019
National Category
Educational Sciences
Research subject
Education; didactics of educational measurement
Identifiers
urn:nbn:se:umu:diva-156126 (URN)10.1080/20004508.2019.1568779 (DOI)
Available from: 2019-02-05 Created: 2019-02-05 Last updated: 2019-02-07Bibliographically approved
Costa, D. R. & Eklöf, H. (2019). IRT scales for self-reported test-taking motivation of Swedish students in international surveys. Quantitative Psychology: 83rd Annual Meeting of the Pychometric Society, 53-64
Open this publication in new window or tab >>IRT scales for self-reported test-taking motivation of Swedish students in international surveys
2019 (English)In: Quantitative Psychology: 83rd Annual Meeting of the Pychometric Society, ISSN 2194-1009, p. 53-64Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Springer, 2019
National Category
Educational Sciences Other Social Sciences
Research subject
didactics of educational measurement
Identifiers
urn:nbn:se:umu:diva-163006 (URN)
Funder
Swedish Research Council
Available from: 2019-09-04 Created: 2019-09-04 Last updated: 2019-09-05
Michaelides, M. P., Papanastasiou, E. C., Brown, G. T., Eklöf, H., Ivanova, M. & Markitsis, A. (2019). Meaningful Clusters of Eighth Grade Students in 2015 TIMSS Mathematics Using Motivation Variables. In: : . Paper presented at the 8th IEA International Research Conference, Copenhagen, Denmark, June 2019.
Open this publication in new window or tab >>Meaningful Clusters of Eighth Grade Students in 2015 TIMSS Mathematics Using Motivation Variables
Show others...
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
didactics of educational measurement
Identifiers
urn:nbn:se:umu:diva-163040 (URN)
Conference
the 8th IEA International Research Conference, Copenhagen, Denmark, June 2019
Available from: 2019-09-05 Created: 2019-09-05 Last updated: 2019-09-05
Ivanova, M. G. & Eklöf, H. (2019). Modeling students’ number of actions on open-response items in PISA2015 and their effect on performance. In: : . Paper presented at Quantitative Research Methods in Education (QRM) 2019 Annual Conference, June 17-18, 2019, Gothenburg.
Open this publication in new window or tab >>Modeling students’ number of actions on open-response items in PISA2015 and their effect on performance
2019 (English)Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

Computer-based assessments can provide data reflecting not just the examinees’ item responses but also their overt behavior during the test. The PISA test is computer-based since 2015 and all student-computer interactions are logged, thus allowing researchers to look closer into test-takers’ behavior. Studies have shown that different kinds of examinee test-taking actions (or lack of actions) are related to students’ performance (e.g. Greiff, Niepel, Scherer, & Martin, 2016). However, previous studies have mainly explored selected-response items, and described students’ test-taking behavior as a sequence of different actions on this type of items. Students’ behavior on open-response items is still underexplored.

The present study therefore aims to describe the students’ test-taking behavior on open-response items in PISA 2015 as measured by number of actions.  Few studies have used number of actions as an explanatory variable and, to our knowledge, this is the first study exploring students’ test-taking behavior on open-response items in a large-scale international study. We used Swedish PISA 2015 data and chose to analyze actions on one science cluster, hence all students in the sample (n = 1227) responded to the same items, although the cluster could appear in one of four positions in the test.

Different factors influencing the number of actions were examined and the effect of number of actions on performance was investigated. Results indicated that number of actions is mediating the effect of self-reported test-taking effort on performance. Also, a significant indirect effect of cluster position on science performance through number of actions was found.

National Category
Educational Sciences
Research subject
didactics of educational measurement
Identifiers
urn:nbn:se:umu:diva-163039 (URN)
Conference
Quantitative Research Methods in Education (QRM) 2019 Annual Conference, June 17-18, 2019, Gothenburg
Available from: 2019-09-05 Created: 2019-09-05 Last updated: 2019-09-06Bibliographically approved
Papanastasiou, E. C., Brown, G. T., Eklöf, H., Ivanova, M. & Markitsis, A. (2019). Motivational and affective profiles in Grade 4 TIMSS Mathematics. A comparison between Norway, the USA, Singapore, and Iran. In: : . Paper presented at Annual conference of the American Educational Research Association (AERA), Toronto, Canada, April 2019.
Open this publication in new window or tab >>Motivational and affective profiles in Grade 4 TIMSS Mathematics. A comparison between Norway, the USA, Singapore, and Iran
Show others...
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
didactics of educational measurement
Identifiers
urn:nbn:se:umu:diva-163041 (URN)
Conference
Annual conference of the American Educational Research Association (AERA), Toronto, Canada, April 2019
Available from: 2019-09-05 Created: 2019-09-05 Last updated: 2019-09-05
Michaelides, M. P., Brown, G. T., Eklöf, H. & Papanastasiou, E. C. (2019). Motivational profiles in TIMSS mathematics: exploring student clusters across countries and time. Springer
Open this publication in new window or tab >>Motivational profiles in TIMSS mathematics: exploring student clusters across countries and time
2019 (English)Book (Refereed)
Place, publisher, year, edition, pages
Springer, 2019. p. 144
Series
IEA Research for Education Book Series ; 7
National Category
Educational Sciences
Research subject
didactics of educational measurement
Identifiers
urn:nbn:se:umu:diva-163032 (URN)10.1007/978-3-030-26183-2 (DOI)9783030261825 (ISBN)9783030261832 (ISBN)
Available from: 2019-09-05 Created: 2019-09-05 Last updated: 2019-09-09Bibliographically approved
Eklöf, H. & Hopfenbeck, T. (2019). Self-reported effort and motivation in the PISA test. In: Bryan Maddox (Ed.), International Large-Scale Assessments in Education: Insider Research Perspectives (pp. 121-136). Bloomsbury Academic
Open this publication in new window or tab >>Self-reported effort and motivation in the PISA test
2019 (English)In: International Large-Scale Assessments in Education: Insider Research Perspectives / [ed] Bryan Maddox, Bloomsbury Academic, 2019, p. 121-136Chapter in book (Refereed)
Place, publisher, year, edition, pages
Bloomsbury Academic, 2019
National Category
Educational Sciences
Research subject
didactics of educational measurement
Identifiers
urn:nbn:se:umu:diva-163007 (URN)
Available from: 2019-09-04 Created: 2019-09-04 Last updated: 2019-09-04
Korhonen, J., Nyroos, M., Jonsson, B. & Eklöf, H. (2018). Additive and multiplicative effects of working memory and test anxiety on mathematics performance in grade 3 students. Educational Psychology, 38(5), 572-595
Open this publication in new window or tab >>Additive and multiplicative effects of working memory and test anxiety on mathematics performance in grade 3 students
2018 (English)In: Educational Psychology, ISSN 0144-3410, E-ISSN 1469-5820, Vol. 38, no 5, p. 572-595Article in journal (Refereed) Published
Abstract [en]

The aim of this study was to investigate the interplay between test anxiety and working memory (WM) on mathematics performance in younger children. A sample of 624 grade 3 students completed a test battery consisting of a test anxiety scale, WM tasks and the Swedish national examination in mathematics for grade 3. The main effects of test anxiety and WM, and the two-way interaction between test anxiety and WM on mathematics performance, were modelled with structural equation modelling techniques. Additionally, the effects were also tested separately on tasks with high WM demands (mathematical problem-solving) versus low WM demands (basic arithmetic). As expected, WM positively predicted mathematics performance in all three models (overall mathematics performance, problem-solving tasks, and basic arithmetic). Test anxiety had a negative effect on problem-solving on the whole sample level but concerning basic arithmetic only students with lower WM were affected by the negative effects of test anxiety on performance. Thus, students with low WM are more vulnerable to the negative effects of test anxiety in low WM tasks like basic arithmetic. The results are discussed in relation to the early identification of test anxiety.

Place, publisher, year, edition, pages
Abingdon: Routledge, 2018
Keywords
Latent interaction, mathematics, test anxiety, working memory
National Category
Pedagogical Work
Research subject
Psychology
Identifiers
urn:nbn:se:umu:diva-138003 (URN)10.1080/01443410.2017.1356449 (DOI)000432155600003 ()2-s2.0-85026392897 (Scopus ID)
Projects
Kognitiva implikationer för matematiklärande hos yngre barn
Funder
Swedish Research Council, 2011-2331
Available from: 2017-08-01 Created: 2017-08-01 Last updated: 2018-06-13Bibliographically approved
Brown, G. T. & Eklöf, H. (2018). Intelligence and beliefs about assessment: Swedish Grade 6 students. In: : . Paper presented at 11th Conference of the International Test Commission (ITC), Montreal, July 2018.
Open this publication in new window or tab >>Intelligence and beliefs about assessment: Swedish Grade 6 students
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
didactics of educational measurement
Identifiers
urn:nbn:se:umu:diva-163037 (URN)
Conference
11th Conference of the International Test Commission (ITC), Montreal, July 2018
Available from: 2019-09-05 Created: 2019-09-05 Last updated: 2019-09-05
Oskarsson, M., Kjaernsli, M., Sörensen, H. & Eklöf, H. (2018). Nordic students’ interest and self-belief in science. In: Nordic council of Ministers (Ed.), Northern Lights on TIMSS and PISA 2018: (pp. 95-122). Copenhagen: The Nordic Council of Ministers
Open this publication in new window or tab >>Nordic students’ interest and self-belief in science
2018 (English)In: 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)
Place, publisher, year, edition, pages
Copenhagen: The Nordic Council of Ministers, 2018
Series
TemaNord 2018:524, ISSN 0908-6692 ; 2018:524
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-153919 (URN)
Available from: 2018-12-07 Created: 2018-12-07 Last updated: 2019-02-18
Projects
Large-scale achievement tests from the perspective of the test-taker: Relationships between test type, test-taker characteristics, and test performance [2012-05075_VR]; Umeå UniversityThe digital future of large-scale achievement testing: Quality, fairness, & consequences [F15-1408:1_RJ]; Umeå UniversityMotivation, persistence and performance among students taking the PISA test: Relations between subjective reports, objective behavior and achievement [2017-03634_VR]; Umeå University
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-4630-6123

Search in DiVA

Show all publications