Umeå University's logo

umu.sePublikasjoner
Endre søk
Link to record
Permanent link

Direct link
Stenlund, Tova
Publikasjoner (10 av 34) Visa alla publikasjoner
Bertilsson, F., Stenlund, T., Sundström, A. & Jonsson, B. (2024). Self-regulated use of retrieval practice: associations with individual differences in non-cognitive and cognitive factors. European Journal of Psychology of Education
Åpne denne publikasjonen i ny fane eller vindu >>Self-regulated use of retrieval practice: associations with individual differences in non-cognitive and cognitive factors
2024 (engelsk)Inngår i: European Journal of Psychology of Education, ISSN 0256-2928, E-ISSN 1878-5174Artikkel i tidsskrift (Fagfellevurdert) Epub ahead of print
Abstract [en]

Retrieval practice is a learning strategy that has repeatedly been found to have positive effects on memory and learning. However, studies indicate that students rarely use retrieval practice on a voluntary basis. The objective of the present study was to examine students’ self-regulated use of retrieval practice, and to determine whether sex and individual differences in cognitive and non-cognitive aspects are related to optional use of practice testing. A classroom study was conducted with 146 upper-secondary school students taking courses in mathematics and Swedish. An ABAB design was used to compare students’ optional and non-optional use of retrieval practice (i.e., repeated online quizzing). Students performed cognitive tasks to assess working memory capacity and fluid intelligence and completed self-reports of non-cognitive factors related to school achievement, such as grit, need for cognition (NFC), conscientiousness and openness. Quiz use was then compared using paired- and independent-samples t-tests, and hierarchical linear regression analyses explored relations to individual differences. The results showed that students completed significantly fewer quizzes in the optional sections than in the non-optional sections, and that females completed significantly more optional quizzes than males in Swedish, but not in mathematics. Further, the results showed that conscientiousness predicted optional quiz use in mathematics, whereas sex, NFC, conscientiousness, and openness predicted quiz use in Swedish. To conclude, although the findings show a relatively low optional/self-regulated use of practice testing, in line with earlier research, they suggest that sex and non-cognitive factors, such as personality characteristics, can predict optional use of practice testing.

sted, utgiver, år, opplag, sider
Springer Nature, 2024
Emneord
Retrieval practice, Self-regulated learning, Individual differences, Cognitive factors, Non-cognitive factors, Sex-related differences
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-214834 (URN)10.1007/s10212-024-00845-2 (DOI)001220390600002 ()2-s2.0-85192813753 (Scopus ID)
Forskningsfinansiär
Swedish Research Council, 721-2014-2099
Tilgjengelig fra: 2023-10-02 Laget: 2023-10-02 Sist oppdatert: 2024-06-05
Stenlund, T., Wikström, C. & Inzunza, M. (2023). Attitudes to the importance of empathy in police work: a student perspective. In: AEA Europe '23. Assessment reform journeys: Intentions, enactment and evaluation: Book of abstracts. Paper presented at AEA-Europe 2023, the 24th Annual Meeting of the Association for Educational Assessment – Europe, “Assessment reform journeys: intentions, enactment and evaluation”, Malta, November 1-4, 2023 (pp. 117-117).
Åpne denne publikasjonen i ny fane eller vindu >>Attitudes to the importance of empathy in police work: a student perspective
2023 (engelsk)Inngår i: AEA Europe '23. Assessment reform journeys: Intentions, enactment and evaluation: Book of abstracts, 2023, s. 117-117Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

In many educational programmes preparing students for professions where human interaction is central, the development of empathic ability is of importance. The aim of this study was to explore attitudes towards the importance of empathy in police work among police students. The intention was also to investigate if attitudes would change over time during education, and whether gender differences could be observed. A modified version of the Jefferson Scale of Physician Empathy was administered to 355 Swedish police students in a mixed method design, including both between- and within-groups comparisons. Attitudes toward the importance of empathy were measured before and after a practical internship. The result showed that the students in general found empathic ability important, but also that they did not change their attitudes over time .The results were conflicting when it came to gender differences. There was no significant result for the between-group sample, but female students reported significantly higher compared to male students in the between-within group. This research is valuable in the discussion on how “soft skills” such as empathic ability can be assessed and developed in students in preparation for professional practice, and can also be useful in educational evaluation and planning.

HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-220037 (URN)
Konferanse
AEA-Europe 2023, the 24th Annual Meeting of the Association for Educational Assessment – Europe, “Assessment reform journeys: intentions, enactment and evaluation”, Malta, November 1-4, 2023
Forskningsfinansiär
Swedish Research Council, 2016-04842
Tilgjengelig fra: 2024-01-26 Laget: 2024-01-26 Sist oppdatert: 2024-01-29bibliografisk kontrollert
Ericsson, S., Stenlund, T., Nyström, M., Öman Ekervhén, L., Carlsson, M. & Davis, P. A. (2023). Psychological constructs in police investigative interview training. In: : . Paper presented at European Society of Psychology Learning and Teaching Conference, 14-16 June, 2023, Umeå, Sweden.
Åpne denne publikasjonen i ny fane eller vindu >>Psychological constructs in police investigative interview training
Vise andre…
2023 (engelsk)Konferansepaper, Oral presentation only (Fagfellevurdert)
Abstract [en]

As Swedish law enforcement embraces interviewing techniques that rely on psychological concepts and interpersonal skills, the teaching of these main ideas needs to be a central part of police education. This presentation willdiscuss how concepts familiar in psychology are understood and taught within Swedish police education today. Usingmaterials from the Swedish police authority, teaching resources, and the scientific literature, this presentation aimsto show how police education is adopting psychological perspectives and how psychological research and educationcan benefit in training police. We will also present future studies to further develop and incorporate psychologicalperspectives in educating law enforcement.

HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-221885 (URN)
Konferanse
European Society of Psychology Learning and Teaching Conference, 14-16 June, 2023, Umeå, Sweden
Tilgjengelig fra: 2024-03-07 Laget: 2024-03-07 Sist oppdatert: 2024-03-08bibliografisk kontrollert
Ericsson, S., Stenlund, T., Nyström, M., Öman Ekervhén, L., Carlsson, M. & Davis, P. A. (2023). Studying rapport and empathy training for investigative interviewing. In: Abstracts from the First European Conference on Law Enforcement and Public Health, Umea 2023: . Paper presented at LEPH2023 The European conference on law enforcement and public health, Umeå, Sweden, May 21-24, 2023 (pp. 36). Umeå University
Åpne denne publikasjonen i ny fane eller vindu >>Studying rapport and empathy training for investigative interviewing
Vise andre…
2023 (engelsk)Inngår i: Abstracts from the First European Conference on Law Enforcement and Public Health, Umea 2023, Umeå University, 2023, s. 36-Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

A crucial part of the crime investigation process is the investigative interview. Each interview is aninstance of law enforcement and the public meeting to exchange information. Interviews thus carry agreat deal of weight in both the investigation and public relations. Although the main goal ofinterviewing is often to get information related to an investigation, interviews are also anopportunity for law enforcement to offer support, give information, gain trust, and connect withindividuals in the community. Previous research has found that a humane interviewing style thatfocuses on building trust, good communication, and remaining objective while listening to the otherperson’s account has advantages such as eliciting more detailed accounts and more truthfulinformation. This style of interviewing has also been shown to be strategically beneficial regardless ofif the interviewee is a suspect, witness, or victim. However, researchers are still debating how toimplement empathy and rapport-building behaviors in interviews. There is a great need for researchon how police officers acquire the core skills needed for good communication, building rapport, andestablishing trust during interviews. The aim of this project is to better understand how humane andempathetic interviewing is implemented in Swedish police education in order to achieve a largeremphasis on building and maintaining rapport, empathy, and emotion regulation. This project willuse both quantitative and qualitative methods to approach the research questions. The goal is tohelp the police both in getting as much information as possible, as well as improve the experiences ofthe interview for both the police and the interviewee. Understanding and implementing a morehumane approach to interviewing could help individual officers de-escalate tense situations andnavigate their own stress responses, as well as help strengthen community trust in policing wheninteracting with interviewees.

sted, utgiver, år, opplag, sider
Umeå University, 2023
Serie
Polisutbildningens skriftserie ; 14
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-221883 (URN)978-91-8070-109-9 (ISBN)
Konferanse
LEPH2023 The European conference on law enforcement and public health, Umeå, Sweden, May 21-24, 2023
Tilgjengelig fra: 2024-03-07 Laget: 2024-03-07 Sist oppdatert: 2024-03-08bibliografisk kontrollert
Inzunza, M., Brown, G. T. L., Stenlund, T. & Wikström, C. (2022). The relationship between subconstructs of empathy and general cognitive ability in the context of policing. Frontiers in Psychology, 13, Article ID 907610.
Åpne denne publikasjonen i ny fane eller vindu >>The relationship between subconstructs of empathy and general cognitive ability in the context of policing
2022 (engelsk)Inngår i: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 13, artikkel-id 907610Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Purpose: Empathy has been widely theorized as an important ability in professions such as policing, in which to perform well individuals require multiple and interacting abilities, not least when resolving conflict situations. Even so, there are few studies investigating how subconstructs of empathy relate to other constructs such as general cognitive ability. The purpose of this paper is to establish, after evaluating psychometric properties, relationships among measures of empathy and cognitive ability in a sample of Swedish police students (n = 157).

Design/methodology/approach: Multiple latent variable models of how the different measures work to predict tasks that can be seen as proxies for the ability to understand another person’s situation and intentions are evaluated to determine the most robust relationship(s) within the data.

Findings: We find support for the psychometric properties reported in previous studies with the used instruments. We also find support for perspective-taking, a cognitive empathy subconstruct predicting the ability to recognize emotions, and also the affective part of empathy, predicting general cognitive ability. These findings are discussed at length in the paper.

Originality/value: This research adds more knowledge to the issue of how general cognitive ability relates to cognitive empathy and other subconstructs of empathy or Theory of Mind.

sted, utgiver, år, opplag, sider
Frontiers Media S.A., 2022
Emneord
cognitive empathy, policing, general cognitive ability, latent variable model, subconstructs
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-201539 (URN)10.3389/fpsyg.2022.907610 (DOI)000899262000001 ()2-s2.0-85144307961 (Scopus ID)
Forskningsfinansiär
Swedish Research Council, 2016-04842
Tilgjengelig fra: 2022-12-07 Laget: 2022-12-07 Sist oppdatert: 2023-09-05bibliografisk kontrollert
Jonsson, B., Wiklund-Hörnqvist, C., Stenlund, T., Andersson, M. & Nyberg, L. (2021). A learning method for all: The testing effect is independent of cognitive ability. Journal of Educational Psychology, 113(5), 972-985
Åpne denne publikasjonen i ny fane eller vindu >>A learning method for all: The testing effect is independent of cognitive ability
Vise andre…
2021 (engelsk)Inngår i: Journal of Educational Psychology, ISSN 0022-0663, E-ISSN 1939-2176, Vol. 113, nr 5, s. 972-985Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The testing effect, defined as the positive effect of retrieval practice (i.e., self-testing) on long-term memory retention relative to other ways to support learning, is a robust empirical phenomenon. Despite substantial scientific evidence for the testing effect, less is known about its effectiveness in relation to individual differences in cognitive ability. In the present study, we examine whether the effect of retrieval practice is beneficial independent of cognitive ability using behavioral and brain imaging data. In a within-subject design, upper-secondary students learned Swahili–Swedish word pairs through retrieval practice and study. The testing effects were assessed at a direct test and for a subsample after 1- and 4-weeks retention intervals, respectively. Another subsample performed the 1-week retention test during functional MRI (fMRI). Memory retention was analyzed in relation to an educationally relevant composite score dividing participants into low, intermediate, and high cognitive-ability groups. We provide behavioral evidence that the testing effect is independent of cognitive ability. The fMRI findings confirmed a general effectiveness of retrieval practice by showing that brain regions associated with successful retrieval of conceptual representations and semantic processing were more strongly engaged after retrieval practice in all cognitive-ability groups. It is argued that the advantages of retrieval practice should be conveyed to all teachers and students.

sted, utgiver, år, opplag, sider
American Psychological Association (APA), 2021
Emneord
the testing effect, individual differences, learning, cognition, fMRI
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-176365 (URN)10.1037/edu0000627 (DOI)000683461500007 ()2-s2.0-85091607398 (Scopus ID)
Forskningsfinansiär
Swedish Research Council, 2014 –2099
Tilgjengelig fra: 2020-11-02 Laget: 2020-11-02 Sist oppdatert: 2023-03-24bibliografisk kontrollert
Bergh, P., Skog, D. & Stenlund, T. (2021). Polisutbildningen i Umeå vill mer. In: Staffan Karp; Lars-Erik Lauritz (Ed.), Samverkan för framgång: 20 år med polisutbildningen i Umeå: (pp. 175-180). Umeå: Umeå universitet
Åpne denne publikasjonen i ny fane eller vindu >>Polisutbildningen i Umeå vill mer
2021 (svensk)Inngår i: Samverkan för framgång: 20 år med polisutbildningen i Umeå / [ed] Staffan Karp; Lars-Erik Lauritz, Umeå: Umeå universitet , 2021, s. 175-180Kapittel i bok, del av antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Umeå: Umeå universitet, 2021
HSV kategori
Forskningsprogram
polisforskning
Identifikatorer
urn:nbn:se:umu:diva-199287 (URN)978-91-7855-689-2 (ISBN)978-91-7855-690-8 (ISBN)
Tilgjengelig fra: 2022-09-12 Laget: 2022-09-12 Sist oppdatert: 2022-09-12bibliografisk kontrollert
Bertilsson, F., Stenlund, T., Wiklund-Hörnqvist, C. & Jonsson, B. (2021). Retrieval Practice: Beneficial for All Students or Moderated by Individual Differences?. Psychology Learning & Teaching, 20(1), 21-39
Åpne denne publikasjonen i ny fane eller vindu >>Retrieval Practice: Beneficial for All Students or Moderated by Individual Differences?
2021 (engelsk)Inngår i: Psychology Learning & Teaching, ISSN 1475-7257, Vol. 20, nr 1, s. 21-39Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Retrieval practice is a learning technique that is known to produce enhanced long-term memory retention when compared to several other techniques. This difference in learning outcome is commonly called “the testing effect”. Yet there is little research on how individual differences in personality traits and working memory capacity moderate the size of the retrieval-practice benefits. The current study is a conceptual replication of a previous study, further investigating whether the testing effect is sensitive to individual differences in the personality traits Grit and Need for Cognition, and working memory capacity. Using a within-subjects design (N = 151), participants practiced 60 Swahili–Swedish word pairs (e.g., adhama–honor) through retrieval practice and re-studying. Learning was assessed at three time points: five minutes, one week, and four weeks after practice. The results revealed a significant testing effect at all three time points. Further, the results showed no association between the testing effect and the personality traits, or between the testing effect and working memory, at any time point. To conclude, retrieval practice seems to be a learning technique that is not moderated by individual differences in these specific personality traits or with working memory capacity, thus possibly beneficial for all students.

sted, utgiver, år, opplag, sider
Sage Publications, 2021
Emneord
retrieval practice, the testing effect, individual differences, personality traits, working memory capacity, testeffekten, individuella skillnader, personlighetsdrag, arbetsminneskapacitet
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-177598 (URN)10.1177/1475725720973494 (DOI)000598809700001 ()2-s2.0-85096392466 (Scopus ID)
Forskningsfinansiär
Swedish Research Council, 721- 2014-2099
Tilgjengelig fra: 2020-12-14 Laget: 2020-12-14 Sist oppdatert: 2023-10-02bibliografisk kontrollert
Inzunza, M., Stenlund, T. & Wikström, C. (2019). Measuring perspective taking among police recruits: A comparison of self-reported and objective measures. Policing: an international Journal of Police Strategies and Managment, 42(5), 725-738
Åpne denne publikasjonen i ny fane eller vindu >>Measuring perspective taking among police recruits: A comparison of self-reported and objective measures
2019 (engelsk)Inngår i: Policing: an international Journal of Police Strategies and Managment, ISSN 1363-951X, E-ISSN 1758-695X, Vol. 42, nr 5, s. 725-738Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Purpose

Perspective taking (PT), as part of the empathy concept, is an important ability in the police profession. It is important to understand how PT can be measured, but also whether it changes over time. The purpose of this paper is to compare the outcomes of three different measures of PT, and to see whether police students’ PT changes at different stages of their education.

Design/methodology/approach

Three measures, one self-reported and two objective tests, were administered to Swedish National Police recruits at three distinct stages of their police training. The outcomes of the measures were psychometrically analyzed, after which associations between measures and between-group differences were assessed.

Findings

The result showed that the measures provided results that were in line with what had been reported in earlier studies. There were no significant correlations between the total scores of the three measures, yet students who graded their abilities higher on the subjective instrument did perform better on one of the objective tests. The findings also showed that recruits in later parts of their training self-reported significantly lower PT values than recruits at the beginning of their training.

Originality/value

This study adds knowledge on the ability of different types of instruments to measure PT and how this construct may develop over time among police recruits.

sted, utgiver, år, opplag, sider
Emerald Group Publishing Limited, 2019
Emneord
Perspective taking, Theory of mind, Police recruits
HSV kategori
Forskningsprogram
beteendevetenskapliga mätningar
Identifikatorer
urn:nbn:se:umu:diva-157059 (URN)10.1108/PIJPSM-09-2018-0129 (DOI)000488965200001 ()2-s2.0-85062444144 (Scopus ID)
Tilgjengelig fra: 2019-03-06 Laget: 2019-03-06 Sist oppdatert: 2020-01-02bibliografisk kontrollert
Stenlund, T., Lyrén, P.-E. & Eklöf, H. (2018). The successful test taker: exploring test-taking behavior profiles through cluster analysis. European Journal of Psychology of Education, 33(2), 403-417
Åpne denne publikasjonen i ny fane eller vindu >>The successful test taker: exploring test-taking behavior profiles through cluster analysis
2018 (engelsk)Inngår i: European Journal of Psychology of Education, ISSN 0256-2928, E-ISSN 1878-5174, Vol. 33, nr 2, s. 403-417Artikkel i tidsskrift (Fagfellevurdert) Published
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.

sted, utgiver, år, opplag, sider
Springer, 2018
Emneord
Risk-taking, Test motivation, Test anxiety, Test-taking strategies, High-stakes
HSV kategori
Forskningsprogram
psykologi
Identifikatorer
urn:nbn:se:umu:diva-133401 (URN)10.1007/s10212-017-0332-2 (DOI)000426652700012 ()2-s2.0-85017179066 (Scopus ID)
Tilgjengelig fra: 2017-04-08 Laget: 2017-04-08 Sist oppdatert: 2023-03-24bibliografisk kontrollert
Organisasjoner