Umeå University's logo

umu.sePublications
Change search
Link to record
Permanent link

Direct link
Alternative names
Publications (10 of 72) Show all publications
Nyroos, M., Korhonen, J. & Mononen, R. (Eds.). (2022). Cognitive and affective factors in relations to learning. Frontiers Media S.A.
Open this publication in new window or tab >>Cognitive and affective factors in relations to learning
2022 (English)Collection (editor) (Refereed)
Abstract [en]

Both domain-general (e.g., working memory, executive functions) and domain-specific (e.g., number processing, phonological processing) cognitive factors have been found to predict learning in different age groups. Likewise, research has shown that various affective factors, such as different emotions (e.g., anxiety), self-concept, and interest, need to be considered when investigating individual differences in learning. However, few studies have investigated both cognitive and affective factors simultaneously in relation to learning. In particular, there is a lack of studies investigating the interplay (i.e., moderation and mediation) between cognitive and affective factors on learning.

The goal of this Research Topic is to deepen our knowledge on the relations between learning and both cognitive and affective factors in different age groups. We aim to provide a broad scope of emerging areas in research on cognitive and affective factors, especially related to academic learning (e.g., mathematics, reading, and other school subjects). Studies focusing simultaneously looking at the interplay of these constructs, as well as longitudinally, are of great interest. Further, we are interested in innovative study designs and recent advances in methodology in this field. To promote quality education for all and equity in education, cognitive and affective factors related to aspects of learning ranging from pre-school to tertiary provision, and inclusion of individuals with special educational needs, are of interest.

Place, publisher, year, edition, pages
Frontiers Media S.A., 2022. p. 170
Series
Frontiers in Psychology, E-ISSN 1664-1078 ; 13
Keywords
working memory, executive functions, intelligence, rapid automized naming, processing speed, emotions, anxiety, academic achievement, motivation
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-200950 (URN)10.3389/978-2-83250-498-7 (DOI)978-2-83250-498-7 (ISBN)
Available from: 2022-11-11 Created: 2022-11-11 Last updated: 2022-11-11Bibliographically approved
Nyroos, M., Korhonen, J. & Mononen, R. (2022). Editorial: Cognitive and affective factors in relations to learning. Frontiers in Psychology, 13, Article ID 103733.
Open this publication in new window or tab >>Editorial: Cognitive and affective factors in relations to learning
2022 (English)In: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 13, article id 103733Article in journal, Editorial material (Refereed) Published
Place, publisher, year, edition, pages
Frontiers Media S.A., 2022
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-199869 (URN)10.3389/fpsyg.2022.1037332 (DOI)2-s2.0-85139966449 (Scopus ID)
Note

Also part of Frontiers Research Topic and e-book: Cognitive and affective factors in relation to learning, p. 5-7, ISBN: 978-2-83250-498-7, DOI: 10.3389/978-2-83250-498-7

Available from: 2022-09-30 Created: 2022-09-30 Last updated: 2022-11-11Bibliographically approved
Nielsen, A. & Nyroos, M. (2022). En förskola för alla (1ed.). In: Anneli Nielsen; Mikaela Nyroos (Ed.), En förskola för alla: specialpedagogik, inkludering och likvärdighet (pp. 26-41). Stockholm: Liber
Open this publication in new window or tab >>En förskola för alla
2022 (Swedish)In: En förskola för alla: specialpedagogik, inkludering och likvärdighet / [ed] Anneli Nielsen; Mikaela Nyroos, Stockholm: Liber, 2022, 1, p. 26-41Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2022 Edition: 1
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-191022 (URN)9789147141487 (ISBN)
Available from: 2022-01-05 Created: 2022-01-05 Last updated: 2022-04-07Bibliographically approved
Nielsen, A. & Nyroos, M. (Eds.). (2022). En förskola för alla: specialpedagogik, inkludering och likvärdighet (1ed.). Stockholm: Liber
Open this publication in new window or tab >>En förskola för alla: specialpedagogik, inkludering och likvärdighet
2022 (Swedish)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2022. p. 193 Edition: 1
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-191020 (URN)9789147141487 (ISBN)
Available from: 2022-01-05 Created: 2022-01-05 Last updated: 2022-04-07Bibliographically approved
Nielsen, A. & Nyroos, M. (2022). Introduktion (1ed.). In: Anneli Nielsen; Mikaela Nyroos (Ed.), En förskola för alla: specialpedagogik, inkludering och likvärdighet (pp. 10-23). Stockholm: Liber
Open this publication in new window or tab >>Introduktion
2022 (Swedish)In: En förskola för alla: specialpedagogik, inkludering och likvärdighet / [ed] Anneli Nielsen; Mikaela Nyroos, Stockholm: Liber, 2022, 1, p. 10-23Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2022 Edition: 1
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-191021 (URN)9789147141487 (ISBN)
Available from: 2022-01-05 Created: 2022-01-05 Last updated: 2022-04-07Bibliographically approved
Nyroos, M. (2022). Neuropsykiatrisering av förskolan (1ed.). In: Anneli Nielsen; Mikaela Nyroos (Ed.), En förskola för alla: specialpedagogik, inkludering och likvärdighet (pp. 102-117). Stockholm: Liber
Open this publication in new window or tab >>Neuropsykiatrisering av förskolan
2022 (Swedish)In: En förskola för alla: specialpedagogik, inkludering och likvärdighet / [ed] Anneli Nielsen; Mikaela Nyroos, Stockholm: Liber, 2022, 1, p. 102-117Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2022 Edition: 1
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-191023 (URN)9789147141487 (ISBN)
Available from: 2022-01-05 Created: 2022-01-05 Last updated: 2022-04-07Bibliographically approved
Nyroos, M. (2022). Neuropsykiatriska svårigheter i förskolan (1ed.). In: Anneli Nielsen; Mikaela Nyroos (Ed.), En förskola för alla: specialpedagogik, inkludering och likvärdighet (pp. 118-133). Stockholm: Liber
Open this publication in new window or tab >>Neuropsykiatriska svårigheter i förskolan
2022 (Swedish)In: En förskola för alla: specialpedagogik, inkludering och likvärdighet / [ed] Anneli Nielsen; Mikaela Nyroos, Stockholm: Liber, 2022, 1, p. 118-133Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2022 Edition: 1
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-191031 (URN)9789147141487 (ISBN)
Available from: 2022-01-05 Created: 2022-01-05 Last updated: 2022-04-07Bibliographically approved
Christiansen, F., Ahlqvist, V. H., Nyroos, M., Löfgren, H. O. & Berglind, D. (2021). Physical activity through a classroom-based intervention: A pragmatic non-randomized trial among swedish adolescents in an upper secondary school. International Journal of Environmental Research and Public Health, 18(21), Article ID 11041.
Open this publication in new window or tab >>Physical activity through a classroom-based intervention: A pragmatic non-randomized trial among swedish adolescents in an upper secondary school
Show others...
2021 (English)In: International Journal of Environmental Research and Public Health, ISSN 1661-7827, E-ISSN 1660-4601, Vol. 18, no 21, article id 11041Article in journal (Refereed) Published
Abstract [en]

Schools are an important arena to curb the decline in physical activity (PA) in youth. School-based interventions with accelerometer-measured PA are warranted. This study aimed to increase accelerometer-measured PA in adolescents following a 12-month school-based intervention. Two school-classes of 16–18-year-old Swedish students were allocated to intervention group and control group. Accelerometer-measured PA was gathered at baseline, 6-and 12-month follow-up. Mixed-effects linear regression was used to investigate between-group and within-group differences in mean minutes per day (min/day) of moderate to vigorous PA (MVPA), light PA (LPA) and sedentary time (ST). Fifty-seven students participated (intervention group = 31, control group = 26). At 12-month follow-up, the intervention group performed 5.9 (95% CI: −4.3, 16.2) min/day more in MVPA, 1.8 (95% CI: −17.9, 14.2) min/day less in LPA, and 4.1 (95% CI: −27.3, 19.2) min/day less in ST compared to the control group. Within the intervention group, there was no significant change in PA. Within the control group, LPA decreased (95% CI: −19.6, −0.2; p = 0.044) and ST increased (95% CI: 1.8, 30.8; p = 0.028). Although no between-group differences in PA were statistically significant, the within-group changes may suggest a preventive impact on the decline in PA during adolescence.

Place, publisher, year, edition, pages
MDPI, 2021
Keywords
Accelerometer, Physical activity, School-based intervention
National Category
Public Health, Global Health, Social Medicine and Epidemiology Occupational Health and Environmental Health
Identifiers
urn:nbn:se:umu:diva-188900 (URN)10.3390/ijerph182111041 (DOI)000726552000001 ()2-s2.0-85117333537 (Scopus ID)
Available from: 2021-10-26 Created: 2021-10-26 Last updated: 2023-09-05Bibliographically approved
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: 2023-03-23Bibliographically approved
Nyroos, M., Wiklund-Hörnqvist, C. & Löfgren, K. (2018). Executive function skills and their importance in education: Swedish student teachers' perceptions. Thinking Skills and Creativity, 27, 1-12
Open this publication in new window or tab >>Executive function skills and their importance in education: Swedish student teachers' perceptions
2018 (English)In: Thinking Skills and Creativity, ISSN 1871-1871, E-ISSN 1878-0423, Vol. 27, p. 1-12Article in journal (Refereed) Published
Abstract [en]

Executive function (EF) skills are crucial for pupils' learning. Therefore, incorporating well-considered instructional strategies may reduce the EF demands placed on pupils with insufficient EF skills in the classroom. Hence, educators are critically positioned. In the present study, 303 student teachers answered the Mathematics Skills Questionnaire. The aim of the study was to (a) examine how student teachers rated the importance of EF skills and EF-related skills involved in pupils' learning and (b) investigate whether there were any differences in rating between regular student teachers and special needs student educators. The results of a two-way mixed ANOVA showed a significant main effect of skill in the total sample. Follow-up tests revealed that skills such as reasoning and proof, inhibition, shifting, and creativity were rated as more important when compared to other skills. Follow-up comparison of the significant interaction effect between skill and student teacher group revealed that the special needs student teachers regarded working memory skills as more important, while the regular student teachers rated EF-related skills that are grounded in core EF skills to have higher importance. The science of learning and its educational implications are discussed.

Place, publisher, year, edition, pages
Elsevier, 2018
Keywords
Working memory, Inhibition, Shifting, Special education
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-141944 (URN)10.1016/j.tsc.2017.11.007 (DOI)000427552900001 ()2-s2.0-85033662762 (Scopus ID)
Available from: 2017-11-16 Created: 2017-11-16 Last updated: 2023-03-23Bibliographically approved
Projects
Cognitive Implications for Mathematical Learning in Young Pupils [2011-02331_VR]; Umeå University
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-9195-4816

Search in DiVA

Show all publications