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Publications (10 of 54) Show all publications
Palm, T., Andersson, C., Palmberg, B. & Winberg, M. T. (2023). Mechanisms underlying effects of formative assessment on student achievement: a proposed framework to ignite future research. CADMO (2), 9-20
Open this publication in new window or tab >>Mechanisms underlying effects of formative assessment on student achievement: a proposed framework to ignite future research
2023 (English)In: CADMO, ISSN 1122-5165, E-ISSN 1972-5019, no 2, p. 9-20Article in journal (Refereed) Published
Abstract [en]

Research has shown that formative assessment can have large positive effects on student achievement, but the effects vary substantially and are not always positive. In addition, the underlying mechanisms responsible for the learning effects are not well understood. We present a framework developed to support research efforts to identify these mechanisms. The framework includes formative assessment processes as well as students’ learning processes, defines and exemplifies the term mechanisms in relevant contexts, indicates possible mechanisms, and identifies aspects that require further research to characterise and explain the mechanisms through which formative assessment affects student achievement. Finally, we exemplify how the framework may be used to design studies capable of providing the robust evidence required for drawing conclusions about the mechanisms.

Place, publisher, year, edition, pages
Edizioni Franco Angeli, 2023
Keywords
Formative assessment, Assessment for learning, Framework, Mechanisms, Mathematics.
National Category
Pedagogical Work
Research subject
didactics of mathematics; educational work
Identifiers
urn:nbn:se:umu:diva-220375 (URN)10.3280/CAD2023-00200 (DOI)
Available from: 2024-02-02 Created: 2024-02-02 Last updated: 2024-02-02Bibliographically approved
Borg, J., Winberg, M. T., Eide, A. H., Calvo, I., Khasnabis, C. & Zhang, W. (2023). On the relation between assistive technology system elements and access to assistive products based on 20 country surveys. Healthcare, 11(9), Article ID 1313.
Open this publication in new window or tab >>On the relation between assistive technology system elements and access to assistive products based on 20 country surveys
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2023 (English)In: Healthcare, E-ISSN 2227-9032, Vol. 11, no 9, article id 1313Article in journal (Refereed) Published
Abstract [en]

The objective of this study was to explore the relationship between assistive technology system elements and access to assistive products. Data on assistive technology system elements and self-reported survey data on access to assistive products from 20 countries were analyzed using multivariate statistical methods, including orthogonal partial least squares analyses. Access to assistive products was primarily associated with the geographic coverage of assistive technology services in a country, followed by system elements related to policy and personnel. To achieve universal access to assistive technology, geographic coverage of assistive technology services is an instrumental system element. However, it requires the implementation of appropriate policies along with sufficient funding, recruitment of adequately trained personnel, and availability of assistive products in need.

Place, publisher, year, edition, pages
MDPI, 2023
Keywords
access, assistive products, assistive technology, systems
National Category
Public Health, Global Health, Social Medicine and Epidemiology
Identifiers
urn:nbn:se:umu:diva-209117 (URN)10.3390/healthcare11091313 (DOI)000987738700001 ()37174855 (PubMedID)2-s2.0-85159097066 (Scopus ID)
Available from: 2023-06-07 Created: 2023-06-07 Last updated: 2023-06-07Bibliographically approved
Brown, G. T. L., Andersson, C., Winberg, M. T. & Palm, T. (2023). Predicting formative feedback practices: improving learning and minimising a tendency to ignore feedback. Frontiers in Education, 8, Article ID 1241998.
Open this publication in new window or tab >>Predicting formative feedback practices: improving learning and minimising a tendency to ignore feedback
2023 (English)In: Frontiers in Education, E-ISSN 2504-284X, Vol. 8, article id 1241998Article in journal (Refereed) Published
Abstract [en]

Introduction: Teacher conceptions of feedback ideally predict their feedback practices, but little robust evidence identifies which beliefs matter to practices. It is logical to presume that teacher conceptions of feedback would align with the policy framework of an educational jurisdiction. The Teacher Conceptions of Feedback (TCoF) inventory was developed in New Zealand which has a relatively low-stakes, formative policy framework. Methods: This study surveyed 451 Swedish teachers working in Years 1-9, a policy context that prioritises teachers using multiple data sources to help students learn. The study used a translated version of the TCoF inventory, but isolated six items related to formative feedback practices from various factors. Results: A six-factor TCoF was recovered (Praise, Improvement, Ignore, Required, PASA, and Timely), giving partial replication to the previous study. A well-fitting structural equation model showed formative practices were predicted by just two conceptions of feedback (i.e., feedback improves learning and students may ignore feedback). Discussion: This study demonstrates that the TCoF inventory can be used to identify plausible relations from feedback beliefs to formative feedback practices.

Place, publisher, year, edition, pages
Frontiers Media S.A., 2023
Keywords
beliefs, classroom teachers, conceptions, feedback, formative practices, perceptions, Sweden
National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-215739 (URN)10.3389/feduc.2023.1241998 (DOI)001076166700001 ()2-s2.0-85173791757 (Scopus ID)
Funder
Swedish Research Council, 2019-04349
Available from: 2023-11-02 Created: 2023-11-02 Last updated: 2023-11-02Bibliographically approved
Winberg, M. T., Tegmark, M., Vinterek, M. & Alatalo, T. (2022). Motivational Aspects of Students' Amount of Reading and Affective Reading Experiences in a School Context: A Large-Scale Study of Grades 6 and 9. Reading Psychology, 43(7), 442-476
Open this publication in new window or tab >>Motivational Aspects of Students' Amount of Reading and Affective Reading Experiences in a School Context: A Large-Scale Study of Grades 6 and 9
2022 (English)In: Reading Psychology, ISSN 0270-2711, E-ISSN 1521-0685, Vol. 43, no 7, p. 442-476Article in journal (Refereed) Published
Abstract [en]

As leisure-time reading among adolescents declines in the western world, stakeholders try to increase students' motivation for school-related reading. We examine the relationship of students' autonomous and controlled reading motivation with their amount and experiences of school-related reading in four school subjects, controlling for students' attitudes toward the school subjects and general attitudes toward reading. Questionnaire data were collected from 3308 students in Grades 6 and 9 at 144 schools in Sweden. Multiple linear regression indicates that students' attitudes toward the subject are more important predictors of reading amount than their reading motivation. Motivation type was primarily related to students' affective experiences of the reading, and only weakly related to their amount of school-related reading. Results suggest that the relationship between motivation and school-related reading differ from voluntary leisure-time reading. The study thus complements previous research which primarily has focused on the role of students' motivation for their amount of leisure-time reading.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2022
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-199167 (URN)10.1080/02702711.2022.2118914 (DOI)000850620800001 ()2-s2.0-85137770331 (Scopus ID)
Projects
Läsa eller inte läsa: En studie av grundskolans läspraktiker.
Funder
Swedish Research Council, 2017-2019/2020
Available from: 2022-09-07 Created: 2022-09-07 Last updated: 2022-11-30Bibliographically approved
Hofverberg, A., Winberg, M. T., Palmberg, B., Andersson, C. & Palm, T. (2022). Relationships Between Basic Psychological Need Satisfaction, Regulations, and Behavioral Engagement in Mathematics. Frontiers in Psychology, 13, Article ID 829958.
Open this publication in new window or tab >>Relationships Between Basic Psychological Need Satisfaction, Regulations, and Behavioral Engagement in Mathematics
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2022 (English)In: Frontiers in Psychology, E-ISSN 1664-1078, ISSN 1664-1078, Vol. 13, article id 829958Article in journal (Refereed) Published
Abstract [en]

Behavioral engagement is a key determinant of students’ learning. Hence, knowledge about mechanisms affecting engagement is crucial for educators and stakeholders. Self-determination theory (SDT) offers a framework to understand one of these mechanisms. However, extant studies mostly consider only parts of SDT’s theoretical paths from basic psychological need satisfaction via regulations to student engagement. Studies that investigate the full model are rare, especially in mathematics, and results are inconclusive. Moreover, constructs are often merged in ways that may preclude detailed understanding. In this study, we used structural equation modeling to test several hypothesized paths between the individual variables that make up higher-order constructs of need satisfaction, regulations, and behavioral engagement. Satisfaction of the need for competence had a dominating effect on engagement, both directly and via identified regulation. Similarly, satisfaction of the need for relatedness predicted identified regulation, that in turn predicted engagement. Satisfaction of the need for autonomy predicted intrinsic regulation as expected but, in contrast to theory, was also positively associated with controlled motivation (external and introjected regulation). Neither intrinsic nor controlled regulation predicted engagement. Theoretical and method-related reasons for this unexpected pattern are discussed, as well as implications for research and teaching.

Place, publisher, year, edition, pages
Frontiers Media S.A., 2022
Keywords
Engagement, self-determination theory, Mathematics, Basic psychological need, Regulation, Structural equation modeling
National Category
Didactics Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-193752 (URN)10.3389/fpsyg.2022.829958 (DOI)000791216300001 ()2-s2.0-85128903838 (Scopus ID)
Funder
Swedish Research Council, 2019-04349
Available from: 2022-04-12 Created: 2022-04-12 Last updated: 2024-07-02Bibliographically approved
Vinterek, M., Winberg, M. T., Tegmark, M., Alatalo, T. & Liberg, C. (2022). The Decrease of School Related Reading in Swedish Compulsory School – Trends Between 2007 and 2017. Scandinavian Journal of Educational Research, 66(1), 119-133
Open this publication in new window or tab >>The Decrease of School Related Reading in Swedish Compulsory School – Trends Between 2007 and 2017
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2022 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 66, no 1, p. 119-133Article in journal (Refereed) Published
Abstract [en]

Even though the importance of extensive reading practice is well documented, as are students’ changing leisure-time reading habits, we still have little knowledge of how much students read at school. Therefore, this study investigates how many pages of continuous and coherent text, nonfiction as well as fiction, students in middle and lower secondary school read during an ordinary school day. Comparing data from two large-scale surveys, in 2007 and 2017, our analyses indicate that the proportion of students who read one full page or more has decreased significantly. There are still more students in middle school compared to lower secondary who read nonfiction, whereas the reading of fiction is now equally low. We conclude that the growing achievement gap among Swedish students on reading literacy tests is mirrored in the widening divide between students who still read extensively at school and those who do not read at all.

Place, publisher, year, edition, pages
Routledge, 2022
Keywords
reading amount, school reading, nonfiction, fiction, trends, middle school, lower secondary school, continuous and coherent text
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-175865 (URN)10.1080/00313831.2020.1833247 (DOI)000584715500001 ()2-s2.0-85095761482 (Scopus ID)
Available from: 2020-10-12 Created: 2020-10-12 Last updated: 2023-09-05Bibliographically approved
Tegmark, M., Alatalo, T., Vinterek, M. & Winberg, M. (2022). What motivates students to read at school? Student views on reading practices in middle and lower-secondary school. Journal of research in reading (Print), 45(1), 100-118
Open this publication in new window or tab >>What motivates students to read at school? Student views on reading practices in middle and lower-secondary school
2022 (English)In: Journal of research in reading (Print), ISSN 0141-0423, E-ISSN 1467-9817, Vol. 45, no 1, p. 100-118Article in journal (Refereed) Published
Abstract [en]

Reading amount is decisive for individual students' academic success as well as for the general strength of democratic societies. Still, the amount of both leisure-time and school-related reading is decreasing. To reverse this trend, more knowledge of what drives students' school reading is needed. Drawing on Self-Determination Theory (SDT), the study is based on structured interviews with 259 students in Grades 6 and 9 from 14 different schools. Descriptive statistical analyses were made to map students' perceptions of themselves as readers and their school-related reading practices and to find out what regulates students' motivation for in-class reading. Although students express a strong will to become good readers, our data indicate that students are mainly driven by controlled motivation for their school-related reading; autonomous motivation was only expressed by a minority of students in Grade 6. What would make students read more are mainly text and instruction related factors such as more interesting texts and more time allocated to reading. Our results point to a great potential for more in-class reading across the curriculum, reading sessions that need to be regularly scheduled using carefully selected texts. In line with SDT, our findings highlight the importance of fulfilling students' need for competence, relatedness, and autonomy in order for them to develop more self-determined behaviour, such as leisure-time reading – which in turn will boost their reading self-concept. Highlights What is already known about this topic Students who practice reading more tend to become more competent readers and therefore develop a more positive relationship with reading and themselves as readers (reading self-concept). Autonomous motivation strongly predicts reading achievement, whereas controlled motivation negatively predicts reading outcomes. The amount of both leisure-time and school-related reading is decreasing in many parts of the western world, highlighting the need for schools to find new ways of engaging students in reading practices. What this paper adds Students want to be good readers and know that they need to read more to become good readers. In contrast to leisure-time reading, students' school-related reading practices are driven far more by controlled than autonomous motivation, especially by the time they reach secondary school. Students would read more if they were provided with more interesting texts, the possibility to choose, and if more class time were allocated to reading. Implications for theory, policy or practice Autonomy-supporting reading sessions need to be regularly and amply scheduled across the curriculum to ensure reading practices that can develop reader competence. Schools need to ensure that students have access to a variety of texts to choose from according to both personal interest and level of difficulty. Educators need to design reading practices that fulfil students' need for competence, relatedness, and autonomy in order for them to develop more self-determined behaviour and a more positive perception of themselves as readers.

Place, publisher, year, edition, pages
John Wiley & Sons, 2022
Keywords
school reading, reading motivation, reading self-concept, student perceptions, Self-Determination Theory
National Category
Didactics
Research subject
didactics of chemistry; educational work
Identifiers
urn:nbn:se:umu:diva-192494 (URN)10.1111/1467-9817.12386 (DOI)000750280500001 ()2-s2.0-85124091350 (Scopus ID)
Projects
Att läsa eller inte läsa: En studie av grundskolans läspraktiker
Funder
Swedish Research Council, 2016-04747
Available from: 2022-02-15 Created: 2022-02-15 Last updated: 2022-05-31Bibliographically approved
Winberg, M. T. & Palm, T. (2021). Antecedents and Relative Importance of Student Motivation for Science and Mathematics Achievement in TIMSS. Frontiers in Education, 6(97), Article ID 575926.
Open this publication in new window or tab >>Antecedents and Relative Importance of Student Motivation for Science and Mathematics Achievement in TIMSS
2021 (English)In: Frontiers in Education, E-ISSN 2504-284X, Vol. 6, no 97, article id 575926Article in journal (Refereed) Published
Abstract [en]

Although motivation has been shown to have substantial influence on learning, the relative significance of Students’ motivational characteristics, compared to other school-related factors, for student learning and performance is still unclear. Furthermore, knowledge about the relative importance of different situational variables for predicting these motivational characteristics is crucial for educational decisions about how to enhance student motivation. This study examined (1) the relative importance of motivational characteristics derived from five different theories on motivation and epistemic beliefs, compared to almost 300 situational factors, for predicting student performance on the TIMSS 2011 achievement tests in science and mathematics, and (2) how student motivational characteristics can be predicted by the background variables in the TIMSS 2011 questionnaires and an additional questionnaire about motivation accompanying TIMSS in Sweden. Up to 52% of the variation in student performance could be predicted by models containing all background variables, and student motivational characteristics were among the most important variables in the model. Models that comprised only student motivational characteristics from several motivation theories predicted up to 27% of student performance on the achievement test, while models using only single motivational characteristics predicted, on average, 7%. Results emphasize teachers’ importance for student motivation. Five teacher features were consistently among the most important variables in predicting Students’ motivational characteristics. These five variables predicted as much of the variation in important student motivational characteristics as the remaining 300 situational variables together.

Place, publisher, year, edition, pages
Lausanne, Switzerland: Frontiers Media S.A., 2021
Keywords
Achievement, Mathematics, Science, achievement goals, epistemological beliefs, self-determination theory, Comprehensive models, Learning environment, OPLS
National Category
Didactics Pedagogical Work
Research subject
didactics of chemistry; didactics of mathematics; didactics of natural science
Identifiers
urn:nbn:se:umu:diva-181903 (URN)10.3389/feduc.2021.575926 (DOI)000682683200001 ()2-s2.0-85104022516 (Scopus ID)
Projects
Interaction between the learner and the learning environment: Effects on the learner’s affective experiences and learning outcomes
Funder
Swedish Research Council, 2007-3216
Available from: 2021-03-31 Created: 2021-03-31 Last updated: 2022-09-15Bibliographically approved
Bernholt, A., Lindfors, M. & Winberg, M. (2021). Students’ epistemic beliefs in Sweden and Germany and their interrelations with classroom characteristics. Scandinavian Journal of Educational Research, 65(1), 54-70
Open this publication in new window or tab >>Students’ epistemic beliefs in Sweden and Germany and their interrelations with classroom characteristics
2021 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 65, no 1, p. 54-70Article in journal (Refereed) Published
Abstract [en]

In the field of epistemic belief research, more studies on how these beliefs are formed in different cultural contexts are called for. Moreover, there are strong assumptions that teachers’ instructional practices are paramount to the development of students’ epistemic beliefs. The current study aims at investigating differences between Sweden and Germany in both, and in their relationships. A cross-sectional study was conducted with 4,731 students in Grades 5 through 11. To sum up, latent multi group comparison revealed several differences in the level of students’ beliefs and classroom characteristics. Moreover, latent regression analyses showed that the observed classroom characteristics were significant predictors of students’ beliefs concerning the justification and development of knowledge, and that the prediction pattern differ between countries.

Place, publisher, year, edition, pages
Routledge, 2021
Keywords
Students’ epistemic beliefs, classroom context, cross-country comparison, national cultural differences
National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-147664 (URN)10.1080/00313831.2019.1651763 (DOI)000483934000001 ()2-s2.0-85071316130 (Scopus ID)
Funder
Swedish Research Council, 721-2013-2180
Note

Originally included in thesis in manuscript form.

Available from: 2018-05-14 Created: 2018-05-14 Last updated: 2021-07-13Bibliographically approved
Hofverberg, A. & Winberg, M. T. (2020). Achievement goals and classroom goal structures: Do they need to match?. The Journal of educational research (Washington, D.C.), 113(2), 145-162
Open this publication in new window or tab >>Achievement goals and classroom goal structures: Do they need to match?
2020 (English)In: The Journal of educational research (Washington, D.C.), ISSN 0022-0671, E-ISSN 1940-0675, Vol. 113, no 2, p. 145-162Article in journal (Refereed) Published
Abstract [en]

It is often assumed that students’ personal achievement goals are most beneficial when they match the goal structures of the classroom, but interaction between achievement goals and goal structures is not well researched. In this study, we aim at providing a nuanced picture of the direct, interaction, and nonlinear effects of achievement goals and goal structures on test performance and autonomous motivation. We used multiple linear regressions, including interaction and quadratic terms, in combination with response surface methodology to analyze questionnaire data from students in Grades 6-10. We found no evidence for a general match effect, and only weak indications of interactions between achievement goals and goal structures. Thus, the match between classroom goal structures and students’ personal goals may be less important for students’ motivation and achievement than previously assumed. Still, based on our results we recommend a focus on mastery structures in the classroom.

Place, publisher, year, edition, pages
Taylor & Francis, 2020
Keywords
Achievement goal, goal structure, autonomous motivation, response surface methodology, polynomial regression
National Category
Didactics
Identifiers
urn:nbn:se:umu:diva-169627 (URN)10.1080/00220671.2020.1759495 (DOI)000532444400001 ()2-s2.0-85084423478 (Scopus ID)
Note

Originally included in thesis in manuscript form. 

Available from: 2020-04-13 Created: 2020-04-13 Last updated: 2023-03-23Bibliographically approved
Projects
Cognition, beliefs, interests and motivation in chemistry secondary education - a comparison between school years 5-11 in Sweden and Germany [2013-02180_VR]; Umeå University; Publications
Hofverberg, A. & Winberg, M. T. (2020). Achievement goals and classroom goal structures: Do they need to match?. The Journal of educational research (Washington, D.C.), 113(2), 145-162Hofverberg, A. & Winberg, M. (2019). Interplay between achievement goals and goal structures: Effects on achievement and motivation. In: Book of Abstracts EARLI 2019: . Paper presented at The 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI2019), 12–16 August, 2019, Aachen, Germany. Winberg, M. T., Hofverberg, A., Lindfors, M., Parchmann, I., Bernholt, A., Bernholt, S., . . . Kampa, N. (2019). Kognition, kunskapssyn, intresse och motivation i kemi: en jämförelse av elevers utveckling över skolåren 5–10 i Sverige och Tyskland. In: Resultatdialog 2019: (pp. 112-116). Stockholm: VetenskapsrådetBernholt, A., Kampa, N., Lindfors, M. & Winberg, M. (2018). Profiling School Students' Epistemic Beliefs From Grades 5 to 12. In: AERA Online Paper Repository: . Paper presented at AERA 2018 Annual Meeting, New York, 13-17 April, 2018. American Educational Research AssociationHofverberg, A. & Winberg, M. T.Are mastery structures beneficial for everyone?: The interaction between mastery structures and achievement goals in grades 6-10.
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ORCID iD: ORCID iD iconorcid.org/0000-0002-1535-873X

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