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Forslund Frykedal, KarinORCID iD iconorcid.org/0000-0003-1391-3346
Publications (10 of 48) Show all publications
Forslund Frykedal, K., Hammar Chiriac, E. & Rosander, M. (2020). Efficacy beliefs and interdependence when being assessed working in a group. Educational studies (Dorchester-on-Thames), 1-12
Open this publication in new window or tab >>Efficacy beliefs and interdependence when being assessed working in a group
2020 (English)In: Educational studies (Dorchester-on-Thames), ISSN 0305-5698, E-ISSN 1465-3400, p. 1-12Article in journal (Refereed) Epub ahead of print
Abstract [en]

The aim of this study was to investigate factors that can predict collective efficacy in student work groups year 5 and 8 at compulsory school and to see if there are gender and year differences for efficacy beliefs and aspects of interdependence. A total of 283 completed questionnaires were analysed. Hierarchical multiple regression was used to predict collective efficacy and 2 × 2 ANOVA was used to analyse gender and year differences and interactions for following five factors: collective efficacy, self-efficacy, negative interdependence, positive interdependence and importance of good assessment and marks. The result showed that independent of gender, year and school, self-efficacy, positive and negative interdependence predicted collective efficacy in connection with group work assessment. The result also showed that there were better conditions for cooperation in year 5 compared to year 8. Additionally, it was significantly more important for girls than boys to achieve good assessment and marks.

Place, publisher, year, edition, pages
Taylor & Francis, 2020
Keywords
Collective-efficacy, self-efficacy, interdependence, group work, gender, group work assessment
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-162896 (URN)10.1080/03055698.2019.1706039 (DOI)000504194500001 ()2-s2.0-85077158947 (Scopus ID)
Projects
Bedömning av kunskap och förmåga vid grupparbete
Funder
Swedish Research Council, 721 2012-547
Note

Funding agencies:  Swedish Research CouncilSwedish Research Council [721 2012-5476]

Available from: 2019-12-29 Created: 2019-12-29 Last updated: 2020-01-17Bibliographically approved
Hammar Chiriac, E., Rosander, M. & Forslund Frykedal, K. (2019). An Educational Intervention to Increase Efficacy and Interdependence in Group Work. Education Quarterly Reviews, 2(2), 435-447
Open this publication in new window or tab >>An Educational Intervention to Increase Efficacy and Interdependence in Group Work
2019 (English)In: Education Quarterly Reviews, ISSN 2621-5799, Vol. 2, no 2, p. 435-447Article in journal (Refereed) Published
Abstract [en]

This study investigated whether an intervention, in the form of short educational sessions, influenced pupils’experiences of group work or cooperative learning (CL). The hypothesis tested was that an intervention forteachers and pupils would lead to pupils’ increased (a) collective efficacy, (b) self-efficacy and, (c) positiveinterdependence, as well as (d) less negative interdependence. The participants were pupils from years 5 and 8 inthree compulsory schools in Sweden, working in 22 groups divided into one intervention group and one controlgroup (11 work groups in each condition). Data were collected through a questionnaire before and afterparticipation in the study and analysed using a repeated measure ANOVA and 2×2 ANOVA. The results showedan increased collective efficacy, self-efficacy and positive interdependence and a reduction of negativeinterdependence. The conclusion is that the intervention provided for teachers and pupils did have an effect, thuspromoting successful working as a group.

Place, publisher, year, edition, pages
Asian Institute of Research, 2019
Keywords
Cooperative Learning, Collective Efficacy, Interdependence, Group Work, Self-Efficacy
National Category
Psychology (excluding Applied Psychology) Pedagogy
Identifiers
urn:nbn:se:liu:diva-160269 (URN)10.31014/aior.1993.02.02.76 (DOI)
Funder
Swedish Research Council, 721 2012-5476
Available from: 2019-09-16 Created: 2019-09-16 Last updated: 2019-09-25Bibliographically approved
Forsell, J., Forslund Frykedal, K. & Hammar Chiriac, E. (2019). Group Work Assessment: Assessing Social Skills at Group Level. Small Group Research, Article ID UNSP 1046496419878269.
Open this publication in new window or tab >>Group Work Assessment: Assessing Social Skills at Group Level
2019 (English)In: Small Group Research, ISSN 1046-4964, E-ISSN 1552-8278, article id UNSP 1046496419878269Article in journal (Refereed) Epub ahead of print
Abstract [en]

Group work assessment is often described by teachers as complex and challenging, with individual assessment and fair assessment emerging as dilemmas. The aim of this literature review is to explore and systematize research about group work assessment in educational settings. This is an integrated research area consisting of research combining group work and classroom assessment. A database search was conducted, inspired by the guidelines of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). The analysis and categorization evolved into a typology consisting of five themes: (a) purpose of group work assessment, (b) what is assessed in group work, (c) methods for group work assessment, (d) effects and consequences of group work assessment, and (e) quality in group work assessment. The findings reveal that research in the field of group work assessment notably focuses on social skills and group processes. Peer assessment plays a prominent role and teachers as assessors are surprising absences in the reviewed research.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
group work, assessment, systematic review, group work assessment, education
National Category
Pedagogy Social Psychology
Identifiers
urn:nbn:se:liu:diva-161030 (URN)10.1177/1046496419878269 (DOI)000492259900001 ()
Funder
Swedish Research Council
Note

Funding agencies: Swedish Research CouncilSwedish Research Council [VR 721 2012-5476]

Available from: 2019-10-17 Created: 2019-10-17 Last updated: 2019-11-11Bibliographically approved
Forslund Frykedal, K., Barimani, M., Rosander, M. & Berlin, A. (2019). ”I Didn’T Fit In” – Reasons For Not Attending Parental Education Groups In Antenatal And Child Health Care. In: The 21st Congress of the Nordic Federation of Midwives - Midwifery Across Borders - in Reykjavik, Iceland, 2-4 May 2019: . Paper presented at Nordic Federation of Midwives - Midwifery Across Borders.
Open this publication in new window or tab >>”I Didn’T Fit In” – Reasons For Not Attending Parental Education Groups In Antenatal And Child Health Care
2019 (English)In: The 21st Congress of the Nordic Federation of Midwives - Midwifery Across Borders - in Reykjavik, Iceland, 2-4 May 2019, 2019Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Background – In Sweden expectant and new parents are offered parental education groups (PE) during pregnancy in Antenatal Care (AC) and after delivery in Child health Care (CHC) with the goal of preparing for childbirth and parenthood. Parents also seek information from  other sources such as the webb and magazines to gain information. Nevertheless, many parents feel unprepared for parenthood. During pregnancy and the time closest to childbirth is an important part of the transition to parenting and parents are very receptive to advice and information. To gain more knowledge about parents’ participation in PE the aim of this study was to explore expectant and new parents’ reasons to participate or not participate in PE.

 

Method – A web questionnaire including open questions was answered by 915 parents with children aged 0 to 21 months. Open questions about (a) reasons to not participate, (b) anything that could change their mind and (c) parenting support instead of the PE was analyses using content analysis.

 

Findings – The parents expressed reasons not to attend on an individual, group and organizational level. At an individual level they expressed personal reasons or that they had other forms of support. When it came to the group level the parents asked for more heterogeneity and openness regarding both the groups’ content and methods, not excluding parents and that parents’ different interests could be accommodated within the group. Reasons for not attending PE at organizational level were due to lack of information or invitation from AC or CHC, or that  PE was not available.

 

Conclusion

Parents ask for more nonconformity and diversity in PE. Despite of different approaches or attitudes all parents should be able to feel included in a way that would be relevant for them to participate in PE.

 

Keywords
Parental education group, primary health care, antenatal care, childhealth care, midwife, childhealth care nurse
National Category
Public Health, Global Health, Social Medicine and Epidemiology
Identifiers
urn:nbn:se:liu:diva-156682 (URN)
Conference
Nordic Federation of Midwives - Midwifery Across Borders
Funder
Swedish Research Council, 2016-03550
Available from: 2019-05-08 Created: 2019-05-08 Last updated: 2019-05-08
Hammar Chiriac, E. & Forslund Frykedal, K. (2019). Intervention as a means to improving assessment practice in cooperative learning. In: Cooperative Learning in Far-East Asia and the World: Achieving and Sustaining Excellence: . Paper presented at 2019 IASCE International Conference on Cooperative Learning, 24 Mars, 2019, Taipei, Taiwan.
Open this publication in new window or tab >>Intervention as a means to improving assessment practice in cooperative learning
2019 (English)In: Cooperative Learning in Far-East Asia and the World: Achieving and Sustaining Excellence, 2019Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The aim of this workshop is to provide an opportunity for delegates to participate in an intervention as means for enhancing assessment skills in cooperative learning. To differentiate assessment of individuals' intellectual abilities, academic and social skills from the whole group's when using cooperative learning instructions is according earlier research a challenge for teachers (e.g. Forslund Frykedal & Hammar Chiriac, 2011; Ross & Rolheiser, 2003). In this workshop participants will take part in, discuss and reflect upon objects and methods concerning assessment in cooperative learning. This by, in small groups, use Social Interdependence Theoy's five elements (a) interdepedence, (b) accountability, (c) promotive interaction, (d) iterpersonal and small group skills and (e) group processes when reviewing and discerning assessable objects in cooperative situations. The discerned objects will then be presented, discussed nd reflected upon in cross-groups. Additionally, participation in the workshop also includes peer-assessment of group-members abilities and skills in terms of "two stars and a wish". During this interactive workshop, participants will work in different constellations, such as pairs, small groups and cross-groups, giving experiences in the interdependence between CL and assessment. An exercise that will give delegates assessment tools useful in pedagogical practice.

References

Forslund Frykedal, K., & Hammar Chiriac, E. (2011). Assessment of students' learning when working in groups. Educational Research, 3, 331-345.

Ross, J., & Rolheiser, C. (2003). Student assessment practices in co-opertive learning. In R.M. Gillies & A.F. Ashman (Eds.), Co-operative learning. The social and intellectual outcomes of learning in groups (pp.119-135). New York: Routledge.

Keywords
Cooperative learning, group work, group work assessment
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-156678 (URN)
Conference
2019 IASCE International Conference on Cooperative Learning, 24 Mars, 2019, Taipei, Taiwan
Available from: 2019-05-08 Created: 2019-05-08 Last updated: 2019-05-08
Forslund Frykedal, K., Rosander, M., Barimani, M. & Berlin, A. (2019). Leaders limitations and approaches to creating conditions for interaction and communication in parental groups: A qualitative study. Journal of Child Health Care, 23(1), 147-159
Open this publication in new window or tab >>Leaders limitations and approaches to creating conditions for interaction and communication in parental groups: A qualitative study
2019 (English)In: Journal of Child Health Care, ISSN 1367-4935, E-ISSN 1741-2889, Vol. 23, no 1, p. 147-159Article in journal (Refereed) Published
Abstract [en]

The aim of this study was to describe and understand parental group (PG) leaders experiences of creating conditions for interaction and communication. The data consisted of 10 interviews with 14 leaders. The transcribed interviews were analysed using thematic analysis. The results showed that the leaders ambition was to create a parent-centred learning environment by establishing conditions for interaction and communication between the parents in the PGs. However, the leaders experience was that their professional competencies were insufficient and that they lacked pedagogical tools to create constructive group discussions. Nevertheless, they found other ways to facilitate interactive processes. Based on their experience in the PG, the leaders constructed informal socio-emotional roles for themselves (e.g. caring role and personal role) and let their more formal task roles (e.g. professional role, group leader and consulting role) recede into the background, so as to remove the imbalance of power between the leaders and the parents. They believed this would make the parents feel more confident and make it easier for them to start communicating and interacting. This personal approach places them in a vulnerable position in the PG, in which it is easy for them to feel offended by parents criticism, questioning or silence.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
Child healthcare nurse; communication; leader; midwife; parental groups
National Category
Nursing
Identifiers
urn:nbn:se:liu:diva-155859 (URN)10.1177/1367493518777311 (DOI)000461427900012 ()29804465 (PubMedID)
Available from: 2019-03-29 Created: 2019-03-29 Last updated: 2019-09-18
Hammar Chiriac, E. & Forslund Frykedal, K. (2019). Teachers’ Talk about Group Work Assessment before and after Participation in An Intervention. Creative Education, 10(9), 2045-2068, Article ID 95471.
Open this publication in new window or tab >>Teachers’ Talk about Group Work Assessment before and after Participation in An Intervention
2019 (English)In: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 10, no 9, p. 2045-2068, article id 95471Article in journal (Refereed) Published
Abstract [en]

Previous research has shown that teachers use an indistinct vocabulary, employfew concepts, and expose an embryonic professional language whentalking about group work assessment, thus indicating a lack of a professionallanguage. Building on Granström’s three different modes of language useeveryday, pseudo-meta- and meta-language, the purpose of this article was toexamine the teachers’ use of languages when talking about group work assessment.Specifically, if and how teachers’ use of modes of languages are influencedby them partaking in 1) a study about assessment in group work and2) in an intervention in form of a short educational session. Data were gatheredfrom interviews with eight teachers working in years five and eight infive Swedish compulsory schools and analysed both qualitatively and quantitatively.The results revealed that all of the teachers use Granstöm’s mode oflanguages to a varying degree when talking about assessment in cooperativesituations. A core finding was that intervention in the form of a short educationinfluenced the teachers’ way of talking in a positive way. By participatingin the intervention, the teachers developed and expanded their mode of language,thereby promoting the use of a common professional language aboutgroup work assessment.

Place, publisher, year, edition, pages
Scientific Research Publishing, 2019
Keywords
Group Work Assessment, Classroom Dialogue, Teachers’ Talk
National Category
Psychology (excluding Applied Psychology) Pedagogy
Identifiers
urn:nbn:se:liu:diva-161319 (URN)10.4236/ce.2019.109149 (DOI)
Projects
Assessment of knowledge and skills in group work—an intervention study in everyday classroom practices
Funder
Swedish Research Council, 721 2012-5476
Available from: 2019-10-28 Created: 2019-10-28 Last updated: 2019-12-12Bibliographically approved
Forslund Frykedal, K. & Hammar Chiriac, E. (2018). Student Collaboration in Group Work: Inclusion as Participation. International journal of disability, development and education (2), 183-198
Open this publication in new window or tab >>Student Collaboration in Group Work: Inclusion as Participation
2018 (English)In: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346X, no 2, p. 183-198Article in journal (Refereed) Published
Abstract [en]

Group work is an educational mode that promotes learning and socialisation among students. In this study, we focused on the inclusive processes when students work in small groups. The aim was to investigate and describe students’ inclusive and collaborative processes in group work and how the teacher supported or impeded these transactions. Social Interdependence Theory was utilised as the theoretical perspective overarching the study. The observational data employed were collected by video-recording group work. A part of Black-Hawkins framework of participation was used to define inclusion and for the analysis of inclusive and collaborative processes. The results suggest that students’ active participation in the discussions around the group work structures and analytical discussions, together with the teacher’s more defined feedback and avoidance of the traditional authoritative role, are examples of prerequisites for group work to be enacted in an inclusive manner.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
classroom; collaboration; group work; inclusion; participation; social interdependence theory student; teacher
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-140674 (URN)10.1080/1034912X.2017.1363381 (DOI)000423412400004 ()2-s2.0-85028531105 (Scopus ID)
Funder
Swedish Research Council, 721 2012-5476
Note

Funding agencies: Swedish Research Council [721 2012-5476]

Available from: 2017-09-07 Created: 2017-09-07 Last updated: 2020-03-06Bibliographically approved
Rosander, M., Forslund Frykedal, K., Barimani, M. & Berlin, A. (2016). How to support midwives when working with parent education groups. In: : . Paper presented at NJF (Nordiskt Jordemoderförbund) Congress 2016, Gothenburg, Sweden, May 12-14, 2016.
Open this publication in new window or tab >>How to support midwives when working with parent education groups
2016 (English)Conference paper, Oral presentation with published abstract (Other academic)
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-129898 (URN)
Conference
NJF (Nordiskt Jordemoderförbund) Congress 2016, Gothenburg, Sweden, May 12-14, 2016
Available from: 2016-06-30 Created: 2016-06-30 Last updated: 2016-07-06Bibliographically approved
Forslund Frykedal, K. (2016). Samarbetslärande och elevsamarbete (1ed.). In: Anna-Lena Eriksson-Gustavsson, Karin Forslund Frykedal, Marcus Samuelsson (Ed.), Specialpedagogik: i, om, för och med praktiken (pp. 20-35). Stockholm: Liber
Open this publication in new window or tab >>Samarbetslärande och elevsamarbete
2016 (Swedish)In: Specialpedagogik: i, om, för och med praktiken / [ed] Anna-Lena Eriksson-Gustavsson, Karin Forslund Frykedal, Marcus Samuelsson, Stockholm: Liber, 2016, 1, p. 20-35Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2016 Edition: 1
Keywords
Elever
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-125748 (URN)9789147111947 (ISBN)
Available from: 2016-03-03 Created: 2016-03-03 Last updated: 2017-02-02Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1391-3346

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