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Hammar Chiriac, Eva, Biträdande professorORCID iD iconorcid.org/0000-0002-7117-5620
Publications (10 of 103) 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
Hammar Chiriac, E. & Björnstjerna Hjelm, A. (2019). En studie av ledningsgruppers samarbete inom svenska hjälporganisationer. In: : . Paper presented at Teamutvikling gjennom å systematisere persongruppe relasjonen (SPGR).
Open this publication in new window or tab >>En studie av ledningsgruppers samarbete inom svenska hjälporganisationer
2019 (Swedish)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [sv]

Ledningsgruppers samarbete har stor betydelse för gruppens förmåga att leda organisationen. Hur väl ledningsgruppen kan anpassa sig till kontext och uppgiften är viktiga faktorer. Med hjälp av SPGR genomförs under våren 2019 en studie av svenska hjälporganisationers ledningsgrupper. För att organisationerna så effektivt som möjligt ska kunna hjälpa de mest utsatta samhällsmedborgarna är ledarskapet centralt.

Syftet med studien är att undersöka och få en bild av hur ledningsgrupper inom svenska hjälporganisationer samarbetar och om och i så fall hur det påverkar deras förmågan att leda. Genom att komplettera SPGRS:s självskattningsenkät med fokusgruppssamtal är målsättningen att fördjupa förståelsen för de beteenden som visar sig i självskattningsenkäten.

Fokus vid i presentationen är att redogöra för studien och presentera några preliminära resultat.

Keywords
ledningsgrupper, SPGR, samarbete
National Category
Psychology
Identifiers
urn:nbn:se:liu:diva-157065 (URN)
Conference
Teamutvikling gjennom å systematisere persongruppe relasjonen (SPGR)
Available from: 2019-05-25 Created: 2019-05-25 Last updated: 2019-06-27Bibliographically approved
Björnstjerna Hjelm, A. & Hammar Chiriac, E. (2019). En studie om studenters samarbete och grupputveckling vid interprofessionellt problembaserat lärande. In: : . Paper presented at Teamutvikling gjennom å systematisere person-gruppe relasjonen (SPGR).
Open this publication in new window or tab >>En studie om studenters samarbete och grupputveckling vid interprofessionellt problembaserat lärande
2019 (Swedish)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [sv]

Vården blir allt mer specialiserad och antalet professioner ökar. För att vården ska fungera krävs ett utvecklat interprofessionellt samarbete och enligt Världshälsoorganisationen, WHO, är interprofessionell utbildning en av de viktigaste vägarna till effektiv, patientsäker sjukvård. Syftet med denna presentation är att redogöra för en studie om samarbete och grupputveckling i interprofessionellt sammansatta basgrupper vid grundutbildningen till olika vårdprofessioner. Med stöd av SPGR (Systematisera Person – Grupp i Relation) observerades studenternas beteende vid videoinspelade basgruppsmöten under problembaserat lärande (PBL) med fokus på hur professionella roller och stereotyper påverkade basgruppernas samarbete och utveckling. Resultatet visar att samtliga basgrupper utvecklades men på olika sätt. Resultatet visar även att professionella stereotypiska beteenden minskade över tid samt att basgruppshandledarens agerande påverkade grupputvecklingen. En slutsats är att PBL kan vara ett sätt att minska stereotypt beteende i basgrupper och att handledarens stil är en viktig faktor för framgång med tillvägagångssättet. Fokus vid presentationen är att beskriva studien och dess resultat utifrån de gjorda observationerna med SPGR.

Keywords
interprofessionellt problembaserat lärande, SPGR, samarbete, grupputveckling
National Category
Psychology
Identifiers
urn:nbn:se:liu:diva-157064 (URN)
Conference
Teamutvikling gjennom å systematisere person-gruppe relasjonen (SPGR)
Funder
Linköpings universitet
Available from: 2019-05-25 Created: 2019-05-25 Last updated: 2019-06-27Bibliographically 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
Vestergren, S., Drury, J. & Hammar Chiriac, E. (2019). How Participation in Collective Action Changes Relationships, Behaviours, and Beliefs: An Interview Study of the Role of Inter- and Intragroup Processes. JOURNAL OF SOCIAL AND POLITICAL PSYCHOLOGY, 7(1), 76-99
Open this publication in new window or tab >>How Participation in Collective Action Changes Relationships, Behaviours, and Beliefs: An Interview Study of the Role of Inter- and Intragroup Processes
2019 (English)In: JOURNAL OF SOCIAL AND POLITICAL PSYCHOLOGY, Vol. 7, no 1, p. 76-99Article in journal (Refereed) Published
Abstract [en]

Research has shown that numerous psychological changes can occur in and through collective action. Previous research on psychological consequences of participation in collective action has mainly focused on one change at a time and has rarely included a theoretical explanation for the change. The present study therefore investigates the range and possible connections between changes occurring in collective action. We interviewed participants (n = 28) involved in an environmental campaign in Sweden which included interaction with the police. Through thematic analysis of the data we found that the participants connected several psychological changes to aspects of their participation. Specifically, participants related these changes to two intertwined processes: intergroup interaction and intragroup interaction. We suggest that intergroup interaction (specifically conflict with the police outgroup) can affect intragroup processes (e.g., support and unity), which in turn can influence psychological change (e.g., empowerment and skills). Through the study, we develop and contribute to previous research by: 1) documenting a range of possible changes occurring through collective action participation, and 2) exploring the different psychological processes related to the changes. The implications of this research and future challenges are discussed in relation to developing the social identity approach.

Place, publisher, year, edition, pages
PSYCHOPEN, 2019
Keywords
collective action; intergroup; intragroup; interaction; identity; psychological change; thematic analysis; environment
National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:liu:diva-164483 (URN)10.5964/jspp.v7i1.903 (DOI)000514931000006 ()
Note

Funding Agencies|Linkoping University

Available from: 2020-03-25 Created: 2020-03-25 Last updated: 2020-03-25
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
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
Wiggins, S., Abrandt Dahlgren, M., Ekstedt, M., Hammar Chiriac, E., Larsson Torstensdotter, G. & Törnqvist, T. (2018). Being a professional, or just being a student? A discursive analysis of video-recorded interprofessional learning tutorials in a medical faculty. In: : . Paper presented at NU2018, 9-11 oktober 2018, Västerås, Sweden. Västerås
Open this publication in new window or tab >>Being a professional, or just being a student? A discursive analysis of video-recorded interprofessional learning tutorials in a medical faculty
Show others...
2018 (English)Conference paper, Oral presentation only (Other academic)
Place, publisher, year, edition, pages
Västerås: , 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-152174 (URN)
Conference
NU2018, 9-11 oktober 2018, Västerås, Sweden
Available from: 2018-10-19 Created: 2018-10-19 Last updated: 2018-10-31
Hammar Chiriac, E., Rosander, M. & Wiggins, S. (2018). Enhancing psychological literacy  through a group selection exercise. (2ed.). Poole
Open this publication in new window or tab >>Enhancing psychological literacy  through a group selection exercise.
2018 (English)Other (Refereed)
Place, publisher, year, pages
Poole, 2018. p. 12 Edition: 2
Keywords
Group psychology, Problem-based learning (PBL), Group work, Reflection
National Category
Psychology
Identifiers
urn:nbn:se:liu:diva-150948 (URN)
Note

Part off: International Edition of the Psychological Literacy Compendium. Editors: Jacquie Taylor & Julie. A. Hulme

Available from: 2018-09-05 Created: 2018-09-05 Last updated: 2018-10-24Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-7117-5620

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