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Öqvist, Anna
Publications (10 of 20) Show all publications
Öqvist, A. & Högström, P. (2018). Don’t Ask Me Why: Preschool Teachers’ Knowledge in Technology as a Determinant of Leadership Behavior. Journal of Technology Education, 29(2), 4-19
Open this publication in new window or tab >>Don’t Ask Me Why: Preschool Teachers’ Knowledge in Technology as a Determinant of Leadership Behavior
2018 (English)In: Journal of Technology Education, ISSN 1045-1064, Vol. 29, no 2, p. 4-19Article in journal (Refereed) Published
Abstract [en]

In the Swedish preschool curriculum, technology education is emphasized as one of the most significant pedagogical areas. Particularly, the teacher’s role is emphasized: It is the preschool teacher’s responsibility to stimulate and challenge children’s interest in science and technology. Unfortunately, prior research indicates that preschool teachers feel uncertain about what technology is and the extent of their knowledge on the topic. Based on the path–goal theory, this article will explore how preschool teachers’ knowledge of technology influence how they act toward children in different learning activities. Using a qualitative research design, this study collected data comprising 15 interviews with preschool teachers. The result provide insights for how teachers limited knowledge in technology influence their leadership behavior toward children both in planned activities initiated by teachers and in unplanned activities initiated by children during free play. The core of how teachers’ knowledge in technology influences their leadership behavior in these two types of activities is their ability to deal with children’s why questions. The results also show that a compensatory approach becomes evident in teachers’ leadership behavior toward children in planned activities and that an avoidance approach is evident in unplanned activities. Our findings suggest that the development of a problem-solving approach in unplanned activities could enable teachers to create learning environments for children in which technology becomes something natural. Moreover, enhanced knowledge and understanding of technology will in turn make teachers better able to explain and clarify concepts and various technical phenomena.

Place, publisher, year, edition, pages
Virginia Polytechnic Institute, 2018
National Category
Educational Sciences Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-66452 (URN)10.21061/jte.v29i2.a.1 (DOI)2-s2.0-85048339774 (Scopus ID)
Note

Validerad;2018;Nivå 1;2018-06-21 (svasva)

Available from: 2017-11-07 Created: 2017-11-07 Last updated: 2018-06-21Bibliographically approved
Kokkola, L., Öqvist, A., Gardelli, Å., Lindström, L. & Nordlund, M. (2018). Improving learning outcomes in the Swedish school system. In: Editors Johan Frishammar Åsa Ericson (Ed.), Addressing Societal Challenges: (pp. 53-70). Luleå: Luleå University of Technology
Open this publication in new window or tab >>Improving learning outcomes in the Swedish school system
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2018 (English)In: Addressing Societal Challenges / [ed] Editors Johan Frishammar Åsa Ericson, Luleå: Luleå University of Technology, 2018, p. 53-70Chapter in book (Refereed)
Abstract [en]

The lack lustre performance of Swedish compulsory schoolsover the past few decades does not need to define its future.As this report will show, the main challenges facing the Swedisheducation system do not stem from a lack of resources.The effective implementation of research based innovationsand improvements in organization could tackle many of thesystemic weaknesses in the education system, thereby ensuringa brighter future. By addressing existing difficulties in theteaching and delivery of the curriculum and ensuring pupilswho are at risk are able to flourish, learning outcomes will beimproved. This, in turn, will reduce inequality, thereby improvingthe life-opportunities of young people and maintaining thehigh standard of living enjoyed in Sweden.

Place, publisher, year, edition, pages
Luleå: Luleå University of Technology, 2018
National Category
Didactics Pedagogy
Research subject
English and Education; Education
Identifiers
urn:nbn:se:ltu:diva-68010 (URN)978-91-7790-061-0 (ISBN)978-91-7790-073-3 (ISBN)
Available from: 2018-03-20 Created: 2018-03-20 Last updated: 2018-06-26Bibliographically approved
Malmström, M. & Öqvist, A. (2018). Students' attitudes and intentions toward higher education as determinants for grade performance (ed.). International Journal of School & Educational Psychology, 6(1), 23-34
Open this publication in new window or tab >>Students' attitudes and intentions toward higher education as determinants for grade performance
2018 (English)In: International Journal of School & Educational Psychology, ISSN 2168-3603, E-ISSN 2168-3611, Vol. 6, no 1, p. 23-34Article in journal (Refereed) Published
Abstract [en]

Little empirical evidence is available on what drives young people to engage in higher education. Such knowledge is crucial in order to motivate students to make the most of their potential. This study surveyed a total of 294 Swedish high school students. The result shows that intentions play a mediating role between students' attitudes and the performance levels they achieve. Our results contribute to existing literature by showing that attitudes link to young people's intentions, and intentions subsequently associate with performance behavior. The findings provide guidance on how to foster students' grade performance in school.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
National Category
Other Engineering and Technologies not elsewhere specified Pedagogy
Research subject
Entrepreneurship and Innovation; Education
Identifiers
urn:nbn:se:ltu:diva-11647 (URN)10.1080/21683603.2016.1254132 (DOI)2-s2.0-85050740376 (Scopus ID)aa9a8a33-6dc2-4d45-8349-3583412a40ef (Local ID)aa9a8a33-6dc2-4d45-8349-3583412a40ef (Archive number)aa9a8a33-6dc2-4d45-8349-3583412a40ef (OAI)
Note

Validerad;2018;Nivå 1;2018-02-28 (rokbeg)

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-12-14Bibliographically approved
Öqvist, A. & Cervantes, S. (2018). Teaching in preschool: heads of preschools governance throughout the systematic quality work. Nordic Journal of Studies in Educational Policy, 4(1), 38-47
Open this publication in new window or tab >>Teaching in preschool: heads of preschools governance throughout the systematic quality work
2018 (English)In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, Vol. 4, no 1, p. 38-47Article in journal (Refereed) Published
Abstract [en]

The aim of this study was to investigate how the heads of preschool govern teaching in practice through systematic quality work. In the new Swedish Education Act, which came into force on 1 July 2011, the mission of preschools changed because teaching was introduced as a new concept, and preschool teachers were now responsible for teaching. Swedish National Agency for Inspection report that there is a lack of how the concept of teaching is used in preschools. Heads of preschool are crucial for implementing teaching, and a valuable tool for their governing is the systematic quality work which they also are responsible for. This study collected data comprising 120 systematic quality reports from preschools in Sweden, and by text analysis, we explored how the heads of preschool used the concept of teaching. The results showed an absence of governance and management among the heads of preschool concerning teaching and when teaching is used, it was mainly according to the development of all staff competencies and to the concept of variation in teaching. This indicates that the heads of preschool govern the practice in a way that made preschool teachers responsible for teaching invisible.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
National Category
Educational Sciences Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-66963 (URN)10.1080/20020317.2017.1419040 (DOI)
Note

Validerad;2018;Nivå 1;2018-08-09 (rokbeg)

Available from: 2017-12-12 Created: 2017-12-12 Last updated: 2018-08-09Bibliographically approved
Öqvist, A. & Malmström, M. (2018). What motivates students?: A study on effects of teacher leadership and students' self-efficacy. International Journal of Leadership in Education, 21(2), 155-175
Open this publication in new window or tab >>What motivates students?: A study on effects of teacher leadership and students' self-efficacy
2018 (English)In: International Journal of Leadership in Education, ISSN 1360-3124, E-ISSN 1464-5092, Vol. 21, no 2, p. 155-175Article in journal (Refereed) Published
Abstract [en]

Students’ educational motivation is significant for performance and achieving learning, but little is known about what fuels such motivation. Educational motivation is regarded as the drive and inner state that energise educational activities, facilitate learning and channel behaviour towards achieving educational goals. Educational motivation paves the way for students to learn and acquire the knowledge that is essential for successful study outcomes. This article aims to explore what determines students’ educational motivation. Building on the self-determination theory, we modelled the influence of teachers’ leadership and students’ self-efficacy on students’ educational motivation. We used survey data from a sample of upper secondary school students in Sweden; we received a total of 993 answers, equal to a response rate of 74%. The results show that students’ self-efficacy and teacher leadership are of extreme importance for students’ educational motivation, and that highly efficacious students lose most educational motivation when the teacher’s leadership is poor. The results thus support the importance of teachers’ leadership for encouraging student learning.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
National Category
Social Sciences Other Engineering and Technologies not elsewhere specified Pedagogy
Research subject
Education; Entrepreneurship and Innovation
Identifiers
urn:nbn:se:ltu:diva-64849 (URN)10.1080/13603124.2017.1355480 (DOI)
Note

Validerad;2018;Nivå 2;2018-01-25 (andbra)

Available from: 2017-07-10 Created: 2017-07-10 Last updated: 2018-01-25Bibliographically approved
Öqvist, A. & Malmström, M. (2017). Modell för pedagogisk utveckling i Malmfälten: Lärares ledarskap i fokus. Luleå: Luleå tekniska universitet
Open this publication in new window or tab >>Modell för pedagogisk utveckling i Malmfälten: Lärares ledarskap i fokus
2017 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Luleå: Luleå tekniska universitet, 2017. p. 24
National Category
Didactics Other Engineering and Technologies not elsewhere specified
Research subject
Education; Entrepreneurship and Innovation
Identifiers
urn:nbn:se:ltu:diva-61781 (URN)
Available from: 2017-02-02 Created: 2017-02-02 Last updated: 2017-11-24Bibliographically approved
Örtqvist, D., Öqvist, A. & Malmström, M. (2017). Of Blind Men and Elephants in Social Support Research: The Moderated Mediation Effect of Social Support on Role Stress and Role Performance. International Journal of Psychology Research, 11(3-4)
Open this publication in new window or tab >>Of Blind Men and Elephants in Social Support Research: The Moderated Mediation Effect of Social Support on Role Stress and Role Performance
2017 (English)In: International Journal of Psychology Research, E-ISSN 1932-6092, Vol. 11, no 3-4Article in journal (Refereed) In press
Place, publisher, year, edition, pages
Nova Science Publishers, Inc., 2017
National Category
Other Social Sciences Other Engineering and Technologies not elsewhere specified Pedagogy
Research subject
Entrepreneurship and Innovation; Education
Identifiers
urn:nbn:se:ltu:diva-62816 (URN)
Available from: 2017-03-30 Created: 2017-03-30 Last updated: 2017-11-24
Öqvist, A. & Malmström, M. (2016). Teachers’ leadership: A maker or breaker of students’ educational motivation (ed.). School Leadership and Management, 36(4), 365-380
Open this publication in new window or tab >>Teachers’ leadership: A maker or breaker of students’ educational motivation
2016 (English)In: School Leadership and Management, ISSN 1363-2434, E-ISSN 1364-2626, Vol. 36, no 4, p. 365-380Article in journal (Refereed) Published
Abstract [en]

Teachers’ leadership plays a critical and central role in students’ educational motivations. This indicates that, in the school context, a teacher’s leadership can have both positive and negative impacts on students’ educational motivation and performance. This article explores these assumptions, building on the path-goal theory, more specifically the effects of teachers’ leadership from students’ perspectives. Using a qualitative research design, this study collected data comprising 35 interviews with children and young people in both primary and upper-secondary school. The results show that the degree of teachers’ developmental leadership greatly affects students’ educational motivation and school performance. Two contrasting teachers’ profiles were found: teachers with a high degree of developmental leadership and teachers with a low degree of developmental leadership. Our findings suggest that teachers with the profile of a high degree of developmental leadership create an environment that fosters educational motivation positively among students, facilitating students’ achievement of high performance levels and a sense of well-being about their studies. In contrast, we show that teachers with a low degree of developmental leadership create an environment that is nonconductive for educational motivation, performance or the welfare of schoolwork.

National Category
Other Engineering and Technologies not elsewhere specified Pedagogy
Research subject
Entrepreneurship and Innovation; Education
Identifiers
urn:nbn:se:ltu:diva-12862 (URN)10.1080/13632434.2016.1247039 (DOI)000402203000001 ()2-s2.0-84992396638 (Scopus ID)c0262c1a-6447-4693-a9e9-0086b7560c7d (Local ID)c0262c1a-6447-4693-a9e9-0086b7560c7d (Archive number)c0262c1a-6447-4693-a9e9-0086b7560c7d (OAI)
Note

Validerad; 2017; Nivå 1; 2017-02-27 (rokbeg)

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-12-14Bibliographically approved
Öqvist, A. & Malmström, M. (2015). Nyckelaktiviteter för pedagogisk utveckling i Malmfälten: Lärarens ledarskap i fokus (ed.). Paper presented at .
Open this publication in new window or tab >>Nyckelaktiviteter för pedagogisk utveckling i Malmfälten: Lärarens ledarskap i fokus
2015 (Swedish)Report (Other academic)
Publisher
p. 12
National Category
Pedagogy Other Engineering and Technologies not elsewhere specified
Research subject
Education; Entrepreneurship and Innovation
Identifiers
urn:nbn:se:ltu:diva-22428 (URN)2d6fe15e-c13a-4beb-96bb-4d24be075971 (Local ID)2d6fe15e-c13a-4beb-96bb-4d24be075971 (Archive number)2d6fe15e-c13a-4beb-96bb-4d24be075971 (OAI)
Note
Godkänd; 2015; 20151112 (anoq)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved
Malmström, M. & Öqvist, A. (2015). On teacher’s leadership and student’s self-efficacy for students’ educational motivation (ed.). Paper presented at International Education Conference : 04/01/2015 - 08/01/2015. Paper presented at International Education Conference : 04/01/2015 - 08/01/2015.
Open this publication in new window or tab >>On teacher’s leadership and student’s self-efficacy for students’ educational motivation
2015 (English)Conference paper, Oral presentation only (Refereed)
National Category
Business Administration Pedagogy
Research subject
Accounting and Control; Education
Identifiers
urn:nbn:se:ltu:diva-29903 (URN)385633e7-edb2-4378-ab1e-1e2e8d6c26a0 (Local ID)385633e7-edb2-4378-ab1e-1e2e8d6c26a0 (Archive number)385633e7-edb2-4378-ab1e-1e2e8d6c26a0 (OAI)
Conference
International Education Conference : 04/01/2015 - 08/01/2015
Note
Godkänd; 2015; 20150128 (malinm)Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2017-11-25Bibliographically approved
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