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Öqvist, Anna
Publications (10 of 23) Show all publications
Malmström, M. & Öqvist, A. (2021). Constructing an Entrepreneurial Identity: How Enterprise Intentions Among Young People are Motivationally Formed. Entrepreneurship Research Journal
Open this publication in new window or tab >>Constructing an Entrepreneurial Identity: How Enterprise Intentions Among Young People are Motivationally Formed
2021 (English)In: Entrepreneurship Research Journal, E-ISSN 2157-5665Article in journal (Refereed) Epub ahead of print
Abstract [en]

As enterprise education plays a larger role in schools and young individuals increasingly become the target of entrepreneurial and enterprise policy initiatives, there is a growing need to understand how entrepreneurial intentions can be fostered. This study builds on analyses of interviews with young potential entrepreneurs and their young counterparts, delving more deeply into the identity construction that motivates some individuals, but not others, to develop entrepreneurial identities and enterprise intentions. The findings outline two contrasting routes to identity construction, shedding light on how enterprise intentions are motivationally embedded and providing details on the micro-foundations of identity formation that shape these identities and intentions toward enterprise activity.

Place, publisher, year, edition, pages
Walter de Gruyter, 2021
Keywords
case study, constructing identity, enterprise intentions, entrepreneurial identity
National Category
Business Administration
Research subject
Education; Entrepreneurship and Innovation
Identifiers
urn:nbn:se:ltu:diva-86684 (URN)10.1515/erj-2017-0165 (DOI)000737393300003 ()2-s2.0-85111780766 (Scopus ID)
Available from: 2021-08-17 Created: 2021-08-17 Last updated: 2023-08-18
Cervantes, S. & Öqvist, A. (2021). Preschool teachers and caregivers’ lack of repositioning in response to changed responsibilities in policy documents. Journal of Early Childhood Research, 19(3), 323-336
Open this publication in new window or tab >>Preschool teachers and caregivers’ lack of repositioning in response to changed responsibilities in policy documents
2021 (English)In: Journal of Early Childhood Research, ISSN 1476-718X, E-ISSN 1741-2927, Vol. 19, no 3, p. 323-336Article in journal (Refereed) Published
Abstract [en]

Preschool teachers and caregivers have a close working relationship as part of a working team to benefit the children in Swedish preschools. In 2011, a new educational reform was introduced according to which preschools became a school form in their own right within the overall educational system in Sweden. The objective of the policy was to strengthen the profession of preschool teachers by affording them clearer responsibility over the quality of educational practices and curriculum work. It also entailed a division of labour between the preschool teachers and caregivers in the working team. The current study explored how Swedish preschool teachers and caregivers positioned themselves in response to these changes in responsibility. In this qualitative study, data were collected from 17 preschool teachers and caregivers via an open-ended questionnaire. Preschool teachers and caregivers viewed themselves as having equal responsibility in the working team. Specifically, preschool teachers upgraded the competence and position of caregivers while downgrading their own professional competence and position. Caregivers downgraded the profession and position of preschool teachers and upgraded their own competence and position to be equal to that of preschool teachers.

Place, publisher, year, edition, pages
Sage Publications, 2021
Keywords
caregivers, leadership, positioning, preschool, preschool teacher
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-82735 (URN)10.1177/1476718X20969742 (DOI)000618508000001 ()2-s2.0-85100550449 (Scopus ID)
Note

Validerad;2021;Nivå 2;2021-09-01 (johcin)

Available from: 2021-02-01 Created: 2021-02-01 Last updated: 2021-08-30Bibliographically approved
Öqvist, A. & Cervantes, S. (2020). Preschool Teachers and Caregivers Positioning and Re Positioning in Preschool Due to New Division of Responsibilities in Policy Documents. In: Proceedings of ‏The 3rd International Conference on Research in Education, Teaching and Learning: . Paper presented at 3rd International Conference on Research in Education, Teaching and Learning (ICETL 2020), Rome, Italy, February 21-23, 2020 (pp. 126-126). Diamond Scientific Publishing
Open this publication in new window or tab >>Preschool Teachers and Caregivers Positioning and Re Positioning in Preschool Due to New Division of Responsibilities in Policy Documents
2020 (English)In: Proceedings of ‏The 3rd International Conference on Research in Education, Teaching and Learning, Diamond Scientific Publishing , 2020, p. 126-126Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In Swedish preschools two occupational categories working side-by-side in working team: preschool teachers and caregivers. In 2011, a new educational reform was introduced in Sweden were preschool become a school form in its own right within the overall educational system. The Swedish preschool teacher profession was changed and strengthened were preschool teachers were given a clearer responsibility for the quality of the educational practice and for the work being carried out in line with the curriculum assignment. This resulted in a division of labor between the working team, the preschool teacher and the preschool principal. This study explores how preschool teacher and caregivers in Swedish preschools position themselves in relation to the changed responsibility between preschool teachers and the work team in preschool practice. Using a qualitative research design, this study collected data comprising 17 open-ended questionnaire with preschool teachers and caregivers in preschool. The result shows that both preschool teachers and caregivers position themselves as equal doing the same work, which indicate a challenge to reposition by moving away from their previous position with equal responsibility in the working team. Caregivers degrade preschool teachers’ profession and position and upgrade their own competence and position as equal preschool teachers. Preschool teachers on the other hand upgrade caregivers’ competence and position and degrade their own competence and position.

Place, publisher, year, edition, pages
Diamond Scientific Publishing, 2020
Keywords
Caregivers, Leadership, Positioning, Preschool, Preschool teacher
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-77817 (URN)10.33422/3rd.icetl.2020.02.46 (DOI)
Conference
3rd International Conference on Research in Education, Teaching and Learning (ICETL 2020), Rome, Italy, February 21-23, 2020
Note

ISBN för värdpublikation: 978-609-8239-83-6

Available from: 2020-02-23 Created: 2020-02-23 Last updated: 2021-06-10Bibliographically approved
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, E-ISSN 2331-4702, 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: 2023-09-18Bibliographically 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: 2023-09-05Bibliographically 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: 2020-06-11Bibliographically 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)2-s2.0-85091720665 (Scopus ID)
Note

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

Available from: 2017-12-12 Created: 2017-12-12 Last updated: 2021-12-13Bibliographically 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)000429963800002 ()2-s2.0-85026255359 (Scopus ID)
Note

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

Available from: 2017-07-10 Created: 2017-07-10 Last updated: 2020-08-26Bibliographically 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: 2020-06-11Bibliographically 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), 211-230
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 3-4, p. 211-230Article in journal (Refereed) Published
Abstract [en]

Social support has been addressed as an important function for buffering and coping with stress. A number of mechanisms have been proposed over time with various empirical evidence. This study advances the theoretical understanding of the role of social support in the relation between role stress and role performance. In a moderated mediation test of 228 high school students taking their last year of college studies, the authors examine how social support interacts with the stress-performance relationship. Using objective performance measurements, our results showed that social support influences the level of experienced role stress (i.e., having a buffering effect) and at the same time interacts with the level of role stress on role performance (i.e., having a coping effect). Results underscore the importance of social support when examining stress coping mechanisms. 

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: 2021-08-16Bibliographically approved
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