Cecilia Thorsen
Biographic Data
| ID | 2745846 |
|---|---|
| NAME | Cecilia Thorsen |
| GIVEN NAMES | Cecilia |
| FAMILY NAME | Thorsen |
| SIGNATURE | THORSEN C |
| AFFILIATIONS | University West |
| ORCID | 0000-0002-7751-3942 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 51 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Identifying school-level factors predicting academic resilience in Sweden: Evidence from Pisa studies
The study investigates the academic resilience of Swedish students, focusing on how school-level factors contribute to achievement differences between resilient and non-resilient students. Using data from PISA cycles from 2000 to 2015, the study employs propensity score matching and hierarchical linear modeling to examine the impact of individual, teacher, and school-level factors on student achievement in science, mathematics, and reading. The f…
Hope amid uncertainty: Exploring the validity of the State Hope Scale in post-migration adult language learning
When language learning takes place post-migration, the challenge is not only to attain fluency. Learning is tied up with life opportunities and is overshadowed by hopes and fears for the future. In the post-migration phase, hopeful thinking can support the acculturation process. Hope is a goal-related construct that captures variation in adaptability in the pursuit of positive outcomes. It involves the interaction of (a) agency (goal-directed ene…
When competence and confidence are at odds: A cross-country examination of the Dunning–Kruger effect
Research has shown that some students who underperform in mathematics overestimate their performance, while others who excel in mathematics underestimate it. Looking at this mismatch of performance and confidence judgement—the Dunning–Kruger effect (DKE)—the current study investigates how well students’ confidence judgement and item-specific mathematics competence relate with each other and whether such a relationship differs across six European …
A modeling approach to identify academically resilient students: Evidence from PIRLS 2016
In studies of academic resilience, the concept is typically operationalized by pre-defined cutoff values of students’ achievement level and their social background. A threat to the validity of such arbitrary operationalizations is that students around the cutoff values may be misclassified. The main objective of the current study is to apply a modeling approach to identify academically resilient students. Data come from the Progress in Internatio…
Willingness to communicate in a multilingual context: Part two, person-context dynamics
In many contexts of multilingualism, language learners can initiate communication in the target language (TL), or a contact language (such as English). Patterns of use emerging from these choices vary between individuals and affect TL development. Willingness to communicate (WTC) needs to be investigated in ways that capture these variations. So far, WTC has not been studied in multilingual contexts, or using individual-level designs. This case s…
Willingness to communicate in a multilingual context: Part one, a time-serial study of developmental dynamics
In many contexts of multilingualism, language learners can initiate communication in the target language (TL), or a contact language (such as English). Patterns of use emerging from these choices affect TL development. They also vary between individuals. Willingness to communicate (WTC) needs to be investigated in ways that capture these variations. So far, WTC has not been studied in multilingual contexts, or using individual-level longitudinal …
Exploring language learners’ self-generated goals: Does self-concordance affect engagement and resilience
Despite the importance that goals have for language learning (Lee & Bong, 2019), little is known about the effects on learner behaviours. Combining individualized (idiographic) and standardized (nomothetic) methodologies, this study investigated whether the self-concordance of learning goals formulated at the beginning of a program of language education affected engagement and resilience at the end of the first year. Following research demonstrat…
Teachers’ self-disclosures and influences on students’ motivation: A relational perspective
While teacher–student relationships are of central importance for students’ motivation, they remain under-investigated. Adopting an interdisciplinary approach and focusing on the ‘relationality’ of teacher–student relationships, this study examines the identity-work that takes place when a teacher makes visible an aspect of identity not normally salient in the classroom. Framing self-disclosure as a relational practice, and drawing on ethnographi…
The mechanisms of interest and perseverance in predicting achievement among academically resilient and non-resilient students: Evidence from Swedish longitudinal data
BackgroundStudents with low socio-economic status (SES) are typically depicted as low performers and more likely to fail in school. However, a group of students, despite their background, manage to succeed in school. The capacity to overcome adversities and achieve successful educational outcomes is referred to as Academic Resilience. Research on the relationship between personality traits and academic performance shows that conscientiousness is …
The case of a missing person? The current L2 self and the L2 Motivational Self System
In the L2 Motivational Self System (L2MSS) motivation is conceptualized to be generated by discomfort associated with the learner's experience of a discrepancy between their current L2 self, and their ideal L2 self. However, in the L2MSS model, this discrepancy is not operationalized. A questionnaire containing measures of current L2 selves was administered to two cohorts of students learning English in Sweden, one in grade 7, and one in grade 9.…
Motivational Strategies and the Reframing of English: Activity Design and Challenges for Teachers in Contexts of Extensive Extramural Encounters
Motivational strategies are underresearched, and studies so far conducted have been in sociolinguistic contexts where English is not extensively encountered outside the classroom. Given also that little is known about strategies relating to the design and content of classroom activities, the purpose of this study is to identify and critically evaluate strategies focusing on activity design and content in classroom activities that, in a setting wh…
The ideal multilingual self: Validity, influences on motivation, and role in a multilingual education
L2 motivation research has a longstanding monolingual bias. Recently, however, the motivational systems of a multilingual's different languages have been conceptualised as constituting a multilingual motivational system, and it has been suggested that interactions between the ideal Lx self and the ideal Ly self can lead to the emergence of an ideal multilingual self. While the notion of an ideal multilingual self chimes with research on multiling…
The influence of fluid and crystallized intelligence on the development of knowledge and skills
BackgroundCattell's Gf-Gc distinction is quite generally recognized. However, the developmental part of the Gf-Gc theory of intelligence has not gained the same recognition. Results are inconsistent, but recent discussions emphasize the importance of homogeneity of samples with regard to education and language when investigating the developmental Investment theory.AimsThe aim of this study was to investigate the influence of Gf and Gc on the deve…
The ideal multilingual self: Validity, influences on motivation, and role in a multilingual education
L2 motivation research has a longstanding monolingual bias. Recently, however, the motivational systems of a multilingual's different languages have been conceptualised as constituting a multilingual motivational system, and it has been suggested that interactions between the ideal Lx self and the ideal Ly self can lead to the emergence of an ideal multilingual self. While the notion of an ideal multilingual self chimes with research on multiling…
Willingness to communicate in a multilingual context: Part two, person-context dynamics
In many contexts of multilingualism, language learners can initiate communication in the target language (TL), or a contact language (such as English). Patterns of use emerging from these choices vary between individuals and affect TL development. Willingness to communicate (WTC) needs to be investigated in ways that capture these variations. So far, WTC has not been studied in multilingual contexts, or using individual-level designs. This case s…
Willingness to communicate in a multilingual context: Part one, a time-serial study of developmental dynamics
In many contexts of multilingualism, language learners can initiate communication in the target language (TL), or a contact language (such as English). Patterns of use emerging from these choices affect TL development. They also vary between individuals. Willingness to communicate (WTC) needs to be investigated in ways that capture these variations. So far, WTC has not been studied in multilingual contexts, or using individual-level longitudinal …
Exploring language learners’ self-generated goals: Does self-concordance affect engagement and resilience
Despite the importance that goals have for language learning (Lee & Bong, 2019), little is known about the effects on learner behaviours. Combining individualized (idiographic) and standardized (nomothetic) methodologies, this study investigated whether the self-concordance of learning goals formulated at the beginning of a program of language education affected engagement and resilience at the end of the first year. Following research demonstrat…
Motivational Strategies and the Reframing of English: Activity Design and Challenges for Teachers in Contexts of Extensive Extramural Encounters
Motivational strategies are underresearched, and studies so far conducted have been in sociolinguistic contexts where English is not extensively encountered outside the classroom. Given also that little is known about strategies relating to the design and content of classroom activities, the purpose of this study is to identify and critically evaluate strategies focusing on activity design and content in classroom activities that, in a setting wh…
The influence of fluid and crystallized intelligence on the development of knowledge and skills
BackgroundCattell's Gf-Gc distinction is quite generally recognized. However, the developmental part of the Gf-Gc theory of intelligence has not gained the same recognition. Results are inconsistent, but recent discussions emphasize the importance of homogeneity of samples with regard to education and language when investigating the developmental Investment theory.AimsThe aim of this study was to investigate the influence of Gf and Gc on the deve…
The mechanisms of interest and perseverance in predicting achievement among academically resilient and non-resilient students: Evidence from Swedish longitudinal data
BackgroundStudents with low socio-economic status (SES) are typically depicted as low performers and more likely to fail in school. However, a group of students, despite their background, manage to succeed in school. The capacity to overcome adversities and achieve successful educational outcomes is referred to as Academic Resilience. Research on the relationship between personality traits and academic performance shows that conscientiousness is …
The influence of fluid and crystallized intelligence on the development of knowledge and skills
BackgroundCattell's Gf-Gc distinction is quite generally recognized. However, the developmental part of the Gf-Gc theory of intelligence has not gained the same recognition. Results are inconsistent, but recent discussions emphasize the importance of homogeneity of samples with regard to education and language when investigating the developmental Investment theory.AimsThe aim of this study was to investigate the influence of Gf and Gc on the deve…
The ideal multilingual self: Validity, influences on motivation, and role in a multilingual education
L2 motivation research has a longstanding monolingual bias. Recently, however, the motivational systems of a multilingual's different languages have been conceptualised as constituting a multilingual motivational system, and it has been suggested that interactions between the ideal Lx self and the ideal Ly self can lead to the emergence of an ideal multilingual self. While the notion of an ideal multilingual self chimes with research on multiling…
Motivational Strategies and the Reframing of English: Activity Design and Challenges for Teachers in Contexts of Extensive Extramural Encounters
Motivational strategies are underresearched, and studies so far conducted have been in sociolinguistic contexts where English is not extensively encountered outside the classroom. Given also that little is known about strategies relating to the design and content of classroom activities, the purpose of this study is to identify and critically evaluate strategies focusing on activity design and content in classroom activities that, in a setting wh…
The case of a missing person? The current L2 self and the L2 Motivational Self System
In the L2 Motivational Self System (L2MSS) motivation is conceptualized to be generated by discomfort associated with the learner's experience of a discrepancy between their current L2 self, and their ideal L2 self. However, in the L2MSS model, this discrepancy is not operationalized. A questionnaire containing measures of current L2 selves was administered to two cohorts of students learning English in Sweden, one in grade 7, and one in grade 9.…
Teachers’ self-disclosures and influences on students’ motivation: A relational perspective
While teacher–student relationships are of central importance for students’ motivation, they remain under-investigated. Adopting an interdisciplinary approach and focusing on the ‘relationality’ of teacher–student relationships, this study examines the identity-work that takes place when a teacher makes visible an aspect of identity not normally salient in the classroom. Framing self-disclosure as a relational practice, and drawing on ethnographi…
The mechanisms of interest and perseverance in predicting achievement among academically resilient and non-resilient students: Evidence from Swedish longitudinal data
BackgroundStudents with low socio-economic status (SES) are typically depicted as low performers and more likely to fail in school. However, a group of students, despite their background, manage to succeed in school. The capacity to overcome adversities and achieve successful educational outcomes is referred to as Academic Resilience. Research on the relationship between personality traits and academic performance shows that conscientiousness is …
Exploring language learners’ self-generated goals: Does self-concordance affect engagement and resilience
Despite the importance that goals have for language learning (Lee & Bong, 2019), little is known about the effects on learner behaviours. Combining individualized (idiographic) and standardized (nomothetic) methodologies, this study investigated whether the self-concordance of learning goals formulated at the beginning of a program of language education affected engagement and resilience at the end of the first year. Following research demonstrat…
When competence and confidence are at odds: A cross-country examination of the Dunning–Kruger effect
Research has shown that some students who underperform in mathematics overestimate their performance, while others who excel in mathematics underestimate it. Looking at this mismatch of performance and confidence judgement—the Dunning–Kruger effect (DKE)—the current study investigates how well students’ confidence judgement and item-specific mathematics competence relate with each other and whether such a relationship differs across six European …
A modeling approach to identify academically resilient students: Evidence from PIRLS 2016
In studies of academic resilience, the concept is typically operationalized by pre-defined cutoff values of students’ achievement level and their social background. A threat to the validity of such arbitrary operationalizations is that students around the cutoff values may be misclassified. The main objective of the current study is to apply a modeling approach to identify academically resilient students. Data come from the Progress in Internatio…
Willingness to communicate in a multilingual context: Part two, person-context dynamics
In many contexts of multilingualism, language learners can initiate communication in the target language (TL), or a contact language (such as English). Patterns of use emerging from these choices vary between individuals and affect TL development. Willingness to communicate (WTC) needs to be investigated in ways that capture these variations. So far, WTC has not been studied in multilingual contexts, or using individual-level designs. This case s…
Willingness to communicate in a multilingual context: Part one, a time-serial study of developmental dynamics
In many contexts of multilingualism, language learners can initiate communication in the target language (TL), or a contact language (such as English). Patterns of use emerging from these choices affect TL development. They also vary between individuals. Willingness to communicate (WTC) needs to be investigated in ways that capture these variations. So far, WTC has not been studied in multilingual contexts, or using individual-level longitudinal …
Identifying school-level factors predicting academic resilience in Sweden: Evidence from Pisa studies
The study investigates the academic resilience of Swedish students, focusing on how school-level factors contribute to achievement differences between resilient and non-resilient students. Using data from PISA cycles from 2000 to 2015, the study employs propensity score matching and hierarchical linear modeling to examine the impact of individual, teacher, and school-level factors on student achievement in science, mathematics, and reading. The f…
Hope amid uncertainty: Exploring the validity of the State Hope Scale in post-migration adult language learning
When language learning takes place post-migration, the challenge is not only to attain fluency. Learning is tied up with life opportunities and is overshadowed by hopes and fears for the future. In the post-migration phase, hopeful thinking can support the acculturation process. Hope is a goal-related construct that captures variation in adaptability in the pursuit of positive outcomes. It involves the interaction of (a) agency (goal-directed ene…
Psychology (13 works) · Social Psychology (10 works) · EFL/ESL Teaching and Learning (6 works) · Pedagogy (6 works) · Developmental psychology (5 works) · Mathematics education (5 works) · Psychological resilience (4 works) · Resilience and Mental Health (4 works) · Social Psychology (4 works) · Academic achievement (3 works)