Mikael Winberg

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Professor

Umea University

Sweden

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About

Professor Mikael Winberg is a faculty member at Umeå University in Sweden. His research focuses on instructional practices, formative assessment, and student motivation, as evidenced by his recent articles exploring the relationship between teachers' methods and student reading habits, as well as the impact of formative feedback on learning outcomes. Additionally, he investigates the access to assistive products through comparative studies across multiple countries.

Recent Grants

Grant: Close

Development of formative assessment practices and their effects on students´ motivation and achievement

Open Date: 2020-01-01

Close Date: 2023-12-31

Grant: Close

To read or not to read: A study of reading practices in compulsory school

Open Date: 2017-01-01

Close Date: 2019-12-31

Grant: Close

Cognition, beliefs, interests and motivation in chemistry secondary education - a comparison between school years 5-11 in Sweden and Germany

Open Date: 2014-01-01

Close Date: 2017-12-31

Grant: Close

Cognition, beliefs, interests and motivation in chemistry secondary education - a comparison between school years 5-11 in Sweden and Germany

Open Date: 2014-01-01

Close Date: 2017-12-31

Grant: Close

Will more science in pre-school teacher education affect kids? school careers? ? Evaluation of the long-term effects of a quasi-experiment

Open Date: 2010-01-01

Close Date: 2013-12-31

Articles (13)

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2025

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2024

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2023

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2023

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2023

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2022

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2022

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2022

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2022

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2021

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2021

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2020

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2020

Collaborators (4)

Andrea Bernholt

Leibniz Institute for Science and Mathematics Education

GERMANY

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Tarja Alatalo

Professor in Educational Work

Högskolan Dalarna

SWEDEN

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Catarina Andersson

Senior lecturer

Umeå Universitet Teknisk-Naturvetenskaplig Fakultet

SWEDEN

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Arne Eide

Norwegian University of Science and Technology

NORWAY

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Mikael Winberg

Research Interests

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About

Recent Grants

Articles (13)

The Complex Relationship between Teachers' Instructional Practices and Students' Reading Amount

Swedish teacher conceptions of assessment: a focus on improving outcomes

On the Relation between Assistive Technology System Elements and Access to Assistive Products Based on 20 Country Surveys

Mechanisms underlying effects of formative assessment on student achievement: A proposed framework to ignite future research

Predicting formative feedback practices: improving learning and minimising a tendency to ignore feedback

Motivational Aspects of Students’ Amount of Reading and Affective Reading Experiences in a School Context: A Large-Scale Study of Grades 6 and 9

What motivates students to read at school? Student views on reading practices in middle and lower‐secondary school

The Decrease of School Related Reading in Swedish Compulsory School – Trends Between 2007 and 2017

Relationships Between Basic Psychological Need Satisfaction, Regulations, and Behavioral Engagement in Mathematics

Students’ Epistemic Beliefs in Sweden and Germany and Their Interrelations with Classroom Characteristics

Antecedents and Relative Importance of Student Motivation for Science and Mathematics Achievement in TIMSS

Challenging the Universality of Achievement Goal Models: A Comparison of Two Culturally Distinct Countries

Achievement goals and classroom goal structures: Do they need to match?

Collaborators (4)

Andrea Bernholt

Tarja Alatalo

Catarina Andersson

Arne Eide

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