Social Psychology Network

Maintained by Scott Plous, Wesleyan University

Prof. Eva Hammar Chiriac

Prof. Eva Hammar Chiriac

My research interest is based on increasing the understanding of processes within and between groups and what happens in a group when people come together for the purpose of working on a common task. I focus mainly on group work in the education system, from compulsory school to higher education.

My main research area lies within the social psychological research field with a strong focus on group psychology and group research. Contributing with empirically and theoretically grounded scientific knowledge about course of actions and processes within and between groups is the starting point for my research interest and my scientific activities. By employing a social psychological approach, my research can contribute with a new perspective and expanded knowledge of what happens in a group when people come together for the purpose of working on a common task. My objective is to use social psychological theories, such as the Social interdependence theory (SIT), one of the dominant influences within Cooperative learning (CL), or The Spin theory, a structured method for observing group behaviour, to increase the understanding of work and processes in groups.

My scientific activities are mainly focused on a number of research areas linked to research projects in the field of education. In the first research project, where I am the project manager assessment of knowledge and ability in group work/cooperative learning(CL) is studied. In the project group work assessment is problematized and categorized, with the purpose of increasing knowledge about the complexity and challenges of assessing knowledge and ability developed in interaction with others and if it is possible to train and develop the teachers’ and the students’ ability to assess by use of education. Furthermore, I am part of a research project about improving learning through classroom management, classroom climate, and school climate. The aim of the project is to facilitate a positive school climate; a warm, supportive and structuring teaching style; positive teacher–pupil relationships; and a positive classroom climate in order to improve classroom teaching and learning. With a special interest in problem-based learning (PBL), I am also involved in research projects on PBL and interprofessional problem-based learning (iPBL). The aim with the projects is to gain a better understanding of work and processes when students learn to work together in a PBL / iPBL environment.

All research projects are based on interdisciplinary collaborations with researchers from social psychology and pedagogical but also medical research fields. My research is typically conducted on authentic groups in their natural settings (i.e., groups in “real life”), and I mostly use qualitative research strategies, especially group observations and focus groups. The objective with the projects is, separately, but also jointly, is to contribute to theoretical, methodological and practical development of the group psychological research area.

Primary Interests:

  • Applied Social Psychology
  • Group Processes
  • Intergroup Relations
  • Interpersonal Processes
  • Person Perception
  • Research Methods, Assessment
  • Social Cognition

Research Group or Laboratory:

  • International Association for the Study of Cooperation in Education (IASCE)
  • The Social Psychology Research Group

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  • Hammar Chiriac, E. (2011) Research on Group Work in Education. Nova Science Publishers, Inc.
  • Hammar Chiriac, E. & Einarsson, C. (2018). Group observations. Theory and practice [3th ed.], [Published in Swedish, Gruppobservationer. Teori och praktik.] Studentlitteratur.
  • Hammar Chiriac, E. & Hempel A. (Eds.) (2020). Handbook for group work – to establish functioning group work in education [4th ed.], [Published in Swedish, Handbok för grupparbete – att skapa fungerande grupparbeten i undervisning.] Studentlitteratur.

Journal Articles:

  • Forsell, J., Forslund Frykedal, K., & Hammar Chiriac, E. (2021). Teachers’ Perceived Challenges in Group Work Assessment. Cogent Education. 8, 1-16.
  • Forslund Frykedal, K. & Hammar Chiriac, E. (2018). Student Collaboration in Group Work: Inclusion as Participation. International Journal of Disability, Development and Education, 65, 183–198.
  • Forslund Frykedal, K., & Hammar Chiriac, E. (2017). To make the unknown known: Assessment in group work among students. Journal of Educational Research, 2, 149–162.
  • Forslund Frykedal, K., & Hammar Chiriac, E., Rosander, M (2019). Efficacy beliefs and interdependence when being assessed working in a group. Educational studies, 45, 1–12.
  • Hammar Chiriac, E. (2014). Group work as an incentive for learning – students’ experiences of group work. Frontiers in Psychology, 5, 558.
  • Hammar Chiriac, E., & Forslund Frykedal, K. (2019). Teachers’ talk about group work assessment before and after participation in an intervention. Creative Education, 10, 2045–2068.
  • Hammar Chiriac, E. Rosander, M., & Forslund Frykedal, K. (2019). An educational intervention to increase efficacy and interdependence in group work. Education Quarterly Reviews, 2, 435–447.
  • Rosander, M., Forslund Frykedal, K., & Hammar Chiriac, E. (2020). Attitudes towards being assessed in group work: The effects of self-efficacy and collective efficacy moderated by a short educational intervention. Psychology in the Schools, 57, 1404–1416
  • Rosander, M., & Hammar Chiriac, E. (2016). The purpose of tutorial groups: Social influence and the group as means and objective. Psychology Learning & Teaching 15, 155–167.
  • Swedberg, L., Hammar Chiriac, E., Törnkvist, L., & Hylander, I. (2013). From risky to safer home care: health care assistants striving to overcome a lack of training, supervision, and support. Int J Qualitative Stud Health Well-being 2013, 8.
  • Swedberg, L., Hammar Chiriac, E., Törnkvist, L., & Hylander, I. (2012). Patients in 24-hour home care striving for control and safety. BMC Nursing 2012, 11:9. doi:10.1186/1472-6955-11-9
  • Swedberg, L., Michélsen, H., Hammar Chiriac, E., & Hylander, I. (2015). On-the-job training makes the difference: healthcare assistants’ perceived competence and responsibility in the care of patients with home mechanical ventilation. Scandinavian Journal of Caring Sciences 29, 369–378.
  • Thornberg, R., Forsberg C., Hammar Chiriac, E., & Bjereld, Y. (2020 Online). Teacher–Student Relationship Quality and Student Engagement: A Sequential Explanatory Mixed-Methods Study. Research Papers in Education.
  • 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, 76–99.
  • Vestergren, S., Drury, J., & Hammar Chiriac, E. (2018). How collective action produces psychological change and how that change endures over time: A case study of an environmental campaign. British Journal of Social Psychology, 57, 855–877.
  • Vestergren, S., Drury, J., & Hammar Chiriac, E. (2017). The biographical consequences of protest and activism: a systematic review and a new typology. Social Movement Studies, 2, 203–221.

Other Publications:

  • Forslund Frykedal, K., & Hammar Chiriac, E. (2016). To Make the Unknown Known: Assessment in Group Work among students. In D. Bowen (Ed.), Student Learning: Assessment, Perceptions and Strategies (pp. 61–79). Nova Science Publ., Inc.
  • Hammar Chiriac, E. & Rosander, M. (2013) Sharing Your Nuts: Teacher Collaboration in Groups as a Means for Competence Development. In L.M. Villar-Angulo & O.M. Alegre-de la Rosa (Eds.), University Teaching and Faculty Development Research Compendium (pp. 89-102). Nova Science Publishers, Inc.
  • Wiggins, S, Abrandt Dahlgren, M., Ekstedt, M., Hammar Chiriac, E., & Törnqvist, T. (2020). Breaking the Ice: How Students Present Themselves to the Group in an Interprofessional Problem-Based Learning Context. In S. Bridges & R. Imafuku, (Eds.), Interactional Research into Problem-Based Learning (pp. 197–222). Purdue University Press.

Courses Taught:

  • Group Observation
  • Group Psychology
  • Psychologist Programme
  • Social Psychology

Prof. Eva Hammar Chiriac
Department of Behavioural Sciences and Learning
Divison of Psychology
Linköping University, Campus Valla
581 83 Linköping

  • Work: +46 (0)13 285735
  • Mobile: +46 (0)706 104117

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