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Cliffordson, ChristinaORCID iD iconorcid.org/0000-0002-4722-009X
Publications (10 of 55) Show all publications
Johansson, A.-C., Brink, E., Cliffordson, C. & Axelsson, M. (2018). The function of fatigue and illness perceptions as mediators between self-efficacy and health-related quality of life during the first year after surgery in persons treated for colorectal cancer.. Journal of Clinical Nursing, 27(7-8), E1537-E1548
Open this publication in new window or tab >>The function of fatigue and illness perceptions as mediators between self-efficacy and health-related quality of life during the first year after surgery in persons treated for colorectal cancer.
2018 (English)In: Journal of Clinical Nursing, ISSN 0962-1067, E-ISSN 1365-2702, Vol. 27, no 7-8, p. E1537-E1548Article in journal (Refereed) Published
Abstract [en]

AIMS AND OBJECTIVES: The aim of the present study was twofold: 1) to measure changes in health-related quality of life (HRQoL), two dimensions of illness perceptions (i.e., consequences and emotional representations), fatigue and self-efficacy in persons treated for CRC during the first year after surgical treatment, and 2) to study how fatigue, illness perceptions and self-efficacy measured at 3 months affect HRQoL at 12 months post-surgery.

BACKGROUND: There are fluctuations in HRQoL during the first year after treatment for colorectal cancer (CRC), and fatigue may negatively influence HRQoL. Illness perceptions (consequences and emotional representations) and self-efficacy have been shown to be associated with HRQoL in other cancer diagnoses. Concerning CRC, there is a lack of knowledge concerning how illness perceptions and self-efficacy change during recovery, and how these variables and fatigue at 3 months relate to HRQoL at 12 months.

DESIGN: A prospective longitudinal design.

METHODS: Thirty-nine persons surgically treated for colorectal cancer, of whom 17 had a colostoma, participated. HRQoL, fatigue, illness perceptions and self-efficacy were assessed using QLQ-C30, the Revised Illness Perception Questionnaire and the Maintain Function Scale. Descriptive and analytical statistics were used.

RESULTS: No changes were reported in levels of HRQoL, fatigue, or illness perceptions. Self-efficacy was lower at 12 months compared to 3 months. Fatigue and one dimension of illness perceptions mediated the effect of self-efficacy at 3 months on HRQoL at 12 months.

CONCLUSION: Persons treated for CRC who have lower self-efficacy 3 months post-surgery are inclined to have more negative illness perceptions concerning emotions and to experience more fatigue.

RELEVANCE TO CLINICAL PRACTICE: Nurses need to support persons with fatigue and negative illness perceptions concerning emotions and to bolster their self-efficacy, i.e., carry out follow-up consultations focusing on illness management, symptoms, emotions and information on ways to increase self-efficacy. This article is protected by copyright. All rights reserved.

Keywords
Colorectal cancer, fatigue, health-related quality of life, illness perceptions, path analysis, recovery, self-efficacy
National Category
Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-12075 (URN)10.1111/jocn.14300 (DOI)000430825100027 ()29399917 (PubMedID)2-s2.0-85044476067 (Scopus ID)
Note

First published: 26 March 2018

Available from: 2018-02-22 Created: 2018-02-22 Last updated: 2018-09-05Bibliographically approved
Gao, H., Söderhamn, U., Cliffordson, C., Guo, L., Guo, Q. & Liu, K. (2017). Reliability and validity of the Chinese version of the Self-care Ability Scale for the Elderly. Journal of Clinical Nursing, 26(23-24), 4489-4497
Open this publication in new window or tab >>Reliability and validity of the Chinese version of the Self-care Ability Scale for the Elderly
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2017 (English)In: Journal of Clinical Nursing, ISSN 0962-1067, E-ISSN 1365-2702, Vol. 26, no 23-24, p. 4489-4497Article in journal (Refereed) Published
Abstract [en]

AIMS AND OBJECTIVES: To translate the Self-care Ability Scale for the Elderly into Simplified Chinese, and to test the Chinese version of the scale regarding its reliability and validity among older people.

BACKGROUND: Self-care is an important topic in nursing. When assessing older people's self-care ability, it is essential that a reliable and valid instrument is used.

DESIGN: This study employed across-sectional design.

METHODS: We translated the English version of the Self-care Ability Scale for the Elderly into Simplified Chinese according to Brislin's translation guidelines, and carried out a questionnaire survey among 610 older people, including both community-dwelling people and hospital patients, in Jinzhou City, People's Republic of China. Eighty participants completed the instrument twice for test-retest reliability. Data analyses were performed using SPSS 17.0 and Mplus, version 5 to assess reliability and validity.

RESULTS: A Cronbach's alpha coefficient of 0.89 and statistically significant item-to-total correlations showed evidence of homogeneity. An intra-class correlation coefficient of 0.99 for the test-retest between total scores and intra-class correlation coefficients between 0.87 and 0.99 for the test-retest scores of each item explained the almost perfect test-retest reliability noted in this study. Content validity was found to be good, and a three-factor model was obtained in an exploratory factor analysis, (explaining a variance of 57%), and modified in a confirmatory factor analysis (χ(2) =261.559, df=98, RMSEA=0.074; SRMR=0.059), which reflected an acceptable construct validity.

CONCLUSIONS: This study shows that the Chinese version of the Self-care Ability Scale for the Elderly has sufficient psychometric properties for assessing self-care ability among older people in China.

RELEVANCE FOR PRACTICE: A reliable and valid instrument is available to assess the self-care ability of older Chinese people. This article is protected by copyright. All rights reserved.

Keywords
Instrument testing, older people, self-care
National Category
Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-10892 (URN)10.1111/jocn.13779 (DOI)28231632 (PubMedID)2-s2.0-85018589330 (Scopus ID)
Note

First published: 20 April 2017

Available from: 2017-04-26 Created: 2017-04-26 Last updated: 2017-12-05Bibliographically approved
Thorsen, C., Henry, A. & Cliffordson, C. (2017). The case of a missing person? The current L2 self and the L2Motivational Self System. International Journal of Bilingual Education and Bilingualism
Open this publication in new window or tab >>The case of a missing person? The current L2 self and the L2Motivational Self System
2017 (English)In: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522Article in journal (Refereed) Epub ahead of print
Abstract [en]

In Dörnyei's (2009a) theorizing, 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 L2 Motivational Self System, 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. Using structural equation modelling, results revealed that the discrepancy between the ideal L2 self and the current L2 selfwas greater for the grade 7 cohort. So too was the impact on a criterion variable measuring intended effort. Arguments for the operationalization of the selfdiscrepancy process in research designs are put forward. In studies tracking changes over time, it is suggested that the inclusion of a variable measuring the current L2self could provide important insights into self-discrepancy trajectories, facilitate the investigation of motivational dynamics, and bring greater sensitivity to intervention design.

Keywords
L2 motivation; self-discrepancies; possible selves; self-revision; global English
National Category
Specific Languages
Research subject
HUMANITIES, Linguistics
Identifiers
urn:nbn:se:hv:diva-11750 (URN)10.1080/13670050.2017.1388356 (DOI)2-s2.0-85031918465 (Scopus ID)
Note

Published online: 23 Oct 2017

Available from: 2017-10-13 Created: 2017-10-13 Last updated: 2018-01-13Bibliographically approved
Henry, A. & Cliffordson, C. (2017). The Impact of Out-of-School Factors on Motivation to Learn English: Self-discrepancies, Beliefs, and Experiences of Self-authenticity. Applied Linguistics, 38(5), 713-736
Open this publication in new window or tab >>The Impact of Out-of-School Factors on Motivation to Learn English: Self-discrepancies, Beliefs, and Experiences of Self-authenticity
2017 (English)In: Applied Linguistics, ISSN 0142-6001, E-ISSN 1477-450X, Vol. 38, no 5, p. 713-736Article in journal (Refereed) Published
Abstract [en]

English is today learnt in multitudes of settings worldwide, making it difficult to characterize relationships between motivation and context in generalized terms (Ushioda 2013). In settings where students have extensive encounters with English outside school, a reluctance to invest effort in formal learning has been observed. To investigate ways in which out-of-school encounters impact on motivation, questionnaire data was obtained from 116 upper secondary students in Sweden. Structural equation modelling was used to test a series of hypotheses generated from emerging research into language learners identities, beliefs and self-authenticity appraisals. Results revealed that, compared to reference studies from settings where English lacks similar prominence, the Ideal L2 Self accounted for substantially less of the explained variance on a criterion measure. This can be accounted for by the limited discrepancy between current and ideal L2 selves. Results also indicate that beliefs about the efficacy of learning in natural environments have a negative impact on motivation in school, and that appraisals of self-authenticity may have a similar effect, although methodological challenges make this contention difficult to substantiate.

Keywords
english, motivation, Sweden
National Category
Specific Languages
Research subject
HUMANITIES, English; Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-8731 (URN)10.1093/applin/amv060 (DOI)000412594800005 ()2-s2.0-85031822579 (Scopus ID)
Available from: 2015-12-01 Created: 2015-12-01 Last updated: 2018-01-10Bibliographically approved
Klapp, A., Cliffordson, C. & Gustafsson, J.-E. (2016). The effect of being graded on later achievement: evidence from 13-year olds in Swedish compulsory school. Educational Psychology, 36(10), 1771-1789
Open this publication in new window or tab >>The effect of being graded on later achievement: evidence from 13-year olds in Swedish compulsory school
2016 (English)In: Educational Psychology, ISSN 0144-3410, E-ISSN 1469-5820, Vol. 36, no 10, p. 1771-1789Article in journal (Refereed) Published
Abstract [en]

The purpose of the study was to investigate how grading of students in primary school affected achievement measured by grades one year later, and how the effect varied as a function of cognitive ability, gender and socio-economic status. The data derive from The Evaluation Through Follow Up longitudinal project. Through a national curriculum change one group of students received grades and one group of students did not receive grades in the 6th Grade, while both groups of students received grades in the 7th Grade. A quasi-experimental design was thus created, with two comparable groups of students. The subjects were 8558 students born in 1967. Several multiple regression models were fitted to the data. The results showed no main effects of grading on subsequent achievement, but there were important differential effects: graded students with low cognitive ability received lower subsequent grades. The results also showed interaction effects between gender and grading and between gender and cognitive ability.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2016
Keywords
grading; academic achievement; cognitive ability; socio-economic
National Category
Pedagogy
Research subject
SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-6501 (URN)10.1080/01443410.2014.933176 (DOI)000388504600005 ()2-s2.0-84903805564 (Scopus ID)
Projects
Grades: Comparability, prognostic validity and effects on learning - VR
Funder
Swedish Research Council, 2008-4994
Available from: 2014-08-18 Created: 2014-08-18 Last updated: 2018-10-31Bibliographically approved
Söderhamn, U., Sundsli, K., Cliffordson, C. & Dale, B. (2015). Psychometric properties of Antonovsky's 29-item Sense of Coherence scale in research on older home-dwelling Norwegians.. Scandinavian Journal of Public Health, 43(8), 867-874
Open this publication in new window or tab >>Psychometric properties of Antonovsky's 29-item Sense of Coherence scale in research on older home-dwelling Norwegians.
2015 (English)In: Scandinavian Journal of Public Health, ISSN 1403-4948, E-ISSN 1651-1905, Vol. 43, no 8, p. 867-874Article in journal (Refereed) Published
Abstract [en]

AIM: The aim of this study was to test the homogeneity and construct validity of the Sense of Coherence 29-item scale (SOC-29) among older home-dwelling Norwegians.

METHODS: A postal questionnaire, consisting of background variables, five health-related questions, the SOC-29, and three other instruments measuring mental health, self-care ability, and risk for undernutrition, was sent to 6033 home-dwelling older people (65+ years) in southern Norway. A total of 2069 participants were included. Homogeneity was assessed with Cronbach's alpha coefficient and item-to-total correlations. The construct validity was assessed with "the known-groups technique," a linear stepwise regression analysis with SOC score serving as the dependent variable and with confirmatory factor analysis.

RESULTS: With a Cronbach's alpha coefficient of 0.91 and statistically significant item-to-total correlations, the SOC-29 was found to be homogeneous. Construct validity was supported because the SOC-29 could separate known groups with expected high and low scores. The factors that could predict SOC were mental health, self-care ability, feeling lonely, being active, and chronic disease or handicap. Evidence of construct validity was displayed in a confirmatory factor analysis that confirmed SOC-29 as one theoretical construct with the three dimensions, comprehensibility, manageability, and meaningfulness.

CONCLUSIONS: The Norwegian version of the SOC-29 is a reliable and valid instrument for use in research among older people. The results confirm that SOC has a particularly strong relationship with mental health and self-care ability.

Keywords
Construct validity, homogeneity, reliability, scale testing, validity
National Category
Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-7851 (URN)10.1177/1403494815598863 (DOI)000364636600012 ()26249839 (PubMedID)2-s2.0-84946733715 (Scopus ID)
Available from: 2015-08-12 Created: 2015-08-10 Last updated: 2017-12-04Bibliographically approved
Fors, A., Ulin, K., Cliffordson, C., Ekman, I. & Brink, E. (2015). The Cardiac Self-Efficacy scale, a useful tool to evaluate person-centred care.. European Journal of Cardiovascular Nursing, 14(6), 536-543
Open this publication in new window or tab >>The Cardiac Self-Efficacy scale, a useful tool to evaluate person-centred care.
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2015 (English)In: European Journal of Cardiovascular Nursing, ISSN 1474-5151, E-ISSN 1873-1953, Vol. 14, no 6, p. 536-543Article in journal (Refereed) Published
Abstract [en]

BACKGROUND:Cardiac self-efficacy is a person's belief in his/her ability to manage the challenges posed by a coronary disease, and its role has been evaluated in several coronary populations using the Cardiac Self-Efficacy Scale (CSE Scale). Self-efficacy has an important role in person-centred care, however there is a lack of appropriate instruments that evaluate person-centred interventions.AIM:The purpose of this study was to validate the CSE Scale by examining its psychometric properties as a first step in evaluating a person-centred care intervention in persons with acute coronary syndrome (ACS).METHODS:The study sample consisted of 288 persons (72 women, 216 men) who completed the Swedish version of the CSE Scale two months after hospitalisation for an ACS event. Construct validity was psychometrically evaluated using confirmatory factor analysis. Additionally, convergent and discriminant validity were tested using correlation analyses.RESULTS:The results revealed that the CSE Scale was represented by three dimensions (control symptoms, control illness and maintain functioning). The analyses also showed that the CSE Scale is suitable for providing a total summary score that represents a global cardiac self-efficacy dimension. Evaluation of convergent and discriminant validity showed the expected correlations.CONCLUSION:The CSE Scale is a valid and reliable measure when evaluating self-efficacy in patients with ACS. It also seems to be a useful tool to promote person-centred care in clinical practice since it may offer useful guidance in the dialogue with the patient in the common creation of a personal health plan.

Keywords
Acute coronary syndrome, myocardial infarction, patient-centered care, person-centred care, psychometric validation, self-efficacy
National Category
Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-6591 (URN)10.1177/1474515114548622 (DOI)000364829900010 ()25149667 (PubMedID)2-s2.0-84947072614 (Scopus ID)
Note

Published online before print August 22, 2014

Available from: 2014-09-04 Created: 2014-09-04 Last updated: 2017-12-05Bibliographically approved
Cliffordson, C., Gustafsson, J.-E., Klapp, A. & Thorsen, C. (2014). Betygens prognosförmåga och effekter på lärande. In: Resultatdialog 2014: (pp. 51-60). Stockholm: Vetenskapsrådet
Open this publication in new window or tab >>Betygens prognosförmåga och effekter på lärande
2014 (Swedish)In: Resultatdialog 2014, Stockholm: Vetenskapsrådet , 2014, p. 51-60Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Vetenskapsrådet, 2014
Keywords
betygsättning, bedömning, effekter på lärande, grundskolebetyg, gymnasiebetyg, kognitiva- och icke-kognitiva förmågor, kön, prognosförmåga, social bakgrund, socioemotionella kompetenser, utbildningsbakgrund.
National Category
Pedagogy
Research subject
SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-7662 (URN)978-91-7307-247-2 (ISBN)
Available from: 2015-06-02 Created: 2015-06-02 Last updated: 2016-01-27Bibliographically approved
Gustafsson, J.-E., Cliffordson, C. & Erickson, G. (2014). Likvärdig kunskapsbedömning i och av den svenska skolan : problem och möjligheter (1ed.). Stockholm: SNS förlag
Open this publication in new window or tab >>Likvärdig kunskapsbedömning i och av den svenska skolan : problem och möjligheter
2014 (Swedish)Book (Other academic)
Place, publisher, year, edition, pages
Stockholm: SNS förlag, 2014. p. 119 Edition: 1
Keywords
Kunskapsbedömning, skola
National Category
Educational Sciences
Research subject
SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-6062 (URN)978-91-86949-55-6 (ISBN)
Available from: 2014-03-20 Created: 2014-03-20 Last updated: 2015-09-15Bibliographically approved
Thorsen, C., Gustafsson, J.-E. & Cliffordson, C. (2014). The influence of fluid and crystallized intelligence on the development of knowledge and skills. British Journal of Educational Psychology, 84(4), 556-570
Open this publication in new window or tab >>The influence of fluid and crystallized intelligence on the development of knowledge and skills
2014 (English)In: British Journal of Educational Psychology, ISSN 2044-8279, Vol. 84, no 4, p. 556-570Article in journal (Refereed) Published
Abstract [en]

Background Cattell’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. Aims The aim of this study was to investigate the influence of Gf and Gc on the development of knowledge and skills in a sample of children in compulsory school who are homogenous with regard to level of education, age, and cultural background. Sample Totally, 9,002 individuals from the evaluation through follow-up database born in 1972 and who left compulsory school in 1988 were included. These individuals were followed up in Grades 3, 6, and 9. Methods Structural equation modelling was used, and autoregressive path models were fitted. All modelling was performed using Mplus version 6.1. Results In the first step, a path model with a simplex structure was defined. However, a second model with direct relations of Gf on Gc in Grades 6 and 9 had better model fit, suggesting a continuous influence of Gf on Gc. However, no direct influence of Gf was found for the subject grades. Conclusion Due to the continuous influence of Gf on the measures of Gc throughout compulsory school, support for Cattell’s (1987) Investment theory was found.

Keywords
fluid intelligence, crystallized intelligence, knowledge and skills, grades
National Category
Pedagogy
Research subject
SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-6300 (URN)10.1111/bjep.12041 (DOI)000344791200003 ()24909645 (PubMedID)2-s2.0-84911417029 (Scopus ID)
Note

Article first published online: 9 JUN 2014.Early View (Online Version of Record published before inclusion in an issue)

Available from: 2014-06-10 Created: 2014-06-10 Last updated: 2015-09-15Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-4722-009X

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