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Publications (10 of 22) Show all publications
Gurdal, S. & Sorbring, E. (2019). Education and Parenting in Sweden. In: Sorbring, Emma; Lansford, Jennifer E. (Ed.), School Systems, Parent Behavior, and Academic Achievement: An International Perspective (pp. 95-109). Springer
Open this publication in new window or tab >>Education and Parenting in Sweden
2019 (English)In: School Systems, Parent Behavior, and Academic Achievement: An International Perspective / [ed] Sorbring, Emma; Lansford, Jennifer E., Springer, 2019, p. 95-109Chapter in book (Other academic)
Abstract [en]

Swedish children's rights to school and a childhood were discussed as early as 1900 and today nearly all (99.9%) Swedish children from the age of six attend comprehensive school for ten years. Comprehensive school, both private and public, is free of charge and compulsory for everyone. In general, Sweden is described as a country where young people are perceived as individuals with agency, both in the family and in school. It is expected that students should be treated with respect and taught about their rights and how to practice them. Teachers are supposed to encourage young people's agency by, for example, letting them take responsibility and be involved in decisions about the school work and their lives. This is related to the goal of teaching young people more about how to become citizens and about democratic values in society. Although Swedish schools have a high interest in students' own agency and their mental health, politics put pressure on the schools to achieve higher academic success among students. This chapter presents the current Swedish education system and its challenges when it comes to maintaining high values concerning students' mental health and, simultaneously, striving for better academic results, focusing particularly on families belonging to the lower socioeconomic class and with a migration background.

Place, publisher, year, edition, pages
Springer, 2019
Series
Young People and Learning Processes in School and Everyday Life, ISSN 2522-5642, E-ISSN 2522-5650 ; Vol 3
Keywords
Childhood, education, Sweden
National Category
Pedagogical Work Psychology (excluding Applied Psychology)
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-14430 (URN)10.1007/978-3-030-28277-6_8 (DOI)978-3-030-28277-6 (ISBN)978-3-030-28277-6 (ISBN)
Available from: 2019-09-23 Created: 2019-09-23 Last updated: 2019-09-30Bibliographically approved
Gurdal, S. (2019). Exempel 5: FöräldraResursen: att samverka för stöd till föräldrar. In: Lena Nilsson & Emma Sorbring (red.) (Ed.), Samverkansforskning: att främja barns och ungas välfärd (pp. 65-71). Stockholm: Liber
Open this publication in new window or tab >>Exempel 5: FöräldraResursen: att samverka för stöd till föräldrar
2019 (Swedish)In: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, p. 65-71Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2019
Keywords
Föräldraskap
National Category
Psychology (excluding Applied Psychology)
Research subject
Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-13498 (URN)978-91-47-12700-9 (ISBN)
Available from: 2019-02-07 Created: 2019-02-07 Last updated: 2019-05-02Bibliographically approved
Gurdal, S. & Sorbring, E. (2018). Children's agency in parent-child, teacher-pupil and peer relationship contexts. International Journal of Qualitative Studies on Health and Well-being, 13(sup1), Article ID 1565239.
Open this publication in new window or tab >>Children's agency in parent-child, teacher-pupil and peer relationship contexts
2018 (English)In: International Journal of Qualitative Studies on Health and Well-being, ISSN 1748-2623, E-ISSN 1748-2631, Vol. 13, no sup1, article id 1565239Article in journal (Refereed) Published
Abstract [en]

PURPOSE: The aim of this study was to examine children's perception of their agency in different relationship contexts. Historically, most studies conducted in Sweden concerning children's agency, in relation to their self-efficacy and perceptions of their effectiveness as agents, have been carried out in school situations or other institutional organizations. Past research has shown that children'sagency has positive links to health, school achievement and/or adjustment. Method: Interviews were conducted with 103 10-year-old Swedish children to examine three relationship contexts: parent-child, teacher-pupil, and peer relations. Vignettes about the different contexts were presented to the children and their answers were analysed with thematic analysis. Results: The results show that children think of their agency differently depending upon which relationship context they find themselves in. Most perceived agency are found insituations with peers, and children perceive they have the least agency with teachers. In situations with parents, children think they would react with more resistance than with peers and teachers. It is mainly with other children that they would show assertiveness and try to find asolution together, while they would be more emotional and perceive less power with adults. Conclusion: We conclude that children make adistinction in their perception of agency depending upon the relationship context. These findings can be relevant for helping children receive more agency in all contexts, which might have apositive impact on health and adjustment.

Keywords
Agency, parent relationship, peer relationships, teacher relationship, well-being
National Category
Pedagogical Work Psychology (excluding Applied Psychology)
Research subject
Child and Youth studies; SOCIAL SCIENCE, Psychology
Identifiers
urn:nbn:se:hv:diva-13472 (URN)10.1080/17482631.2019.1565239 (DOI)000459729600014 ()30709328 (PubMedID)2-s2.0-85060905831 (Scopus ID)
Note

Published online: 01 Feb 2019

Available from: 2019-02-04 Created: 2019-02-04 Last updated: 2019-10-23Bibliographically approved
Sorbring, E. & Gurdal, S. (2018). Komplexa internationella forskningssamarbeten: Att bryta den akademiska kolonialismen och hitta nya vägar. In: Kerstin von Brömssen, Signild Risenfors & Lena Sjöberg (Ed.), Samhälle, genus och pedagogik: utbildningsvetenskapliga perspektiv : vänbok till IngaWernersson (pp. 241-256). Trollhättan: Högskolan Väst
Open this publication in new window or tab >>Komplexa internationella forskningssamarbeten: Att bryta den akademiska kolonialismen och hitta nya vägar
2018 (Swedish)In: Samhälle, genus och pedagogik: utbildningsvetenskapliga perspektiv : vänbok till IngaWernersson / [ed] Kerstin von Brömssen, Signild Risenfors & Lena Sjöberg, Trollhättan: Högskolan Väst , 2018, p. 241-256Chapter in book (Other academic)
Abstract [sv]

Att uppleva, att ta intryck av och att lära från andra kulturer är något de flesta uppskattar och strävar efter genom att läsa böcker, se på film och allra helst genom att resa. Från våra upplevelser bär vi med oss inte bara uppdaterade mat- och klädrepertoarer, utan också nya sätt att uttrycka oss och nya sätt att hantera situationer. Det här kapitlet kommer varken handla om spännande matupplevelser eller moderna begrepp och uttryck, utan om kulturella utbyten. Att gränsöverskridande internationella samarbeten resulterar i kunskap som vi annars inte hade kunnat utveckla är uppenbart och tydligt i forskningslitteraturen, men huruvida dessa samarbeten bidrar till utveckling av forskningen, forskaren själv och de lärosäten som är inblandade, är inte lika väl dokumenterat. Internationella gränsöverskridande samarbeten inom akademin kan vara krävande både för forskaren och lärosätet och det är därför värt att ställa sig frågan: Utvecklas ämnesområdet, forskaren och lärosätet i dessa komplexa internationella forskningssamarbeten eller kräver samarbetet kompromisser som går ut över forskningen, forskaren och lärosätet på olika sätt?

Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2018
Keywords
Kulturella utbyten, forskningssamarbete, projekt
National Category
Psychology
Research subject
Child and Youth studies; SOCIAL SCIENCE, Psychology
Identifiers
urn:nbn:se:hv:diva-13410 (URN)9789188847171 (ISBN)9789188847164 (ISBN)
Available from: 2019-01-17 Created: 2019-01-17 Last updated: 2019-01-17Bibliographically approved
Gurdal, S. (2018). När det blir en sjukdom: en studie om hur olika yrkesprofessioners arbete påverkas då spelberoende, 'Internet Gaming Disorder', blir en diagnos.. In: Nya vägar, nya perspektiv: Barn- och ungdoms nätverket i samarbete med Tema barn, Linkopings universitet. Paper presented at NYA VAGAR, NYA PERSPEKTIV PA BARN- OCH UNGDOMSFORSKNING? 6-7 december 2018 (pp. 8-8). Linköping: Linköpings universitet
Open this publication in new window or tab >>När det blir en sjukdom: en studie om hur olika yrkesprofessioners arbete påverkas då spelberoende, 'Internet Gaming Disorder', blir en diagnos.
2018 (Swedish)In: Nya vägar, nya perspektiv: Barn- och ungdoms nätverket i samarbete med Tema barn, Linkopings universitet, Linköping: Linköpings universitet , 2018, p. 8-8Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Idag arbetar flera verksamheter på olika sätt med de diagnoser som finns och påverkar barn och ungdomar i skolan. Nya diagnoser tillkommer då och då, och sommaren 2018 informerade Världshälsoorganisationen (WHO) om att TV-spelberoende nu klassas som en diagnos, s.k. Internet Gaming Disorder (IGD). TV-spel av olika karaktär är frekvent använda av barn och ungdomar och i Sverige spelar 87 % av barn 9-12 år varje dag. Spelberoende är omdiskuterat och kan ses som ett eget problem eller en följd av andra problem. Avsaknaden av forskning inom området innebar att American Pyschiatric Association uppmanade till mer forskning om Internet Gaming Disorder och med en IGD-diagnos från WHO kommer mer kunskap inom området att behövas. Syftet med föreliggande studie är att följa hur elevhälsans, socialtjänstens och hälso- och sjukvårdens arbete förändras i och med en ny diagnos och vilket lärande som därigenom kommer till stånd. Vidare ska studien undersöka hur förhållningssättet till barns och ungdomars aktörskap ser ut vid ny diagnos.

Place, publisher, year, edition, pages
Linköping: Linköpings universitet, 2018
Keywords
Internet gaming disorder, spelberoende barn
National Category
Applied Psychology
Research subject
Child and Youth studies; SOCIAL SCIENCE, Psychology
Identifiers
urn:nbn:se:hv:diva-13383 (URN)
Conference
NYA VAGAR, NYA PERSPEKTIV PA BARN- OCH UNGDOMSFORSKNING? 6-7 december 2018
Available from: 2019-01-08 Created: 2019-01-08 Last updated: 2019-01-08Bibliographically approved
Skinner, A. T., Sorbring, E., Gurdal, S., Lansford, J. E., Bornstein, M. H., Chang, L., . . . Bombi, A. S. (2017). Cross-national collaboration in the study of parenting and child adjustment. In: Goetz Egloff (Ed.), Child-rearing: Practices, attitudes and cultural differences (pp. 1-19). Nova Science Publishers, Inc.
Open this publication in new window or tab >>Cross-national collaboration in the study of parenting and child adjustment
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2017 (English)In: Child-rearing: Practices, attitudes and cultural differences / [ed] Goetz Egloff, Nova Science Publishers, Inc., 2017, p. 1-19Chapter in book (Other academic)
Place, publisher, year, edition, pages
Nova Science Publishers, Inc., 2017
Series
Family issues in the 21st century
Keywords
Parenting, child rearing
National Category
Social Psychology
Research subject
Child and Youth studies; SOCIAL SCIENCE, Psychology
Identifiers
urn:nbn:se:hv:diva-11262 (URN)978-1-53612-778-2 (ISBN)
Available from: 2017-10-19 Created: 2017-10-19 Last updated: 2019-02-27Bibliographically approved
Gurdal, S. & Bolin, A. (2017). Föräldraresursen: att samverka för stöd till föräldrar. Trollhättan: Högskolan Väst
Open this publication in new window or tab >>Föräldraresursen: att samverka för stöd till föräldrar
2017 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2017
Series
Rapport i korthet
Keywords
Föräldrastöd, Uddevalla kommun, Högskolan Väst
National Category
Social Work
Research subject
Child and Youth studies; SOCIAL SCIENCE, Social work
Identifiers
urn:nbn:se:hv:diva-11827 (URN)
Available from: 2017-11-28 Created: 2017-11-28 Last updated: 2017-11-28
Gurdal, S., Lansford, J. E. & Sorbring, E. (2016). Parental perceptions of children’s agency: Parental warmth, school achievement and adjustment. Early Child Development and Care, 186(8), 1203-1211
Open this publication in new window or tab >>Parental perceptions of children’s agency: Parental warmth, school achievement and adjustment
2016 (English)In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 186, no 8, p. 1203-1211Article in journal (Refereed) Published
Abstract [en]

The present study examined Swedish mothers’ and fathers’ warmth towards their children in relation to their children's agency. It also examined the longitudinal relation between agency and children's externalising, internalising, and school achievement. Swedish children's mothers and fathers (N = 93) were interviewed at three time points (when children were 8, 9, and 10 years old) about their warmth towards their children, children's agency, and children's externalising and internalising behaviours and school achievement. Parental warmth at Time 1 was significantly correlated with child agency at Time 2, which was significantly correlated with child externalising and internalising behaviours and academic achievement at Time 3. There were no differences between girls and boys. Results from this study indicate that Swedish parents’ warmth is directly related to subsequent perceptions of children's agency, which in turn are related to subsequently lower child externalising and internalising problems and higher academic achievement. These findings held in the context of a three-year longitudinal study and for both boys and girls, suggesting the importance of child agency in the link between parental warmth and children's adjustment.

Keywords
personal agency, parental warmth, school achievement, children's adjustment, parenting
National Category
Psychology
Research subject
SOCIAL SCIENCE, Psychology; Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-8002 (URN)10.1080/03004430.2015.1083559 (DOI)000380278100002 ()27570362 (PubMedID)2-s2.0-84941695814 (Scopus ID)
Note

Published online: 15 Sep 2015

Available from: 2015-08-27 Created: 2015-08-27 Last updated: 2019-05-20Bibliographically approved
Bohlin, M. & Gurdal, S. (2016). Social mobilisering och organisering via sociala medier (1ed.). In: K. Daneback & E. Sorbring (Ed.), Socialt arbete och internet: att förstå och hantera sociala problem på internet. Liber förlag. Bokkapitel (pp. 122-135). Stockholm: Liber
Open this publication in new window or tab >>Social mobilisering och organisering via sociala medier
2016 (Swedish)In: Socialt arbete och internet: att förstå och hantera sociala problem på internet. Liber förlag. Bokkapitel / [ed] K. Daneback & E. Sorbring, Stockholm: Liber, 2016, 1, p. 122-135Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2016 Edition: 1
Keywords
Socialt arbete, internet, sociala medier
National Category
Communication Studies
Research subject
Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-10775 (URN)978-91-47-11269-2 (ISBN)
Available from: 2017-03-07 Created: 2017-03-07 Last updated: 2017-03-07Bibliographically approved
Gurdal, S. & Sorbring, E. (2016). Swedish Children's Beliefs about Agency in Family, School and Peer Situations. In: : . Paper presented at The European Association for Research on Adolescence (EARA) The 15th Biennial Conference in La Barrosa, Andalusia, Spain. Cadiz
Open this publication in new window or tab >>Swedish Children's Beliefs about Agency in Family, School and Peer Situations
2016 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The aim of this study is to examine children's beliefs with regard to their agency (i.e., to know and predict your own actions and the consequences of them), in different contexts (family, school and peer-situations). Interviews were conducted with 103 ten-year-old Swedish children. Vignettes were presented to the children and their answers were written down for subsequent thematic analysis. Children think of their agency differently depending upon which context they find themselves in. The contexts where children believe most in their agency are found in situations with peers, and the contexts where they believe least in their agency are experienced with teachers. In situations with parents children think they would react with more resistance than with peers and teachers.

Place, publisher, year, edition, pages
Cadiz: , 2016
Keywords
Children, consequences, schools
National Category
Social Work
Research subject
SOCIAL SCIENCE, Social work
Identifiers
urn:nbn:se:hv:diva-10765 (URN)
Conference
The European Association for Research on Adolescence (EARA) The 15th Biennial Conference in La Barrosa, Andalusia, Spain
Available from: 2017-03-03 Created: 2017-03-03 Last updated: 2017-03-03Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-7881-5670

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