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  • 1.
    Schenck-Fontaine, Anika
    et al.
    Leibniz Institute for Educational Trajectories, Leibniz, Germany.
    Lansford, Jennifer E
    Duke University.
    Skinner, Ann T
    Duke University.
    Deater-Deckard, Kirby
    University of Massachusetts.
    Di Giunta, Laura
    Università di Roma 'La Sapienza.
    Dodge, Kenneth A
    Duke University.
    Oburu, Paul
    Maseno University.
    Pastorelli, Concetta
    Università di Roma La Sapienza, Faculty of Psychology, Rome, Italy.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Steinberg, Laurence
    Temple University.
    Malone, Patrick S
    Duke University.
    Tapanya, Sombat
    Chiang Mai University.
    Uribe Tirado, Liliana M
    Universidad San Buenaventura.
    Alampay, Liane P
    Ateneo de Manila University.
    Al-Hassan, Suha M
    Hashemite University.; Emirates College for Advanced Education.
    Bacchini, Dario
    University of Naples 'Federico II.
    Bornstein, Marc H
    Eunice Kennedy Shriver National Institute of Child Health and Human Development.; Institute for Fiscal Studies.
    Chang, Lei
    University of Macau.
    Associations Between Perceived Material Deprivation, Parents' Discipline Practices, and Children's Behavior Problems: An International Perspective.2020Ingår i: Child Development, ISSN 0009-3920, E-ISSN 1467-8624, Vol. 91, nr 1, s. 307-326Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study investigated the association between perceived material deprivation, children's behavior problems, and parents' disciplinary practices. The sample included 1,418 8- to 12-year-old children and their parents in China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States. Multilevel mixed- and fixed-effects regression models found that, even when income remained stable, perceived material deprivation was associated with children's externalizing behavior problems and parents' psychological aggression. Parents' disciplinary practices mediated a small share of the association between perceived material deprivation and children's behavior problems. There were no differences in these associations between mothers and fathers or between high- and low- and middle-income countries. These results suggest that material deprivation likely influences children's outcomes at any income level.

  • 2.
    Bolin, Anette
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för socialt arbete och socialpedagogik.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Ottosson, Emma
    Västerviks kommun;Campus Västervik.
    Holm, Daniel
    Linnéuniversitetet.
    Poulios Nordenberg, Alexandra
    Västerviks kommun.
    Barn och unga i försörjningsstödsärenden: en studie med fokus på myndigheternas dokumentation samt barn och ungas vardag, strategier och syn på försörjningsstöd2020Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Ett flertal studier har beskrivit de omedelbara och långsiktiga effekter som ekonomisk utsatthet har på barns och ungas livssituation och möjligheter att utvecklas.Betydligt färre studier har fokus på barn och unga vars föräldrar erhåller någon form av ekonomiskt bistånd, såsom försörjningsstöd, och vilken plats barn och unga har i denna situation. Den aktuella forskningsstudien ger med sina tre delar en breddad och fördjupad bild av vilken plats barn och unga ges i försörjningsstödsärenden samt vilken syn och vilka strategier de själva ger uttryck för. En utgångspunkt för samtliga delar i studien är att barn och unga är aktiva aktörer, med egna behov och resurser, som bör beaktas vid handläggning av försörjningsstödsärenden.Del 1 har som syfte att beskriva hur barns och ungas situation dokumenteras i sambandmed försörjningsstödsärenden, dels generellt, dels beroende på om ärendepersonenär född i Sverige eller utomlands. Dokumentationsakter för en mindre kommuns samtliga biståndsärenden gällande familjer med minst ett barn i åldern0–21 år (N=147 ärenden; 368 barn) har granskats med avseende på den dokumentation som rör barn och unga.Del 2 har som syfte att undersöka barns och ungas syn på försörjningsstöd. Intervjuer har genomförts med 36 barn och unga i åldern 9–20 år vars föräldrar erhåller försörjningsstöd.Samtliga deltagare är födda i Syrien och kom som nyanlända till Sverige under 2014–2016.Del 3 har som syfte att undersöka barns och ungas vardag och strategier i relation till att familjen erhåller långvarigt försörjningsstöd. Intervjuer har genomförts med tolv barn och unga i åldern 10–21 år vars föräldrar erhållit försörjningsstöd under en längre tid. Deltagarna är antingen födda i Sverige eller har levt här under lång tid.Resultaten pekar på att barn och unga i familjer som erhåller försörjningsstöd tar ett stort eget ansvar samt utformar sina strategier utifrån det. Det kan finnas konflikter och svårigheter i familjerelationerna, men också förståelse och empati. Hur barns meningsskapande ser ut påverkas av familjens ekonomiska och relationella resurser. Barn utvecklaren ekonomisk kompetens med medvetenhet och kunskap om pengars värde.Vardagen formas genom de strategier som både barnen och föräldrarna använder sig av. Att bli sedd som avvikande kan leda till utanförskap och barn i familjer som erhåller ekonomiskt bistånd löper större risk att inte känna delaktighet.Synen på att erhålla försörjningsstöd skiljer sig åt mellan de två grupper av barn som vi har intervjuat, även om strategierna för att hantera situationen delvis överlappar. Bland barnen i nyanlända familjer ger många uttryck för att pengarna de erhåller är tillräckligtför att tillgodose familjens behov samt att försörjningsstödet ger dem och deras familj möjlighet att bygga nya liv. Även dokumentationen av barns och ungas situation i samband med försörjningsstödsärenden skiljer sig åt, eventuellt på grund av att anledningarna bakom föräldrarnas behov av försörjningsstöd är olika. Forskningen har genomförts i samarbete med Campus Västervik.

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  • 3.
    Dåderman, Anna Maria
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Ingelgård, Anders
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi. Mölnlycke Health Care .
    Koopmans, Linda
    Sustainable Productivity & Employability, Leiden, The Netherlands.
    Cross-cultural adaptation, from Dutch to Swedish language, of the Individual Work Performance Questionnaire2020Ingår i: Work: A journal of Prevention, Assessment and rehabilitation, ISSN 1051-9815, E-ISSN 1875-9270, Vol. 65, nr 1, s. 97-109Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    BACKGROUND: There is a need for a short, self-rated, validated and reliable instrument for individual work performance suitable for generic use in the Swedish work and organizational context. The Individual Work Performance Questionnaire (IWPQ), comprising originally 47 items, was initially developed in the Netherlands, based on a four-dimensional conceptual framework, in which individual work performance consisted of task performance, contextual performance, adaptive performance, and counterproductive work behavior. During the development process, IWPQ was shortened to 18 items with three scales formally labeled as Task performance, Contextual performance, and Counterproductive work behavior (CWB), capturing three work performance types. The current version of the IWPQ, consisting of 18 items and three scales, was then translated as well as cross-culturally adapted to American-English and Indonesian contexts.

    OBJECTIVES: To translate and adapt the current IWPQ version, consisting of 18 items, from the Dutch to the Swedish context, to assess its content validity through cognitive interviews, to apply it to a pilot group to present descriptive statistics, to calculate the questionnaire’s internal consistency, as well as to clarify whether the translated items capture three or four performance types.

    METHODS: The Dutch version of the IWPQ, consisting of 18 items, was translated into Swedish. A six-stage translation and adaptation process was used: forward translation, synthesis, back translation, harmonization, cognitive interviews, revision, and sampling and analyses of pilot data for 206 managers (149 women) from five Swedish municipalities.

    RESULTS: IWPQ instructions, wording of a few items and one response form were slightly modified. The pilot testing showed Cronbach’s alphas similar to the Dutch version of the IWPQ, ranging between 0.73 and 0.82, good mean-inter-item correlations (all above 0.36). In deciding how many factors to retain, we employed both parallel analysis (PA), and Velicer’s minimum average partial (MAP) test. The number of factors to retain was, as indicated by PA, four, and by MAP, three or four. Exploratory factor analysis (principal axis factoring) revealed clearly separate factors, corresponding to four, rather than three, performance types. A new factor, roughly representing adaptive performance, comprised in the original, longer version of the IWPQ, emerged.

    CONCLUSIONS: The Swedish version of the IWPQ was successfully translated and adapted in a pilot group of managers. Before it is used, it should be validated in a larger group of managers and in more heterogeneous groups of both white- and blue-collar workers.

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  • 4.
    Rothenberg, W. Andrew
    et al.
    Duke University, Duke Center for Child and Family Policy, Durham, NC, USA..
    Lansford, Jennifer E.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Bacchini, Dario
    University of Naples Federico II, Department of Humanistic Studies, Napoli, Italy..
    Bornstein, Marc H.
    Eunice Kennedy Shriver National Institute of Child Health and Human Development, Bethesda, MD, USA; Institute for Fiscal Studies, London, UK.
    Chang, Lei
    University of Macau, Department of Psychology, China.
    Deater-Deckard, Kirby
    University of Massachusetts Amherst, Department of Psychological and Brain Sciences, Amherst, MA, USA.
    Di Giunta, Laura
    Rome University La Sapienza, Faculty of Psychology , Rome, Italy .
    Dodge, Kenneth A.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Malone, Patrick S.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Oburu, Paul
    Maseno University, Department of Educational Psychology, Maseno, Kenya.
    Pastorelli, Concetta
    Università di Roma La Sapienza, Department of Psychology, Rome, Italy.
    Skinner, Ann T.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Steinberg, Laurence
    Temple University, Philadelphia, PA, USA ; King Abdulaziz University.
    Tapanya, Sombat
    Chiang Mai University, Department of Psychiatry, Chiang Mai, Thailand.
    Tirado, Liliana Maria Uribe
    Universidad San Buenaventura,Consultorio Psicologico Popular, Medellín, Colombia.
    Yotanyamaneewong, Saengduean
    Chiang Mai University, Chiang Mai, Thailand.
    Alampay, Liane Peña
    Ateneo de Manila University, Quezon City, Philippines.
    Al-Hassan, Suha M.
    Hashemite University, Department of Special Education, Zarqa, Jordan; Counseling, Special Education, and Neuroscience Division, Emirates College for Advanced Education, Abu Dhabi, UAE.
    Cross-cultural effects of parent warmth and control on aggression and rule-breaking from ages 8 to 13.2020Ingår i: Aggressive Behavior, ISSN 0096-140X, E-ISSN 1098-2337Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    We investigated whether bidirectional associations between parental warmth and behavioral control and child aggression and rule-breaking behavior emerged in 12 cultural groups. Study participants included 1,298 children (M = 8.29 years, standard deviation [SD] = 0.66, 51% girls) from Shanghai, China (n = 121); Medellín, Colombia (n = 108); Naples (n = 100) and Rome (n = 103), Italy; Zarqa, Jordan (n = 114); Kisumu, Kenya (n = 100); Manila, Philippines (n = 120); Trollhättan/Vänersborg, Sweden (n = 101); Chiang Mai, Thailand (n = 120); and Durham, NC, United States (n = 111 White, n = 103 Black, n = 97 Latino) followed over 5 years (i.e., ages 8-13). Warmth and control were measured using the Parental Acceptance-Rejection/Control Questionnaire, child aggression and rule-breaking were measured using the Achenbach System of Empirically-Based Assessment. Multiple-group structural equation modeling was conducted. Associations between parent warmth and subsequent rule-breaking behavior were found to be more common across ontogeny and demonstrate greater variability across different cultures than associations between warmth and subsequent aggressive behavior. In contrast, the evocative effects of child aggressive behavior on subsequent parent warmth and behavioral control were more common, especially before age 10, than those of rule-breaking behavior. Considering the type of externalizing behavior, developmental time point, and cultural context is essential to understanding how parenting and child behavior reciprocally affect one another.

  • 5.
    Kapetanovic, Sabina
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Rothenberg, W. Andrew
    Duke University, Duke Center for Child and Family Policy, Durham, NC, USA: University of Miami Miller School of Medicine, Mailman Center for Child Development, Miami, FL, USA.
    Lansford, Jennifer E.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Bornstein, Marc H.
    Eunice Kennedy Shriver National Institute of Child Health and Human Development, Bethesda, MD, USA; Institute for Fiscal Studies, London, UK.
    Chang, Lei
    University of Macau, Department of Psychology, China.
    Deater-Deckard, Kirby
    University of Massachusetts Amherst, Department of Psychological and Brain Sciences, Amherst, MA, USA.
    Di Giunta, Laura
    Rome University La Sapienza, Faculty of Psychology , Rome, Italy .
    Dodge, Kenneth A.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Gurdal, Sevtap
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Malone, Patrick S.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Oburu, Paul
    Maseno University, Department of Educational Psychology, Maseno, Kenya.
    Pastorelli, Concetta
    Università di Roma La Sapienza, Department of Psychology, Rome, Italy.
    Skinner, Ann T.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Steinberg, Laurence
    Temple University, Philadelphia, PA, USA ; King Abdulaziz University.
    Tapanya, Sombat
    Chiang Mai University, Department of Psychiatry, Chiang Mai, Thailand.
    Uribe Tirado, Liliana Maria
    Universidad San Buenaventura, Department of Psychology, Bogota,Colombia.
    Yotanyamaneewong, Saengduean
    Chiang Mai University, Chiang Mai, Thailand.
    Peña Alampay, Liane
    Ateneo de Manila University, Department of Psychology, 1000 Metro Manila National Capital Region, Philippin.
    Al-Hassan, Suha M.
    Hashemite University, Department of Special Education, Zarqa, Jordan; Counseling, Special Education, and Neuroscience Division, Emirates College for Advanced Education, Abu Dhabi, UAE.
    Bacchini, Dario
    University of Naples Federico II, Department of Humanistic Studies, Napoli, Italy..
    Cross-Cultural Examination of Links between Parent-Adolescent Communication and Adolescent Psychological Problems in 12 Cultural Groups.2020Ingår i: Journal of Youth and Adolescence, ISSN 0047-2891, E-ISSN 1573-6601Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Internalizing and externalizing problems increase during adolescence. However, these problems may be mitigated by adequate parenting, including effective parent-adolescent communication. The ways in which parent-driven (i.e., parent behavior control and solicitation) and adolescent-driven (i.e., disclosure and secrecy) communication efforts are linked to adolescent psychological problems universally and cross-culturally is a question that needs more empirical investigation. The current study used a sample of 1087 adolescents (M = 13.19 years, SD = 0.90, 50% girls) from 12 cultural groups in nine countries including China, Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand, and the United States to test the cultural moderation of links between parent solicitation, parent behavior control, adolescent disclosure, and adolescent secrecy with adolescent internalizing and externalizing problems. The results indicate that adolescent-driven communication, and secrecy in particular, is intertwined with adolescents' externalizing problems across all cultures, and intertwined with internalizing problems in specific cultural contexts. Moreover, parent-driven communication efforts were predicted by adolescent disclosure in all cultures. Overall, the findings suggest that adolescent-driven communication efforts, and adolescent secrecy in particular, are important predictors of adolescent psychological problems as well as facilitators of parent-adolescent communication.

  • 6.
    Kapetanovic, Sabina
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Skog, Therése
    Jönköping University, Jönköping; Gothenburg University, Gothenburg, Sweden; Norwegian University of Science and technology, Norway.
    Bohlin, Margareta
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Gerdner, Arne
    Jönköping University, Jönköping, Sweden.
    Does one Size Fit All?: Linking Parenting With Adolescent Substance Use and Adolescent Temperament2020Ingår i: Journal of research on adolescence, ISSN 1050-8392, E-ISSN 1532-7795, Vol. 30, nr suppl 2, s. 443-457Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Using longitudinal Swedish data from 1,373 early‐adolescent youths, this study aims to answer the question of whether the previously established protective function of parental knowledge and its sources — adolescent disclosure, parental solicitation, and parental control—on substance use among early‐adolescents is moderated by the adolescent's temperament. Adolescent temperament moderated several links between parental knowledge and its sources and adolescent substance use. The most pronounced moderating results were found for those adolescents with fearless, socially detached and thrill‐seeking tendencies. For these "detached thrill‐seekers", bidirectional links between adolescent disclosure and substance use, and negative links between parental solicitation and substance use were found. We recommend, therefore, that adolescent temperament is considered when designing parenting programs.

  • 7.
    Thorén, Bosse
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Jeong, Hyeseung
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Evaluating two ways for marking Swedish phonological length in written text: A production study2020Ingår i: Journal of Second Language Pronunciation, ISSN 2215-1931, E-ISSN 2215-194XArtikel i tidskrift (Refereegranskat)
    Abstract [en]

    The study compares two different graphic marking systems designed to help L2 learners of Swedish notice and realize phonological length. In System A, 22 L2 learners read aloud three /VːC/ words with length marked under long vowels and three /VCː/words with dots under short vowels. Twenty-two other L2 learners read the same words marked by the other system (System B) that underlines long vowels and long consonants. As a control group, 20 native Swedish speakers read the same words without any marking. We measured and compared the temporal realizations of the six words by all the three groups. System B readers realized Swedish phonological length more closely to the way that native speakers did, compared to System A readers. These results suggest that prompting both long vowels and long consonants can be more effective than marking long and short vowels.

  • 8.
    Rothenberg, W. Andrew
    et al.
    Duke University, Duke Center for Child and Family Policy, Durham, NC, USA..
    Lansford, Jennifer E.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Al-Hassan, Suha M.
    Hashemite University, Department of Special Education, Zarqa, Jordan; Counseling, Special Education, and Neuroscience Division, Emirates College for Advanced Education, Abu Dhabi, UAE.
    Bacchini, Dario
    University of Naples, Department of Humanistic Studies, Napoli, Italy..
    Bornstein, Marc H.
    Eunice Kennedy Shriver National Institute of Child Health and Human Development, Bethesda, MD, USA; Institute for Fiscal Studies, London, UK.
    Chang, Lei
    University of Macau, Department of Psychology, China.
    Deater-Deckard, Kirby
    University of Massachusetts Amherst, Department of Psychological and Brain Sciences, Amherst, MA, USA.
    Di Giunta, Laura
    Rome University La Sapienza, Faculty of Psychology , Rome, Italy .
    Dodge, Kenneth A.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Malone, Patrick S.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Oburu, Paul
    Maseno University, Department of Educational Psychology, Maseno, Kenya.
    Pastorelli, Concetta
    Università di Roma La Sapienza, Department of Psychology, Rome, Italy.
    Skinner, Ann
    Duke University, Duke Center for Child and Family Policy, Durham, NC, USA.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Steinberg, Laurence
    Temple University, Philadelphia, PA, USA ; King Abdulaziz University.
    Tapanya, Sombat
    Chiang Mai University, DepartmentofPsychiatry, Chiang Mai, Thailand.
    Uribe Tirado, Liliana Maria
    Universidad San Buenaventura, Department of Psychology, Bogota,Colombia.
    Yotanyamaneewong, Saengduean
    Ateneo de Manila University, Department of Psychology, ,Quezon City,Philippines.
    Peña Alampay, Liane
    Ateneo de Manila University, Department of Psychology, 1000 Metro Manila National Capital Region, Philippin.
    Examining effects of parent warmth and control on internalizing behavior clusters from age 8 to 12 in 12 cultural groups in nine countries2020Ingår i: Journal of Child Psychology and Psychiatry and Allied Disciplines, ISSN 0021-9630, E-ISSN 1469-7610, Vol. 61, nr 4, s. 436-446Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    BACKGROUND: Studies of U.S. and European samples demonstrate that parental warmth and behavioral control predict child internalizing behaviors and vice versa. However, these patterns have not been researched in other cultures. This study investigates associations between parent warmth and control and three child-reported internalizing behavior clusters to examine this question.

    METHODS: Data from 12 cultural groups in 9 countries were used to investigate prospective bidirectional associations between parental warmth and control, and three child-reported internalizing behavior types: withdrawn/depressed, anxious/depressed, and somatic problems. Multiple-group structural equation modeling was used to analyze associations in children followed from ages 8 to 12.

    RESULTS: Parent warmth and control effects were most pervasive on child-reported withdrawn/depressed problems, somewhat pervasive on anxious/depressed problems and least pervasive on somatic problems. Additionally, parental warmth, as opposed to control, was more consistently associated with child-reported internalizing problems across behavior clusters. Child internalizing behavior effects on parental warmth and control appeared ubiquitously across cultures, and behaviors, but were limited to ages 8-10. Most effects were pancultural, but culture-specific effects emerged at ages 9-10 involving the associations between parent warmth and withdrawn/depressed and somatic behaviors.

    CONCLUSIONS: Effects of parent warmth and control appear stronger on some types of child-reported internalizing behaviors. Associations are especially strong with regard to parental warmth across cultures, and culture-specific effects may be accounted for by cultural normativeness of parent warmth and child-reported somatic symptoms. Child internalizing behavior effects on subsequent parenting are common across cultures.

  • 9.
    Rothenberg, W. Andrew
    et al.
    Duke University, Duke Center for Child and Family Policy, Durham, NC, USA..
    Lansford, Jennifer E.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Chang, Lei
    University of Macau, Department of Psychology, China.
    Deater-Deckard, Kirby
    University of Massachusetts Amherst, Department of Psychological and Brain Sciences, Amherst, MA, USA.
    Di Giunta, Laura
    Rome University La Sapienza, Faculty of Psychology , Rome, Italy .
    Dodge, Kenneth A.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Malone, Patrick S.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Oburu, Paul
    Maseno University, Department of Educational Psychology, Maseno, Kenya.
    Pastorelli, Concetta
    Università di Roma La Sapienza, Department of Psychology, Rome, Italy.
    Skinner, Ann T.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Steinberg, Laurence
    Temple University, Philadelphia, PA, USA ; King Abdulaziz University.
    Tapanya, Sombat
    Chiang Mai University, Department of Psychiatry, Chiang Mai, Thailand.
    Uribe Tirado, Liliana Maria
    Universidad San Buenaventura, Department of Psychology, Bogota,Colombia.
    Yotanyamaneewong, Saengduean
    Chiang Mai University, Chiang Mai, Thailand.
    Peña Alampay, Liane
    Ateneo de Manila University, Department of Psychology, 1000 Metro Manila National Capital Region, Philippin.
    Al-Hassan, Suha M.
    Hashemite University, Department of Special Education, Zarqa, Jordan; Counseling, Special Education, and Neuroscience Division, Emirates College for Advanced Education, Abu Dhabi, UAE.
    Bacchini, Dario
    University of Naples Federico II, Department of Humanistic Studies, Napoli, Italy..
    Bornstein, Marc H.
    Eunice Kennedy Shriver National Institute of Child Health and Human Development, Bethesda, MD, USA; Institute for Fiscal Studies, London, UK.
    Examining the internalizing pathway to substance use frequency in 10 cultural groups.2020Ingår i: Addictive Behaviours, ISSN 0306-4603, E-ISSN 1873-6327, Vol. 102, artikel-id 106214Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Use of alcohol, tobacco, and drugs (i.e., substance use) is a leading cause of global health burden for 10-to-24-year-olds, according to the World Health Organization's index of number of years of life lost, leading international health organizations to prioritize the prevention of substance use before it escalates in adolescence. Pathways defined by childhood externalizing symptoms and internalizing symptoms identify precursors to frequent substance use toward which interventions can be directed. However, these pathways are rarely examined beyond the United States and Europe. We investigated these pathways in our sample of 1083 children from 10 cultural groups followed from ages 8-14. We found that age-10 externalizing symptoms predicted more frequent mother-reported age-13 and self-reported age-14 substance use. We also found that a depressive pathway, marked by behavioral inhibition at age 8 and subsequent elevation in depressive symptoms across ages 8-12 predicted more frequent substance use at age 13 and 14. Additionally, we found a combined externalizing and internalizing pathway, wherein elevated age-9 depressive symptoms predicted elevated externalizing symptoms at age-10 which predicted greater peer support for use at age-12, which led to more frequent substance use at age-13 and -14. These pathways remained significant within the cultural groups we studied, even after controlling for differences in substance use frequency across groups. Additionally, cultures with greater opportunities for substance use at age-12 had more frequent adolescent substance use at age-13. These findings highlight the importance of disaggregating between- and within-culture effects in identifying the etiology of early adolescent substance use.

  • 10.
    Varga, Anita
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Spante, Maria
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Expansive Learning And Transformative Agency For School Professionals2020Ingår i: INTED2020 Proceedings: 14th International Technology, Education and Development ConferenceValencia, Spain. 2-4 March, 2020 / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, Valencia: The International Academy of Technology, Education and Development, 2020, s. 1419-1428Konferensbidrag (Refereegranskat)
    Abstract [en]

    The current study has been formulated in cooperation between researchers and school officers from a rural Swedish municipality, based on their concern that there is a large and growing gender gap in the results, and on a notion held by some principals and teachers that the motivation for school is low for many students, especially the low-achieving boys. The school officers as well as the teachers suggested that the problems are the result of an interplay between norms and conditions in the local society which foster negative attitudes to education generally, and unfavorable but amendable premises for learning that prevail in many schools and classrooms. To generate knowledge of have to change the situation researcher, principals, teachers and other professionals' such as school nurse and union representatives have worked together in finding tools to deal with the gender gap in grades. In this paper we present the result from the first, in a series of five (CL:1-CL:5), activity based formative interventions. The participants' in CL:1 have been school professionals' who works with students in 7-9 grade. The theoretical and methodological framework is Change Laboratory (CL), which is a specific form of activity based formative intervention where actionable knowledge is understood as a collaborative and generative possibility knowledge intertwined with transformative action (Sannino & Engeström 2017). Focus is on the participants expanding learning and the aim to generate and implement new models and instruments for activity. The core ideas of the CL is about professional empowerment and empowering in ways not experienced before and insert hope that change is possible also at the systematic level when working together. Based on the result from CL:1, the aim of this paper is to highlight challenges and opportunities connected to the use of Change Laboratory as a method for work integrated learning.

  • 11.
    Kajonius, Petri
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi. University of Skovde, Department of Cognitive Neuroscience, Skovde, Sweden.
    Eldblom, Hans
    University of Skovde, Department of Cognitive Neuroscience, Skovde, Sweden.
    Facial Width-to-Height Ratio as a Cue of Threat: An Initial Event-Related Potential Study2020Ingår i: International Journal of Psychological and Brain Sciences, ISSN 2575-1573, Vol. 5, nr 1, s. 1-4Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [en]

    The background for the present study is that facial width-to-height ratio (fWHR) is suggested to function as an evolutionary cue for threatening behavior such as perceived aggression. With a novel approach, in this pilot study, we explored whether fWHR can be detected in observers’ brain responses measured by event-related potentials (ERP), specifically, the Late Positive Potential (LPP) component (400-3000ms after stimuli onset). The hypothesis was that faces with a high fWHR would elicit a larger LPP amplitude than faces with a low fWHR. The results showed that faces with high fWHRs were indeed perceived as more aggressive and elicited significantly greater LPP amplitudes. The conclusion lends initial support to fWHR serving as a facial cue with evolutionary relevance. We caution that future full-length studies need to take the current small-scale study’s limitations into consideration.

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  • 12.
    Wallén, Kent
    et al.
    Campus Västervik, Västervik, Sverige.
    Garberg, Lena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. Lysekils konmmun, Lysekil, Sverige.
    Bäcklin, Jan
    Högskolan i Gävle, Gävle, Sverige.
    Hedman, Lisa
    Campus Västervik, Västervik, Sverige.
    Einebrant-Lundén, Ågot
    Linnéuniversitetet, Växjö, Sverige.
    Högre utbildning i alla kommuner?: Hur kan man skapa goda förutsättningar – plats, infrastruktur och sammanhang – för högre utbildning för livslångt lärande ur ett kommunalt perspektiv? : WP3 delrapport inom K3-projektet "Nya vägar"2020Rapport (Refereegranskat)
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  • 13.
    Kajonius, Petri
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi. University of Gothenburg,Department of Psychology, Sweden;University of Skövde, Department of Cognitive Neuroscience, Sweden .
    Björkman, Therese
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Individuals with dark traits have the ability but not the disposition to empathize2020Ingår i: Personality and Individual Differences, ISSN 0191-8869, E-ISSN 1873-3549, Vol. 155, artikel-id 109716Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Empathy is fundamental to social cognition and societal values. Empathy is theorized as having both the ability as well as the disposition to imagine the content of other people’s minds. We tested whether the notorious low empathy in dark personalities (Machiavellianism, psychopathy, and narcissism; the Dark Triad) is best characterized by a lack of capacity (ability) or lack of disposition (trait). Data was collected for 278 international participants through an anonymous online survey shared on the online platform LinkedIn, consisting of trait-based Dark Triad personality (SD3) and empathy (IRI), and cognitive ability (ICAR16) and ability-based empathy (MET). Dark personality traits had no relationship with ability-based empathy, but strongly so with trait-based empathy (β = -0.47). Instead, cognitive ability explained ability-based empathy (β = 0.31). The finding is that dark personalities in a community sample is normally cognizant to empathize but has a low disposition to do so. This finding may help shed further light on how personality is interlinked with ability.

  • 14.
    Åberg, Linnea
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för socialt arbete och socialpedagogik.
    Interprofessionellt arbete och standardisering: spänningar i kvalitetssäkring av samhällsorientering för nyanlända2020Ingår i: Arbetsmarknad & Arbetsliv, ISSN 1400-9692, Vol. 26, nr 1Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [sv]

    Integrationssatsningar riktade till nyanlända har kritiserats för att sakna likvärdighet och ha svag kunskapsbas. Krav har ställts på åtgärder för att höja kvaliteten på satsningarna. Den här artikeln handlar om det interprofessionella arbetet för att ta fram ett standardiserat, nationellt informationsmaterial för att förbättra samhällsorientering för nyanlända. I studien som genomförts följdes processen när olika yrkesgrupper tillsammans arbetade med att ta fram materialet om det svenska samhället. Analysen visar hur arbetet präglades av att de olika grupperna orienterade sig mot olika delmål: att skapa det vetenskapligt korrekt, det pedagogiskt förenklade, det politiskt neutrala eller det relevanta för de nyanlända.

  • 15.
    Borg, Anna-Lena
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för socialt arbete och socialpedagogik.
    Crondahl, Kristine
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för socialt arbete och socialpedagogik.
    Hedman, Lisa
    Campus Västervik.
    "Jag ser att det här kan va' min framtida stad": unga vuxans upplevelser av att leva och bo i Västervik2020Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Det här forskningsprojektet tar sin utgångspunkt i tidigare studier som har gjorts i Västervik och som presenterats i kortrapporterna "Det handlar om att kompromissa" – unga vuxnasamtalar om livsval, framtidstankar och hur det är att bo och studera i Västerviks kommun(Beckman, 2018) och "Här är ganska nice, men..." – ungdomars tankar om Västervik och vad som är viktigt i livet (Holm, Henriksen & Beckman, 2019). Föreliggande studie genomfördes under 2019 ochfokuserar på unga vuxna i åldern 20–30 år som har valt att flytta till eller återvända till Västervik.Vilka var anledningarna till att de flyttade (tillbaka) till Västervik? Hur upplever de att det är att leva och bo i Västervik? Upplever de att flytten till Västervik har påverkat deras liv, och i så fall hur? Vilka reflektioner gör de kring valet att stanna kvar eller ej? Studien är liten i sin omfattning, men i materialet ser vi ändå att vissa teman återkommer fråntidigare studier genomförda såväl nationellt som internationellt. De upplevelser som de unga vuxna i studien delar med sig av anser vi vara värdefulla. Upplevelserna visar på anledningar som kan finnas kring att bosätta sig i en mindre stad som Västervik, likväl som på att det kan finnas en ambivalens kring vad flytten innebär. Förhoppningen är att den här studien kan bidra med ytterligare perspektiv kring livet på mindre orter och vad som kan ses som styrkor respektive utmaningar för mindre kommuner när det gäller att locka unga vuxna som inflyttare. Likt tidigare nämnda studier är även denna genomförd som ett samverkansprojekt mellan den barn- och ungdomsvetenskapliga forskningsmiljön (BUV) på Högskolan Väst och Campus Västervik. Rapportens tre författare har arbetat gemensamt med samtliga delar av både studien och rapporten. Kristine Crondahl har varit ansvarig forskare i projektet. Vi vill rikta ett stort tack till de unga vuxna som har deltagit i studien som informanter och generöst delat med sig av sina tankar, reflektioner och upplevelser kring att flytta (tillbaka) till en mindre stad som Västervik. Tack för foton som för er symboliserar Västervik och för tillåtelse att använda dem i rapporten. Vi vill även tacka Västervik Framåt, Inflyttarservice och Campus Västervik för att ni har hjälpt oss att nå ut med information om vår studie och delat med er av era erfarenheter kring att möta nyinflyttare.

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  • 16.
    Di Giunta, Laura
    et al.
    Rome University La Sapienza, Faculty of Psychology , Rome, Italy .
    Rothenberg, W. Andrew
    Duke University, Duke Center for Child and Family Policy, Durham, NC, USA..
    Lunetti, Carolina
    Sapienza University of Rome,Department of Psychology, Italy.
    Lansford, Jennifer E.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Pastorelli, Concetta
    Università di Roma La Sapienza, Department of Psychology, Rome, Italy.
    Eisenberg, Nancy
    Arizona State University, Department of Psychology, USA.
    Thartori, Eriona
    Università di Roma La Sapienza, Department of Psychology, Rome, Italy.
    Basili, Emanuele
    Università di Roma La Sapienza, Department of Psychology, Rome, Italy.
    Favini, Ainzara
    Università di Roma La Sapienza, Department of Psychology, Rome, Italy.
    Yotanyamaneewong, Saengduean
    Chiang Mai University, Chiang Mai, Thailand.
    Peña Alampay, Liane
    Ateneo de Manila University, Department of Psychology, 1000 Metro Manila National Capital Region, Philippin.
    Al-Hassan, Suha M.
    Hashemite University, Department of Special Education, Zarqa, Jordan; Counseling, Special Education, and Neuroscience Division, Emirates College for Advanced Education, Abu Dhabi, UAE.
    Bacchini, Dario
    University of Naples Federico II, Department of Humanistic Studies, Napoli, Italy..
    Bornstein, Marc H.
    Eunice Kennedy Shriver National Institute of Child Health and Human Development, Bethesda, MD, USA; Institute for Fiscal Studies, London, UK.
    Chang, Lei
    University of Macau, Department of Psychology, China.
    Deater-Deckard, Kirby
    University of Massachusetts Amherst, Department of Psychological and Brain Sciences, Amherst, MA, USA.
    Dodge, Kenneth A.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Oburu, Paul
    Maseno University, Department of Educational Psychology, Maseno, Kenya.
    Skinner, Ann T.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Steinberg, Laurence
    Temple University, Philadelphia, PA, USA ; King Abdulaziz University.
    Tapanya, Sombat
    Chiang Mai University, Department of Psychiatry, Chiang Mai, Thailand.
    Uribe Tirado, Liliana Maria
    Universidad San Buenaventura, Department of Psychology, Bogota,Colombia.
    Longitudinal associations between mothers' and fathers' anger/irritability expressiveness, harsh parenting, and adolescents' socioemotional functioning in nine countries.2020Ingår i: Developmental Psychology, ISSN 0012-1649, E-ISSN 1939-0599, Vol. 56, nr 3, s. 458-474Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The present study examines parents' self-efficacy about anger regulation and irritability as predictors of harsh parenting and adolescent children's irritability (i.e., mediators), which in turn were examined as predictors of adolescents' externalizing and internalizing problems. Mothers, fathers, and adolescents (N = 1,298 families) from 12 cultural groups in 9 countries (China, Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand, and United States) were interviewed when children were about 13 years old and again 1 and 2 years later. Models were examined separately for mothers and fathers. Overall, cross-cultural similarities emerged in the associations of both mothers' and fathers' irritability, as well as of mothers' self-efficacy about anger regulation, with subsequent maternal harsh parenting and adolescent irritability, and in the associations of the latter variables with adolescents' internalizing and externalizing problems. The findings suggest that processes linking mothers' and fathers' emotion socialization and emotionality in diverse cultures to adolescent problem behaviors are somewhat similar. 

  • 17.
    Henry, Alastair
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Motivational connections in language classrooms: A research agenda2020Ingår i: Language Teaching, ISSN 0261-4448, E-ISSN 1475-3049Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    With roots in social psychology, second language (L2) motivation has largely been investigated using self-report techniques. Studies drawing on observational data gathered in contexts where learning takes place are rare, and understandings of how motivation evolves in classroom interactions remain limited (Boo, Dörnyei, & Ryan, 2015). In a position paper in Language Teaching, Ushioda (2016) maps out an agenda for qualitative research examining motivation that emerges in language classrooms. With a focus on psycholinguistic processes, and with the aim of understanding how motivation 'connects with specific aspects of second language acquisition [and] particular features of linguistic development', Ushioda makes the case for researching L2 motivation 'through a small lens' (p. 564). Furthering this agenda, I make proposals for research with a relational focus where, through a somewhat wider lens, motivation and engagement generated through connections created by teachers in their classroom practice can be investigated. To frame these proposals, I use the concept of connective instruction (Martin & Dowson, 2009). Connective instruction holds that motivation and engagement increase when students can connect with the teacher as a person, with content that the teacher enables them to get involved with, and with the working methods that the teacher promotes. Copyright © The Author(s), 2020. Published by Cambridge University Press.

  • 18.
    Ryding, Jennie
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Ny förståelse för forskningsbaserade modeller i familjebehandlande socialt arbete2020Ingår i: Barnbladet, ISSN 0349-1994, Vol. XLVI, nr 1, s. 12-16Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [sv]

    Evidensbaserad praktik (EBP) har sedan 2000-talet fått en ökad användningsgrad inom människorelaterade yrken, t ex inom verksamheter såsom elevhälsan och socialtjänsten, vars professioner uppmuntras till att arbeta evidensbaserat för att höja graden av kunskapsanvändning och kunskapsutvecklinginom fältet.I den här artikeln kommer vi att beskriva hur förståelsen,inställningen och kunskapen kring EBP och dess relaterade arbetssätt är i stort behov av att problematiseras, då dessa inte sällan bygger på förutfattade meningar och okunskap, vilket i sin tur har resulterat i ett för EBP oförtjänt rykte.

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  • 19.
    Lundin, Linda
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Online narratives about panic attacks: interpreted within a psychodynamic framework2020Ingår i: Social Work in Mental Health, ISSN 1533-2985, E-ISSN 1533-2993, Vol. 8, nr 3, s. 349-365Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The objectives of the study were to investigate what individuals posting narratives on four online forums dedicated to the issue of panic attacks wanted to discuss and how they made meaning of their experiences related to panic. A narrative approach was used to analyze 208 posts sampled randomly. Online discussions were centered around attempts to uncover, and make sense of, the hidden meaning of panic attacks occurring unpredictably by linking events and experiences from the past and the present with emotional reactions. The onset of panic tended to be related to life transitions that interacted with relational issues of emotional commitment as well as with expectations of increased independence or with separation and loss. Dysfunctional attachments in childhood may impair the integration of affective and cognitive information leading to problems with the recognition and expression of affects. Online forums provide fresh avenues for exploring narration of sensitive topics from an inside perspective. © 2020,  2020 The Author(s). Published with license by Taylor & Francis Group, LLC.

  • 20.
    Sjöberg, Lena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Pedagogic Discourses in the Swedish Primary Teacher Education Programme From a Subject Perspective2020Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study directs attention to the ways in which pre-service teachers'€™ knowledge base are constructed in and through the examination practice in the various subjects of the Primary teacher education programme in Sweden. The empirical material consists of policy material (course plans, study guides and examination tasks). The results show differences between the pedagogic discourses, in the various subjects, concerning examination forms, what is examined in terms of content, and which generic competencies are given importance in and through the examinations. Finally, the result shows that pedagogic discourse primarily shape the primary teacher students into a horizontal discourse, which can make it difficult for them to handle complex teaching situations in their future professional lives. © 2020, © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

  • 21.
    Osbeck, Christina
    et al.
    Göteborgs universitet.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Religionsunterricht in Schweden2020Ingår i: WiReLex: das wissenschaftlich-religionspädagogische Lexikon im Internet / [ed] Zimmermann, M., Lindner, H., Stuttgart: Deutsche Bibelgesellschaft , 2020, 6. uppl.Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 22.
    von Brömssen, Kerstin
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Ivkovits, Heinz
    Church University College for Teacher Education, Department for Continuous Professional Development of RE teachers, Vienna/Krems, Austria..
    Nixon, Graeme
    University of Aberdeen, School of Education, UK.
    Religious literacy in the curriculum in compulsory education in Austria, Scotland and Sweden: a three-country policy comparison2020Ingår i: Journal of Beliefs and Values, ISSN 1361-7672, E-ISSN 1469-9362, s. 1-18Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article presents analyses of curricula in religious education (RE) for public schools in Austria, Scotland, and Sweden. A curricula is the plan that outlines the goals, content and outcomes in education. A critical discourse analysis approach (CDA) is used to explore how each national RE curricula constructs (a) the aims, status and purpose of state-maintained RE (b) the teaching and learning objectives, and contents, and (c) what skills and attitudes the processes of learning aim to develop; together, these can be considered to construct students’ religious literacy in the curricula. Theoretical frameworks are from curriculum studies, as well as from literacy studies, with the aim of deepening the knowledge on RE, as well as the discussion on religious literacies from various national curriculum contexts. The analysis shows that although the curricula focus on the same topic, namely RE, they rely on different conceptions of curriculum, as well as on various forms of religious literacy.

  • 23.
    Forsberg, Julia
    et al.
    Jönköping University, Department of Languages and Communication, Jönköping, Sweden; University of Gothenburg, Department of Philosophy, Linguistics and Theory of Science, Gothenburg, Sweden; Stockholm University, Department of Swedish and Multilingualism, Stockholm, Sweden.
    Ribbås, Maria Therese
    Stockholm University, Department of Swedish Language and Multilingualism, Stockholm, Sweden.
    Gross, Johan
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. University of Gothenburg, Department of Philosophy, Linguistics and Theory of Science, Gothenburg, Sweden.
    Self-assessment and standard language ideologies: bilingual adolescents in Sweden reflect on their language proficiencies2020Ingår i: Journal of Multilingual and Multicultural Development, ISSN 0143-4632, E-ISSN 1747-7557Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Standard language cultures are characterised by beliefs in idealised standard forms of the language in question. In this paper, these beliefs are connected to the concepts of referee design and speech community, through analysis of how Swedish adolescents reflect upon and self-assess their language proficiencies. The data consist of interviews where 111 participants self-assess their Swedish, English and additional home languages. During the self-assessment, participants use different points of reference when reflecting on the different languages in their repertoires. Four main categories of answers are found, all relating to an absent referee in some manner: the participants' evaluations of other people's language proficiency compared to their own; their proficiency in other languages; their evaluation of their proficiency in relation to formal grading and feedback given in school; and their own experiences of their limitations and abilities in different situations. When assessing Swedish, participants display attitudes towards 'good' and 'bad' language and contextualise their proficiency in a way that focuses on standard language ideologies and their speech community. The same pattern does not occur when participants reflect on their other languages, indicating the important role that the peer group and speech community have in creating and facilitating these ideologies.

  • 24.
    Samuelsson, Marcus
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Skickligt ledarskap har betydelse för barns utveckling och lärande: en studie av lärares ledarskap i och utanför klassrummet2020Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Denna rapport beskriver ett samverkansprojekt mellan Jönköpings kommun och den barn- ochungdomsvetenskapliga forskningsmiljön (BUV) vid Högskolan Väst. Projektet genomfördes 2017–2019 på en skola i Jönköping och resulterade i en beskrivning av hur fyra av kommunenansett skickliga lärare organiserade och genomförde sitt arbete. Delar av resultatet presenterades för kommunens rektorer och lärare samt för all personal på den skola där de samverkande lärarna arbetade under projekttiden. Projektet växte fram i samverkan mellan forskaren, representanter för kommunens utbildningsförvaltning och de fyra lärarna. Det övergripande syftet var att klargöra vad som kännetecknar skickligt ledarskap i olika pedagogiska rum. Av intresse var också att beskriva ledarskapet i och utanför klassrummet. Projektets design utformades i samråd mellan forskaren och en representant för kommunens utbildningsförvaltning för att komplettera ett annat pågående projekt i en annan del avgrundskolan och gymnasiet. Resultatet visar att ledarskapet inte skiljde sig särskilt mycket åt mellan de medverkande lärarna.Deras sätt att leda verksamheten i förskoleklassen, på fritidshemmet respektive i årskurs 1 och 2 utgick ifrån barnens bästa. Lärarna ansträngde sig för att så många som möjligt skulle utvecklas och lära sig så mycket som möjligt under tiden de var tillsammans. Det kan liknas vid att ha ett barnperspektiv. Lärarnas ledarskap utmärktes av engagemang och ansvarstagande, trygghet och tillit, förväntningaroch arbetsro. De arbetade utifrån sina personliga erfarenheter på ett förebyggande, långsiktigt, målmedvetet och uthålligt sätt för att göra det möjligt för kunskapsmässig, social och moralisk utveckling hos barnen och eleverna. Ledarskapet formerades i praktiken kring ett pedagogiskt temperament. Det var ett didaktiskt grundat sätt att tänka om verksamheten och leda undervisningen utifrån nationella styrdokument och lokala överenskommelser anpassade efter föreställningarna om barnens och elevernas behov och förutsättningar.

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  • 25.
    Åberg, Linnéa
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för socialt arbete och socialpedagogik.
    Standardiseringsarbetets kollektiva praktik: En studie om att kvalitetssäkra integrationssatsningen Samhällsorientering för nyanlända2020Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    Societal efforts to support the integration of newly arrived immigrants have been repeatedly highlighted in the political debate in Sweden and they are described as inadequate and ineffective. Demands have been made for improvements and one of the designated efforts is Civic Orientation (CO). The Civic Orientation programme is a course about Swedish society, targeting newly arrived refugees and their relatives who have received a residence permit. It provides basic information about Swedish society to aid and expedite integration (SFS 2010:1138). The criticism has led to the production of written, national instructions containing correct information that should be provided by the civil servants in CO. The aim is that quality should be high and equal across the country. The overall aim of the dissertation is to deepen the understanding and knowledge of the work-process to develop standard guidelines, that will be used in a welfare sector, where it is difficult to establish definitive knowledge. The dissertation's purpose is also to deepen the understanding and knowledge of instruction work as a collaborative activity. The term 'instruction work' covers both work that experts and managers undertake when they develop written guidelines, and work done when implementing these guidelines in local practice. The thesis is rooted in activity theory where work is viewed as a collaborative activity aimed at taking on a task, event or object, such as interpreting, paying attention, participating, thinking, and performing. The study involves five different categories of actors: a representative from the county administrative board, experts from various authorities and universities, coordinators and the head of a unit from a management group in a municipality, and integration workers, who are the local civil servants. The study is based on a field study where video recorded observations of meetings, lectures and workshops have been conducted. Semi structured interviews and written communication have also been used. The result shows that there are different perceptions of what work needs to be done to ensure that the instructions are correct. A variety of, sometimes contradictory, tasks developed: to make the information scientifically correct with multiple perspectives on social phenomena, to make educational simplification, to provide an ideal image of Sweden according to policy, or to describe Swedish society as irrational with hinders and obstacles (papers 1- 3). Another major task was to make the instructions politically neutral which meant producing information that was not offensive for external readers such as politicians and the general public (paper 1). When guideline models have been used for other welfare activities, the work is usually based on analysis of the needs of the target groups. That task took on an obscured role and was first noticed as important by the civil servants in the latter part when the material was used during implementation (papers 1, 3). A further result concerns the work of developing standard guidelines. The study shows that there is formal instruction work (paper 1) which is the planned work, most often done by experts and/or researchers, and informal instruction work (paper 2) often hidden and performed by civil servants in the implementation phase. This informal work is about transforming the instructions to be useful for the individual in the local situation. But the study also shows a third type of work - semi-formal instruction work (paper 3) that is also carried out by the local civil servants, where they, with their biographical and informal instruction work experience, try hard to influence formal instruction work. One conclusion is that it is more fruitful and accurate to perceive standardized instructions as dynamic and integrated in the practical work, than to see them as fixed by an externally controlled process. Developing standards to be used to improve practice is an ongoing fluid process that never ends, and that involves tensions and conflicts that need to be addressed.

  • 26.
    Kapetanovic, Sabina
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi. Högskolan i Jönköping.
    Bohlin, Margareta
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi. Göteborgs universitet.
    Skoog, Therese
    Gothenburg University, Department of Psychology, Gothenburg, Sweden.
    Gerdner, Arne
    Gothenburg University, Department of Psychology, Gothenburg, Sweden.
    Structural relations between sources of parental knowledge, feelings of being overly controlled and risk behaviors in early adolescence2020Ingår i: Journal of Family Studies, ISSN 1322-9400, E-ISSN 1839-3543, Vol. 26, nr 2, s. 226-242Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this study, we have investigated parental knowledge and its sources, namely adolescent disclosure, parental control, and parental solicitation; and how they relate to adolescents' feelings of being overly controlled, and to three types of adolescent risk behaviors, namely bullying, substance use, and delinquent behavior. This was studied in a sample of 1520 Swedish early adolescent boys and girls (M age = 13.0). A structural equation path model showed that adolescent disclosure and parental control were positively associated with parental knowledge, which in turn related to all three risk behaviors. Adolescent disclosure was related to lower levels of risk behaviors, while parental solicitation was linked to higher levels of adolescent engagement in risk behaviors, especially for boys, through feelings of being overly controlled. The findings support the idea of a functional role of open communication, as well as adequate levels of autonomy granting, for managing boys' and girls' risk behavior.

  • 27.
    Yang Hansen, Kajsa
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. University of Gothenburg, Department of Education and Special Education, Gothenburg, Sweden.
    Johansson, Stefan
    University of Gothenburg, Department of Education and Special Education, Gothenburg, Sweden.
    Student Assessment in the Landscape of International Large-Scale Studies2020Ingår i: Monitoring Student Achievement in the 21st Century / [ed] Harju-Luukkainen, Heidi; McElvany, Nele; Stang, Justine, Springer International Publishing , 2020, s. 263-274Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    Over the past six decades, the ILSA has changed the landscape of Swedish student assessment in many positive ways; however, it also has identified several areas of problems. In this chapter, we start with a general introduction of Swedish compulsory education system, followed by a retrospective view of the ILSA studies in Sweden, their benefits and drawbacks. This set the scene for student assessment within the framework of ILSA in Sweden today. Further, we elaborate upon the strength and weakness of Swedish grading system and national test system relating to educational quality and equity. While the national assessment systems failed to provide valid information about the trend in academic achievement, ILSA has functioned as an external support monitoring academic outcomes and educational equity over time. We present examples to illustrate the strength in the ILSA studies. Finally, we extend our perspective to the future possibilities and directions that ILSA can contribute to quality assurance in Swedish school system in general and student assessment in particular.

  • 28.
    Erlandsson, Soly
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Lundin, Linda
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Dauman, Nicolas
    University of Poitiers, Department of Psychology, CAPS-EA4050, Poitiers, France.
    The Experience of Tinnitus and Its Interaction With Unique Life Histories: Life Events, Trauma and Inner Resources Narrated by Patients With Tinnitus2020Ingår i: Frontiers in Psychiatry, ISSN 1664-0640, E-ISSN 1664-0640, Vol. 11, artikel-id 6Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: The challenges facing people with chronic tinnitus include finding relief and rebuilding quality of life. However, previous traumatic episodes may influence adjustment and prolong suffering. Recovery implies reducing aggravating reactions and improving social roles, relationships and interests. Self-narratives about living with tinnitus have not yet received the attention they deserve in the research literature. Thus, the main goal of the present study was to illustrate how tinnitus suffering interacts with the participants’ unique life histories. Method: Four women and one man (ages 52–58) took part in the study after consulting a special hearing clinic for annoying tinnitus. Criteria for inclusion were that tinnitus was regarded as a problem with negative consequences for quality of life. The participants should be willing to share how the experience of tinnitus suffering interacts with their previous life story. Narrative methodology was employed in order to achieve the goals of the study. We used unstructured interviews with free conversation, which allowed for rich narratives with full contextual meaning. Results: The findings, based on the narrative analysis, revealed that three out of five participants presented a regressive form of narrative indicating ongoing struggles beyond tinnitus itself, which they were unable to bring to closure. For them, valued goals were continuously thwarted by frustrating circumstances in their lives, either past events or current unresolved issues. Progressive and stable narratives, as identified in the other two participants, demonstrated values that rely on others’ attitude and understanding toward their suffering, in sharp contrast to the regressive narratives. We suggest that a central issue in tinnitus rehabilitation should be to help suffering patients to overcome unresolved conflicts and thereby extend their ability for a fuller commitment in life. Conclusion: Considering enduring tinnitus as a chronic condition, whose course is likely to vary depending on the patient’s general health status, an alteration of progressive and stable narratives is likely to occur during the lifespan. A progressive narrative shows similarities to the core construct of the salutogenesis model of health promotion (1). In conclusion, a narrative approach in tinnitus rehabilitation can be health promoting by offering the patient the opportunity to engage in storytelling, which in turn can increase comprehensibility and a sense of coherence. © Copyright © 2020 Erlandsson, Lundin and Dauman.

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  • 29.
    Henry, Alastair
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Davydenko, Sofia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Thriving? Or Surviving?: An Approach-Avoidance Perspective on Adult Language Learners' Motivation2020Ingår i: The Modern language journal, ISSN 0026-7902, E-ISSN 1540-4781Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Learning a language is a long-term undertaking. In this endeavor, motivation is served by patterns of regulation that steer and control behavior. Regulation can be focused on possibilities and opportunities (an approach pattern), or the implications of failure (an avoidance pattern). Responding to calls for work with a focus on regulation (Papi et al., 2019), and with the aim of developing insights into second-language perseverance, this study explores the regulation profiles of highly motivated adult learners of Swedish. Using the directed motivational currents construct as a template, analyses of interview data from 18 participants revealed distinct patterns of approach- and avoidance-focused regulation. While approach orientations were associated with enjoyment and well-being, avoidance orientations were associated with worry and stress. The effects of regulatory orientations on motivational sustainability are discussed, and implications for theory and practice are considered. © National Federation of Modern Language Teachers Associations

  • 30.
    Mac Giolla, Erik
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi. University of Gothenburg, Department of Psychology, Sweden.
    Ly, Alexander
    University of Amsterdam, Psychological Methods, The Netherlands; Machine Learning Group, Centrum Wiskunde &Informatica, Amsterdam, The Netherlands.
    What to do with all these Bayes factors: How to make Bayesian reports in deception research more informative2020Ingår i: Legal and Criminological Psychology, ISSN 1355-3259, E-ISSN 2044-8333Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Bayes factors quantify the evidence in support of the null (absence of an effect) or the alternative hypothesis (presence of an effect). Based on commonly used cut-offs, Bayes factors between 1/3 and 3 are interpreted as evidentially weak, and one typically concludes there is an absence of evidence. In this commentary on Warmelink, Subramanian, Tkacheva, and McLatchie (Legal Criminol Psychol 24, 2019, 258), we discuss how a Bayesian report can be made more informative. Firstly, this implies a departure from the labels provided by commonly used cut-offs when reporting Bayes factors. Instead, we encourage researchers to report the value of the Bayes factors, or to convert these values into nominal support for the hypotheses. Secondly, researchers can provide recommendations to design follow-up studies by examining the posterior distribution of the magnitude of the effect size. Lastly, we show how individual Bayes factors can be evaluated in the context of large-scale meta-analyses.

  • 31.
    von Brömssen, Kerstin
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Korp, Helena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Risenfors, Signild
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    A 'blind-spot': reproduction of racism in educational landscapes2019Ingår i: OMICS 2019 : Programme: Education : Norms and values mediated in education, Göteborg: Göteborgs universitet, 2019, Vol. room B22Konferensbidrag (Övrigt vetenskapligt)
  • 32.
    Henry, Alastair
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    A drama of selves: Investigating teacher identity development from dialogical and complexity perspectives2019Ingår i: Studies in Second Language Learning and Teaching, ISSN 2083-5205, Vol. 9, nr 2, s. 263-285Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Identity is of increasing interest in teacher education. Crucial for resilience, the development of a coherent professional identity has been characterized as emerging from tensions between multiple and sometimes conflicting conceptions of what it means to be someone who teaches (Akkerman & Meijer, 2011). While light is being shed on these often antagonistic relations, less is known about the dynamics of identity formation and transformation. Providing a contribution to work on language teacher identity, in this single case study Hermans’ (2008) concept of the dialogical self is combined with complexity principles in an investigation of changes in the emerging professional identity of a pre-service English teacher during a practicum. Drawing on intra- and inter-personal data, experiences of learning to become a person who teaches English are conceptualized as a drama that is played out between different and sometimes unaligned selves. Analyses show how this inner drama maps onto the landscape of an emerging teacher identity, how tensions can be understood systemically, and how a teacher identity system can have a signature dynamic.

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  • 33.
    Dåderman, Anna Maria
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi. Department of Clinical Neuroscience, Division of Forensic Psychiatry, Karolinska Institutet.
    Hallberg, Angela
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Skog, Sandra
    Kajonius, Petri
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    A Leadership Meta-Resource Factor Explicates Task Performance, Work Engagement, and Perceived Stress2019Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Past research links emotional leadership resources (e.g., emotional intelligence) positively with important working life outcomes, such as health, job satisfaction, job performance, organizational commitment, and leadership effectiveness. However, no study has yet described emotional leadership resources based on traits linked with work motivation and stress resilience. The aim was to describe emotional leadership resources based on traits in a novel fashion (meta-traits, based on structural trait analysis). Our hypothesis was that an emotional leadership meta-resource factor would converge with motivation and stress resilience. Participants (N = 344) were leaders aged between 23 and 65 years (M = 49, SD = 8.6; 58% women) who completed an online questionnaire including measures of common traits (e.g., trait emotional intelligence, Big Six), and coping resources. We estimated work motivation by self-rated work engagement, and stress resilience by the level of perceived stress. We used an exploratory factor analysis approach to describe and structure our data, and structural equation modelling (SEM) to test whether an emotional leadership meta-resource factor would converge with work motivation and stress resilience. Our findings revealed that the investigated traits and resources could be described along four broad emotional leadership resource factors, namely (1) Externalizing, (2) Moral goodness, (3) “Destrudo”, and (4) Rational mastery. As expected, the emotional leadership meta-resource factor showed a strong convergence (~.80) with both work motivation and stress resilience. “Externalizing” and “Rational mastery” were the most important emotional resource factors. The findings are discussed using Hobfoll’s motivational Conservation of Resources (COR) theory. It is concluded that common traits, including personality traits, and coping resources comprise an emotional leadership meta-resource factor, which to a high degree converges with work motivation and stress resilience. The results imply that organizations may strengthen work motivation and reduce stress by recruiting leaders possessing valuable emotional leadership resources.

  • 34.
    Svensson, Ylva
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    A Master Narrative Approach to the Negotiation of an “Immigrant Identity” in Sweden.2019Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    A Master Narrative Approach to the Negotiation of an "Immigrant Identity" in Sweden

    In Sweden, and many European countries, the concepts of race and ethnicity are not as relevant, and a division between immigrants and non-immigrants is more salient as the basis for in-group definitions. This would have consequences for identity work of young people with an immigrant background living in those societies. Master narratives are shared cultural stories of what types of behaviors are normative and valued (McLean & Syed, 2015) and defines the acceptable frameworks for defining the self ( McLean et al., 2017). Personal narratives are then form in alignment or misalignment with the master narratives (McLean & Syed, 2015).

    This study aims to understand the interplay between societal expectations and individual identity work in how immigrants negotiate their identities, in relation to the master narrative of being Swedish and the misaligning alternative narratives of being immigrant. Specifically, two research questions guided the work: 1) what narratives of being immigrant are told, and 2) how are identities negotiated their in relation to the master narrative of being Swedish, and the alternative, stereotypical narratives of being immigrant.

    Data was from a larger study addressing ethnic identity in Sweden, the Gothenburg Research on Ethnicity-related Experiences and identity Narratives (GREEN) project. The current sample comprised of 251 participants (74% female), age 16-25. Participants wrote stories about a time when they felt that their personal life story diverged from what is considered appropriate, normal or accepted (Alpert, Marsden Szymanowski, & Lilgendahl, 2013). Written narratives were analysed using thematic analyses (Braun & Clark, 2006). Results showed two main types of experiences of being immigrant:1) "Immigrant" as a self-chosen identity, and as an in-group. Feelings of sameness and belonging was based either on a shared immigrant experience or being in a minority (regardless of a shared ethnicity or language), or based on having the same view of life. 2) "Immigrant" as ascribed by others, and not an in-group. Participants described being viewed as immigrants regardless of being born in Sweden, and by being grouped together with other immigrants regardless of culture, language or ethnicity. Thus, the label "immigrant" was described as denying them a Swedish identity and their ethnicity of origin, resulting in a feeling of not belonging anywhere.

    Further, results of thematic analyses showed two main themes in how immigrant identities were negotiated in relation to the master narrative of being Swedish and the stereotypical immigrant narrative. The first, the "stereotypical immigrant" was in line with the stereotypical image of the immigrant as inferior to, and in direct contrast to the Swedish identity. The second type, the "successful immigrant" resisted the stereotype by proving it wrong, and being "more Swedish" than Swedes. This included stories of performing and behaving well, having good grades, by dressing neat, speaking impeccable Swedish, and not showing any religious symbols. Findings highlight how individual identity negotiation is affected by societal structures, where personal narratives are formed in adherence and adoption to an alternative narrative, or by resisting and proving the master narrative wrong. 100 words: Using a master narrative framework, the study explored the interplay between societal expectations and individual identity work in how immigrants negotiate their identities, in relation to the master narrative of being Swedish and the misaligning alternative narratives of being immigrant. 251 written narratives were thematically analyzed. Results indicate that "immigrant" can be both a self-chosen in-group, and an ascribed label. Identity negotiation included the "stereotypical immigrant" as inferior to, and in direct contrast to the Swedish narrative, and the "successful immigrant" as resisting and proving the immigrant narrative wrong by exceeding the Swedish narrative.

  • 35.
    Isaksson, Charlotta
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för socialt arbete och socialpedagogik. RISE Research Institutes of Sweden, Division Built Environment, Energy and Circular Economy, Box 857, Borås, SE-501 15, Sweden.
    Hiller, Carolina
    RISE Research Institutes of Sweden, Division Built Environment, Energy and Circular Economy, Box 857, Borås, SE-501 15, Sweden.
    Lane, Anna-Lena
    RISE Research Institutes of Sweden, Division Built Environment, Energy and Circular Economy, Box 857, SE-501 15, Borås, Sweden.
    Active, passive, non-existing or conditional?: Social relations shaping energy use at workplaces2019Ingår i: Energy Research & Social Science, ISSN 2214-6296, E-ISSN 2214-6326, Vol. 51, s. 148-155Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Energy efficiency concerns the entire workplace and a cooperative approach is important for achieving ambitious energy reduction targets. Despite this, many organisations still mainly regard energy efficiency as a technical issue involving just a few specialists. A focus on the social relations and processes that shape work on energy issues is lacking. The aim of this paper is to illuminate and explore social relations between the staff driving energy issues and their co-workers. The analysis presented is based upon two features shaping their mutual engagement for reducing energy use: the communication strategy on energy issues undertaken by the workplace and the support for energy efficiency and conservation among the staff. The study provides insights gained from an interview study done in a Swedish organisation as well as from social science research in the field. The result is a conceptual framework that describes four relationships between the drivers of change and their co-workers. These relationships are characterized as active, passive, non-existing and conditional engagement in energy efficiency and conservation. The framework can be used as a tool for identifying social constraints and possibilities for reducing the use of energy at workplaces as well as in other contexts. © 2019 Elsevier Ltd

  • 36.
    Icenogle, Grace
    et al.
    Temple University, Department of Psychology, United States.
    Steinberg, Laurence
    Temple University, Philadelphia, PA, USA .
    Duell, Natasha
    Temple University, Department of Psychology, United States.
    Chein, Jason
    Temple University, Department of Psychology, United States.
    Chang, Lei
    University of Macau, Department of Psychology, China.
    Chaudhary, Nandita
    ady Irwin College, Department of Human Development and Childhood Studies, LUniversity of Delhi, India.
    Di Giunta, Laura
    Rome University La Sapienza, Faculty of Psycholog , Rome, Italy .
    Dodge, Kenneth A.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Fanti, Kostas A.
    University of Cyprus, Department of Psychology, Cyprus.
    Lansford, Jennifer E.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Oburu, Paul
    Maseno University, Maseno, Kenya.
    Pastorelli, Concetta
    Università di Roma La Sapienza, Rome, Italy.
    Skinner, Ann T.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Tapanya, Sombat
    Chiang Mai University, Department of Psychiatry, Chiang Mai, Thailand.
    Tirado, Liliana Maria Uribe
    Universidad San Buenaventura,Consultorio Psicologico Popular, Medellín, Colombia.
    Alampay, Liane Peña
    Ateneo de Manila University, Quezon City, Philippines.
    Al-Hassan, Suha M.
    Hashemite University, Zarqa, Jordan; Emirates College for Advanced Education.
    Takash, Hanan M. S.
    Queen Rania Faculty for Childhood, Hashemite University, Jordan.
    Bacchini, Dario
    University of Naples Federico II, Department of Psychology, Italy.
    Adolescents’ cognitive capacity reaches adult levels prior to their psychosocial maturity: Evidence for a "maturity gap" in a multinational, cross-sectional sample2019Ingår i: Law and human behavior, ISSN 0147-7307, E-ISSN 1573-661X, Vol. 43, nr 1, s. 69-85Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    All countries distinguish between minors and adults for various legal purposes. Recent U.S. Supreme Court cases concerning the legal status of juveniles have consulted psychological science to decide where to draw these boundaries. However, little is known about the robustness of the relevant research, because it has been conducted largely in the U.S. and other Western countries. To the extent that lawmakers look to research to guide their decisions, it is important to know how generalizable the scientific conclusions are. The present study examines 2 psychological phenomena relevant to legal questions about adolescent maturity: cognitive capacity, which undergirds logical thinking, and psychosocial maturity, which comprises individuals' ability to restrain themselves in the face of emotional, exciting, or risky stimuli. Age patterns of these constructs were assessed in 5,227 individuals (50.7% female), ages 10-30 (M = 17.05, SD = 5.91) from 11 countries. Importantly, whereas cognitive capacity reached adult levels around age 16, psychosocial maturity reached adult levels beyond age 18, creating a "maturity gap" between cognitive and psychosocial development. Juveniles may be capable of deliberative decision making by age 16, but even young adults may demonstrate "immature" decision making in arousing situations. We argue it is therefore reasonable to have different age boundaries for different legal purposes: 1 for matters in which cognitive capacity predominates, and a later 1 for matters in which psychosocial maturity plays a substantial role. © 2019 American Psychological Association.

  • 37.
    Hammar Chiriac, Eva
    et al.
    Department of Behavioural Sciences and Learning Linköping University.
    Rosander, Michael
    Department of Behavioural Sciences and Learning Linköping University.
    Forslund Frykedal, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. Department of Behavioural Sciences and Learning Linköping University.
    An Educational Intervention to Increase Efficacy and Interdependence in Group Work2019Ingår i: Education Quarterly Reviews, E-ISSN 2621-5799, s. 435-447Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study investigated whether an intervention, in the form of short educational sessions, influenced pupils' experiences of group work or cooperative learning (CL). The hypothesis tested was that an intervention for teachers and pupils would lead to pupils' increased (a) collective efficacy, (b) self-efficacy and, (c) positive interdependence, as well as (d) less negative interdependence. The participants were pupils from years 5 and 8 in three compulsory schools in Sweden, working in 22 groups divided into one intervention group and one control group (11 work groups in each condition). Data were collected through a questionnaire before and after participation in the study and analysed using a repeated measure ANOVA and 2×2 ANOVA. The results showed an increased collective efficacy, self-efficacy and positive interdependence and a reduction of negative interdependence. The conclusion is that the intervention provided for teachers and pupils did have an effect, thus promoting successful working as a group.

  • 38.
    Johansson, Stefan
    et al.
    University of Gothenburg, Department of Education and Special Education, SWEDEN.
    Yang Hansen, Kajsa
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. University of Gothenburg, Department of Education and Special Education, SWEDEN.
    Are Mathematics Curricula Harmonizing Globally Over Time?: Evidence from TIMSS National Research Coordinator Data2019Ingår i: Eurasia Journal of Mathematics, Science and Technology Education, ISSN 1305-8223, Vol. 15, nr 2, artikel-id em1656Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Given the impact of international large-scale assessments (ILSAs) on policy-making in different educational systems around the world, this study aims to examine whether national mathematics curricula in different educational systems harmonize over time. Data from the Trends in International Mathematics and Science Study (TIMSS) is used to explore this issue. In addition to background questionnaires given to students, teachers and schools, a curriculum questionnaire was completed by each national research coordinator (NRC) in all participating countries in each TIMSS cycle. In the present study, data from 2003, 2007, 2011 and 2015 was used. The analyses focused on the information about the extent to which the national mathematics curriculum covered certain topics in the subdomains of mathematics tested in TIMSS Grade 8. Growth curve modeling and latent profile analyses were applied to uncover the development trend and countries’ unobserved profiles in mathematics content domains of Number, Algebra, Geometry, and Data. Three clusters of countries were identified. Most countries belonged to the same profile in the later cycles of TIMSS. The study found indications of a general harmonization with respect to number of topics covered in countries’ curricula over time, thus contributing to discussions of policy implications of a global curriculum.

  • 39.
    Kapetanovic, Sabina
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi. Jönköping University, Jönköping, Sverige.
    Skoog, Therése
    Gothenburg University, Gothenburg, Sweden; Norwegian University of Science and Technology, Norway.
    Bohlin, Margareta
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi. Gothenburg University, Gothenburg, Sweden.
    Gerdner, Arne
    Jönköping University, Jönköping, Sweden.
    Aspects of the Parent–Adolescent Relationship and Associations With Adolescent Risk Behaviors Over Time2019Ingår i: Journal of family psychology, ISSN 0893-3200, E-ISSN 1939-1293, Vol. 33, nr 1, s. 1-11Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Parents' actions and knowledge of adolescents' whereabouts play key roles in preventing risk behaviors in early adolescence, but what enables parents to know about their adolescents' activities and what links there are to adolescent risk behaviors, such as substance use and delinquent behavior, remain unclear. In this study,we investigated whether different aspects of the parent–adolescent relationship predict parental knowledge, and we examined the direct and indirect longitudinal associations between these aspects of the parent–dolescent relationship and adolescents' self-reported delinquent behavior and substance use. The participants were 550 parents and their adolescent children from two small and two midsized municipalities in Sweden. Parental data were collected when the adolescents were 13 years old (mean), and adolescent data on riskbehaviors were collected on two occasions, when they were 13 and 14 years of age (mean). Structural path analyses revealed that adolescent disclosure, parental solicitation, and parental control predicted parental knowledge, with adolescent disclosure being the strongest source of parental knowledge and the strongest negative predictor of adolescent risk behaviors. Parenting competence and adolescents' connectedness to parents were indirectly, through adolescent disclosure and parental solicitation and parental control, associated with substance use and delinquent behavior. Some paths differed for boys and girls. In conclusion, confident parenting and a close parent–adolescent relationship in which adolescent disclosure is promoted, seem protective of adolescent engagement in risk behaviors

  • 40.
    Kajonius, Petri
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi. University of Gothenburg, Department of Psychology, Gothenburg, Sweden; University of Skövde, Department of Cognitive Neuroscience and Philosophy, University of Skövde, Skövde, Sweden.
    Johnson, John A.
    Pennsylvania State University, State College, Department of Psychology, United States.
    Assessing the structure of the five factor model of personality (IPIP-NEO-120) in the public domain2019Ingår i: Europe's Journal of Psychology, ISSN 1841-0413, E-ISSN 1841-0413, Vol. 15, nr 2, s. 260-275Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Assessment of individual differences in personality traits is arguably one of the hallmarks of psychological research. Testing the structural validity of trait measurements is paramount in this endeavor. In the current study, we investigated 30 facet traits in one of the accessible and comprehensive public-domain Five Factor Model (FFM) personality inventories, IPIP-NEO-120 (Johnson, 2014), using one of the largest US samples to date (N = 320,128). We present structural loadings for all trait facets organized into respective FFM-trait domain (Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness). Both hierarchical second-order and bi-factor models showed tolerable model fit indices, using confirmatory factor analysis in a structural equation modeling (SEM) framework. Some facet traits were substantially more representative than others for their respective trait domain, which facilitate further discussions on FFM-construct content. We conclude that IPIP-NEO is sufficiently structurally robust for future use, for the benefit of research and practice in personality assessment. © 2019, PsychOpen. All rights reserved.

  • 41.
    Nilsson, Lena A.
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Att forska i samverkan och gemensamt skapa kunskap2019Ingår i: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, s. 19-24Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 42.
    Samuelsson, Marcus
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Att hantera vardagsnära utmaningar mot ett socialt system: Ur blivande slöjdlärares perspektiv2019Ingår i: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 39, nr 3, s. 228-243Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In a case study, 36 future sloyd teachers, who have taken a leading role in working with pedagogical development, describe their experience of pupils' unmotivated and disruptive behaviour. It was revealed that the teachers were disturbed by pupils whose risk-filled behaviour was aggressive or destructive, as well as by pupils who were reluctant to take risks in their constructive or passive behaviour. It was also revealed that these types of behaviour occurred periodically or permanently, which in different ways challenged the sloyd lesson as a social system. From an ecological perspective, the teachers employed various strategies in their attempts to maintain a balance, social sustainability in the classroom. They had various strategies for directly handling challenges, such as attempting to keep the pupils in the classroom, and other strategies for indirectly handling challenges outside the classroom. In this way, the teachers hindered, stopped, brought back or removed pupils who were unmotivated or disruptive. It was also revealed that dealing with these challenges was energy- and time-consuming and that it shifted focus from the teachers' didactic management of sloyd class.

  • 43.
    Larsen Andersson, Karoline
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Att möte svårheter i skolan2019Konferensbidrag (Övrigt vetenskapligt)
  • 44.
    Nilsson, Lena A.
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Barns och ungas välfärd och ett kunskapsbaserat arbetssätt2019Ingår i: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, s. 25-28Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 45.
    Kittelmann Flensner, Karin
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Lippe, Marie Von der
    University of Bergen, Department of Archeology, History, Culture Studies and Religion, Norway.
    Being safe from what and safe for whom?: A critical discussion of the conceptual metaphor of "safe space"2019Ingår i: Intercultural Education, ISSN 1467-5986, E-ISSN 1469-8439, Vol. 30, nr 3, s. 275-288Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Safe space, used in educational settings as a metaphor,stresses the importance of the classroom being a learningenvironment characterised by respect and safety. Based onexamples from Swedish and Norwegian classroom research,this article problematises and discusses the complexity inthe discourse on safe space by asking the critical questions:Being safe from what? – and safe for whom? Related to theconcept of safe space are questions about what possibly canmake the classroom an unsafe place. In addition to varioustypes of intimidation, harassment and attacks, discussionsabout certain issues and topics can, for various reasons, beperceived as threatening. The school is part of society, andin an increasingly polarised climate, controversial issues incontemporary society will often be perceived as controversial in classroom practice. In this sense, instead of givingstudents false promises of being safe in the ReligiousEducation (RE) classroom, the concept 'classroom of disagreement' may be a useful metaphor, since it makes itexplicitly clear that disagreements exist and are part of life

  • 46.
    Samuelsson, Marcus
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Sveider, Cecilia
    Linköpings universitet.
    Beyond Individual Matters: Sloyd Teachers posts in a Facebook group2019Ingår i: Techne series: Research in sloyd education and crafts science. A, ISSN 1238-9501, E-ISSN 1893-1774, Vol. 29, nr 2, s. 1-11Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    he reason for conducting this study was two-fold: sloyd teachers have over a period of time expressed a need for fellow sloyd teachers at their workplace in the beginning of 2016 felt that there had been an "attack" on their subject. Using thematic analysis, we studied 334 posts written by participants in a Facebook group called Nationellt Resurscentrum (National Resource Centre) during an "ordinary" month, April 2016. The results show that the posts were mainly concerned with the exchange of teaching experiences, functional discussions concerning matters such as internal and external conditions related to sloyd as a school subject, and information sharing related to the teachers' own continuing professional development, such as invitations to specific lectures. In terms of community of practice theory, the results of this study can be interpreted as demonstrating that this specific Facebook group strengthens the sloyd teacher community and allows them to initiate and assert ownership of discussions related to their profession. The result also shows that posts in this specific Facebook group made it possible for the members to transform individual competencies into a collectively possessed skills "toolbox" beyond individual matters

  • 47.
    Henry, Alastair
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Challenges in bridging between cultures of English experience2019Ingår i: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, s. 289-313Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 48.
    Deater-Deckard, Kirby
    et al.
    University of Massachusetts Amherst, Amherst, MA, USA.
    Godwin, Jennifer
    Duke University, Durham, NC, USA.
    Lansford, Jennifer E.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Tirado, Liliana Maria Uribe
    Universidad San Buenaventura,Consultorio Psicologico Popular, Medellín, Colombia.
    Yotanyamaneewong, Saengduean
    Chiang Mai University, Chiang Mai, Thailand.
    Alampay, Liane Peña
    Ateneo de Manila University, Quezon City, Philippines.
    Al-Hassan, Suha M.
    Hashemite University, Zarqa, Jordan; Emirates College for Advanced Education.
    Bacchini, Dario
    University of Naples Federico II, Department of Psychology, Italy.
    Bornstein, Marc H.
    Eunice Kennedy Shriver National Institute of Child Health and Human Development, Bethesda, MD, USA.
    Chang, Lei
    University of Macau, Department of Psychology, China.
    Di Giunta, Laura
    Rome University La Sapienza, Faculty of Psycholog , Rome, Italy .
    Dodge, Kenneth A.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Oburu, Paul
    Maseno University, Maseno, Kenya.
    Pastorelli, Concetta
    Università di Roma La Sapienza, Rome, Italy.
    Skinner, Ann T.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Steinberg, Laurence
    Temple University, Philadelphia, PA, USA ; King Abdulaziz University.
    Tapanya, Sombat
    Chiang Mai University, Department of Psychiatry, Chiang Mai, Thailand.
    Chaos, Danger, and Maternal Parenting in Families: Links with Adolescent Adjustment in Low- and Middle-Income Countries2019Ingår i: Developmental Science, ISSN 1363-755X, E-ISSN 1467-7687, Vol. 22, nr 5, artikel-id e12855Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The current longitudinal study is the first comparative investigation across Low- and Middle- Income Countries (LMICs) to test the hypothesis that harsher and less affectionate maternal parenting (child age 14 years, on average) statistically mediates the prediction from prior household chaos and neighborhood danger (at 13 years) to subsequent adolescent maladjustment (externalizing, internalizing, and school performance problems at 15 years). The sample included 511 urban families in six LMICs: China, Colombia, Jordan, Kenya, the Philippines, and Thailand. Multigroup structural equation modeling showed consistent associations between chaos, danger, affectionate and harsh parenting, and adolescent adjustment problems. There was some support for the hypothesis, with nearly all countries showing a modest indirect effect of maternal hostility (but not affection) for adolescent externalizing, internalizing, and scholastic problems. Results provide further evidence that chaotic home and dangerous neighborhood environments increase risk for adolescent maladjustment in LMIC contexts, via harsher maternal parenting. This article is protected by copyright. All rights reserved.

  • 49.
    Sorbring, Emma
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Kuczynski, Leon
    University of Guelph, Guelph, Canada.
    Children´s agency in the family, in school and in society: implications for health and well-being2019Ingår i: International Journal of Qualitative Studies on Health and Well-being, ISSN 1748-2623, E-ISSN 1748-2631, Vol. 13, nr sup 1 Equal Health, artikel-id 1634414Artikel i tidskrift (Refereegranskat)
  • 50.
    Lager, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Children's perspective about workforce practices2019Ingår i: Wera-Irn Conference Extended Education Practices, Theories And Activities.: Program of the 2nd WERA-IRN Extended Education Conference, September 26 – 28, 2019, Stockholm University, Sweden, 2019, s. 50-51Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    This research project is directed towards children's perspectives of their leisure in school-age educare. In Sweden, more than 80 percent of all children 6-9 years attend school-age educare. Yet, we lack knowledge of children's experiences in these centres and reports from The Swedish school inspectorate have several times stated that school age educare in Sweden do not live up to the standards. In my previous research about quality work in school-age educare and preschools, I experienced themes about children's perspectives that I want to investigate further.The aims with this new project are to generate knowledge about children's leisure in school-age educare and to develop methods for evaluation with the perspectives of children and teachers.

    The theoretical framework is grounded in sociology of childhood were children's everyday lives are focus. With this framework, children are "beings" not "becomings" and includes children's voices, and children's possibilities to participate and having influence of their leisure. The design comprises rapid ethnographical fieldwork in 10 school-age educare centres, one week per centre, with observations and interviews continuous during the week. Also, two different methods for quality will be used together with children and teachers, as a boundary object, to start discussions about what to evaluate in school-age educare and to fetch their perspectives to develop new methods for evaluating. Within this week also group interviews with teachers and with children are carried out. Expected findings from this project are knowledge of children's leisure in school-age educare as well as methods for evaluating from perspectives of children and teachers.

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