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Sökning: WFRF:(Johansson Stefan)

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721.
  • Johansson, Stefan, 1980, et al. (författare)
  • Cyberbullying and its relationship with physical, verbal, and relational bullying: a structural equation modelling approach
  • 2021
  • Ingår i: Educational Psychology. - : Informa UK Limited. - 0144-3410 .- 1469-5820. ; 41:3, s. 320-337
  • Tidskriftsartikel (refereegranskat)abstract
    • The article focuses on the contentious relation between cyberbullying and physical, verbal, and relational bullying. Drawing on items from the Olweus questionnaire, the study used confirmatory factor analysis and structural equation modelling, and latent factors of bullying were fitted to the data. Different background variables were related to cyberbullying and traditional bullying factors. The results revealed high correlations between physical, verbal, and relational bullying. While the relations between cyberbullying and physical and verbal bullying were modest to moderate, a substantial correlation between cyberbullying and relational bullying was observed (.69). Further, it was noted that the level of anxiety had a stronger relation with the cyberbullying factor, while number of friends was similarly related to all four bullying factors. The implications of the high relation between cyber and relational bullying, as well as their similar association with the covariates, were discussed.
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722.
  • Johansson, Susanne, 1977- (författare)
  • Design and Synthesis of Sialic Acid Conjugates as Inhibitors of EKC-causing Adenoviruses
  • 2008
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • The combat against viral diseases has been, and still is, a major challenge in the field of drug development. Viruses are intracellular parasites that use the host cell ma-chinery for their replication and release. Therefore it is difficult to target and destroy the viral particle without disturbing the essential functions of the host cell. This thesis describes studies towards antiviral agents targeting adenovirus type 37 (Ad37), which causes the severe ocular infection epidemic keratoconjunctivitis (EKC). Cell surface oligosaccharides serve as cellular receptors for many pathogens, including viruses and bacteria. For EKC-causing adenoviruses, cell surface oligo-saccharides with terminal sialic acid have recently been shown to be critical for their attachment to and infection of host cells. The work in this thesis support these re-sults and identifies the minimal binding epitope for viral recognition. As carbo-hydrate–protein interactions in general, the sialic acid–Ad37 interaction is very weak. Nature overcomes this problem and vastly improves the binding affinity by presenting the carbohydrates in a multivalent fashion. Adenoviruses interact with their cellular receptors via multiple fiber proteins, whereby it is likely that the ideal inhibitor of adenoviral infections should be multivalent. This thesis includes design and synthesis of multivalent sialic acid glycoconjugates that mimic the structure of the cellular receptor in order to inhibit adenoviral attachment to and infection of human corneal epithelial (HCE) cells. Synthetic routes to three different classes of sialic acid conjugates, i.e. derivatives of sialic acid, 3’-sialyllactose and N-acyl modified sialic acids, and their multivalent counterparts on human serum albumine (HSA) have been developed. Evaluation of these conjugates in cell binding and cell infectivity assays revealed that they are effective as inhibitors. Moreover the results verify the hypothesis of the multivalency effect and clearly shows that the power of inhibition is significantly increased with higher orders of valency. Potential inhibi-tors could easily be transferred to the eye using a salve or eye drops, and thereby they would escape the metabolic processes of the body, a major drawback of using carbohydrates as drugs. The results herein could therefore be useful in efforts to develop an antiviral drug for treatment of EKC.
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723.
  • Johansson, Stefan, 1963- (författare)
  • Design for Participation and Inclusion will Follow : Disabled People and the Digital Society
  • 2019
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • Digitalization is rapidly taking over all aspects of society, but still there are parts of the population who have to struggle for access to, and to be able to use, the digital resources. Design processes and outcomes in the form of artefacts, that takes accessibility into account, is key to participation. This gives the designer a central role in providing for a more equal participation of all, in the digital society. The work in this thesis contributes to a better understanding of the prerequisites for participation in the digital society, and in the design processes to accomplish this, by presenting research done together with three communities: people with cognitive impairments, people with mental health issues and homeless people.The overall question has been How can participation in the digital society be understood? We have investigated the nature of difficulties or enabling factors for people with impairments, people with mental health issues and homeless people, when using the internet. We have also investigated possible digital divides within the groups, and how they can be explained.Ontologically, the work is based on an assumption that knowledge is to be found in a dialectic interplay between the material world and how we interpret what is going on in this world. The underlying epistemological assumption is that data has to be empiric, and critically interpreted in dialogue between members of the communities, which are being researched, and other stakeholders. This work draws on the idea of emancipation and that research can be liberating.The work also takes on a pragmatic stance. We have used adapted versions of Emancipatory Participatory Research, and of Participatory and Value Sensitive Design, thus making them accessible to people with cognitive impairments, people with mental health issues or homeless people. We have tested and adapted methods for sampling of rare populations, to enhance the quality of quantitative studies of how people with impairments and people with mental health issues have access to, and are using, the internet.In our research, we have found fourteen prerequisites, all of which need to be in place to provide for participation. To promote participation, we need a toolbox of methods and accessible tools. Finally, to analyse what is going on we need an analytical model which allows for analysis on multiple levels and from multiple perspectives.As a result, I here propose, define and position a framework for researching and understanding participation in the digital society, based on three parts: Guidelines, Ethics and Statistics. Guidelines can be understood as the theories, the regulations, the standards, etc. that inform our thinking. Ethics guide us in the right direction. Statistics make progress or lack of progress visible.The conclusion is: if we plan for participation - by improved statistic survey sampling methods, a participatory approach to collaborative research and in using research methods in an accessible and emancipatory way – inclusion will follow.
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724.
  • Johansson, Stefan, 1963-, et al. (författare)
  • Disability Digital Divide : The Use of the Internet, Smartphones, Computers and Tablets among People with Disabilities in Sweden
  • Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
    • Although Sweden is one of the most digitalized countries and the Swedish population’s use of the internet is among the most studied in the world, little is known about how Swedes with disabilities use internet.PurposeTo describe use of and perceived difficulties in use of the internet among people with disabilities, and to explore digital divides in-between and within disability groups, and in comparison to the general population.MethodsA cross-sectional survey targeting the same issues as other nationwide surveys but adapted for people with cognitive disabilities. Participants were recruited from May to October 2017 by adaptive snowball sampling. The survey comprised questions on access to and use of devices, and use of and perceived difficulties in use of internet.Results771 people responded to the survey, representing 35 diagnoses/impairments. Larger proportions of people with autism, ADHD and bipolar disorder reported using internet than other disability groups. Women with autism used the internet more than any other disability group, and women with aphasia used the internet the least. People with disabilities related to language and understanding reported more difficulties using internet than other disability groups. Larger proportions of participants than the general Swedish population, reported not feeling digitally included. In many but not all disability groups larger proportions of men than women reported not feeling digitally included.ConclusionsOur findings show that there are differences in digital inclusion between sub-groups of diagnoses/impairments. Thus, disability digital divides are preferably investigated by sub-grouping disabilities, rather than studied as one homogeneous group.
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725.
  • Johansson, Stefan, 1963-, et al. (författare)
  • Disability digital divide : the use of the internet, smartphones, computers and tablets among people with disabilities in Sweden
  • 2020
  • Ingår i: Universal Access in the Information Society. - : Springer. - 1615-5289 .- 1615-5297.
  • Tidskriftsartikel (refereegranskat)abstract
    • Although Sweden is one of the most digitalized countries and the Swedish population’s use of the internet is among the most studied in the world, little is known about how Swedes with disabilities use internet. The purpose of this study is to describe use of and perceived difficulties in use of the internet among people with disabilities and to explore digital divides in-between and within disability groups, and in comparison with the general population. This is a cross-sectional survey targeting the same issues as other nationwide surveys but adapted for people with cognitive disabilities. Participants were recruited from May to October 2017 by adaptive snowball sampling. The survey comprised questions on access to and use of devices, and use of and perceived difficulties in use of internet. A total of 771 people responded to the survey, representing 35 diagnoses/impairments. Larger proportions of people with autism, ADHD and bipolar disorder reported using internet than other disability groups. Women with autism used the internet more than any other disability group, and women with aphasia used the internet the least. People with disabilities related to language and understanding reported more difficulties using internet than other disability groups. Larger proportions of participants than the general Swedish population reported not feeling digitally included. In many but not all disability groups, larger proportions of men than women reported not feeling digitally included. Our findings show that there are differences in digital inclusion between sub-groups of diagnoses/impairments. Thus, disability digital divides are preferably investigated by sub-grouping disabilities, rather than studied as one homogeneous group. 
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726.
  • Johansson, Stefan, 1980 (författare)
  • Do students’ high scores on international assessments translate to low levels of creativity?
  • 2018
  • Ingår i: Phi Delta Kappan. - : SAGE Publications. - 0031-7217 .- 1940-6487. ; 99, s. 57-61
  • Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
    • © 2018, © 2018 by Phi Delta Kappa International. Responding to an earlier Phi Delta Kappan article, the author rejects the argument that East Asian students’ high scores on international educational assessments come at the expense of learning to be creative and entrepreneurial. According to survey research, people in Japan, Korea, and other East Asian nations perceive themselves to be not very entrepreneurial, but the author explains that their responses have do mainly with cultural differences in the ways people respond to such surveys, making them poor evidence that high school graduates in those countries actually are less creative than students in the U.S. and elsewhere.
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727.
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728.
  • Johansson, Stefan (författare)
  • En omskriven historia : Svensk historisk roman och novell före 1867 : the Swedish historical novel and short story before 1867
  • 2000
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • The historical novel was a new genre in Sweden during the 1820's. It had emerged as a popular literary form in Europe with the writings of Walter Scott, whose Waverley, or t'is sixty years since (1814) is widely regarded as the first historical novel. Historical novels were popular in Sweden in the first half of the nineteenth century, and in their books the authors could have their say about what was important in Swedish history. Contemporary academic history was seen as too concerned with men, wars and kings, while the authors preferred touching upon subjects where women, family life, customs, and middle class individuals were more central. In the nation-building process of the nineteenth century, liberal groups rewrote history in their stories about the past. Aristocracy, Catholics, immorality, luxury, and foreigners (with the exception of Danes) were seen as threats to the modern Swedish identity. Conservative writers presented another history in their stories, where a less polemical view on these matters was prominent; they tend to be more critical towards greed and open political debate. The period from the seventeenth to the nineteenth century is the most central in the Swedish historical novels, especially those written by liberal authors. Conservative writers focus more on medieval times, but the Viking Age is largely ignored. At the end of the period studied here, just after the middle of the nineteenth century, more than four out of five historical novels were written by women, something that makes Sweden different from other countries. Wilhelmina Stålberg and Ulrika von Strussenfelt are two of the most productive writers of this period. They are both largely forgotten today, as are their male colleagues.
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729.
  • Johansson, Stefan, 1980, et al. (författare)
  • Equally assessed? Influence of home background and gender on teacher assessment of student reading proficiency in relation to level of achievement in PIRLS 2001
  • 2008
  • Ingår i: ECER Pre-conference 8-10 september 2008.
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • Abstract It is well known that gender and social background play an important role for a students’ performance in school. Previous research has suggested that girls outperform boys in reading and writing and that students from higher SES perform better than students from families with lower SES, which often implies lower economic and cultural capital. Thus, the outcome is strongly correlated with gender and home background, but what about the teacher assessment? The aim of this paper is to investigate the teacher ratings of students’ literacy skills in relation to the PIRLS 2001 test scores. One purpose is to determine if the teachers’ ratings follow student development and especially study the ratings in relation to gender and home background. As a natural extension of the PIRLS 2001 study, Swedish teachers rated students on 18 different statements about students’ literacy skills on a scale ranging from 1-10. This enables an investigation of the relationship between teacher ratings and student achievement in reading literacy. The analysis was conducted in three steps. First, a two-level model was fitted to the data and the variance of the teacher ratings were studied by means of a latent model of the teacher ratings. Second, students’ achievements on the PIRLS test were used to examine the variation in teachers’ ratings, both within and between classes. Third, students’ gender and home background were introduced to investigate differences in teachers rating practices. Results show that the variance among the teacher ratings was high both within class and between classes, but that a substantial part of the variance was accounted for by student achievement.
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730.
  • Johansson, Stefan, 1980, et al. (författare)
  • Estimating effects of teacher characteristics on student achievement in reading and mathematics: evidence from Swedish census data
  • 2023
  • Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170.
  • Tidskriftsartikel (refereegranskat)abstract
    • There is consensus that, for student achievement, teachers matter. However, providing reliable research evidence for the effects of observable teacher characteristics, such as qualification measures, has been difficult. The current study uses panel data based on register information from teachers and students to estimate effects of teacher characteristics on student achievement in mathematics and Swedish in Grade 6. Applying fixed-effects regression to a large sample of schools, we observed significant positive effects of several teacher characteristics. Having a teaching license was found to be one of the most important qualification measures, but teachers’ level of experience was also important for student achievement. The effects of teacher qualifications were generally stronger for mathematics than for Swedish.
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