| 1. |
- Addelyan Rasi, Hamideh, et al.
(författare)
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Can a psychosocial intervention programme teaching coping strategies improve the quality of life of Iranian women? : A non-randomised quasi-experimental study
- 2013
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Ingår i: BMJ Open. - : BMJ Publishing Group. - 2044-6055. ; 3:3
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Tidskriftsartikel (refereegranskat)abstract
- Objectives: To assess whether a psychosocial intervention teaching coping strategies to women can improve quality of life (QOL) in groups of Iranian women exposed to social pressures. Design: Quasi-experimental non-randomised group design involving two categories of Iranian women, each category represented by non-equivalent intervention and comparison groups. Setting: A large urban area in Iran. Participants: 44 women; 25 single mothers and 19 newly married women. Interventions: Seventh-month psychosocial intervention aimed at providing coping strategies. Primary outcome measures: Effect sizes in four specific health-related domains and two overall perceptions of QOL and health measured by the WHOQOL-BREF instrument. Results: Large effect sizes were observed among the women exposed to the intervention in the WHOQOLBREF subdomains measuring physical health (r=0.68; p<0.001), psychological health (r=0.72; p<0.001), social relationships (r=0.52; p<0.01), environmental health (r=0.55; p<0.01) and in the overall perception of QOL (r=0.72; p<0.001); the effect size regarding overall perception of health was between small and medium (r=0.20; not significant). Small and not statistically significant effect sizes were observed in the women provided with traditional social welfare services. Conclusions: Teaching coping strategies can improve the QOL of women in societies where gender discrimination is prevalent. The findings require reproduction in studies with a more rigorous design before the intervention model can be recommended for widespread distribution.
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| 2. |
- Ahlstrand, Inger, et al.
(författare)
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Health-promoting factors among students in higher education within health care and social work : a cross-sectional analysis of baseline data in a multicentre longitudinal study
- 2022
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Ingår i: BMC Public Health. - London : BioMed Central. - 1471-2458. ; 22:1
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Tidskriftsartikel (refereegranskat)abstract
- Background: Educational environments are considered important in strengthening students’ health status and knowledge, which are associated with good educational outcomes. It has been suggested to establish healthy universities based on a salutogenic approach – namely, health promotion. The aim of this study was to describe health-promoting resources and factors among first-semester students in higher education in healthcare and social work.Methods: This cross-sectional study is based on a survey distributed among all students in seven healthcare and social work programmes at six universities in southern Sweden. The survey was carried out in 2018 using a self-reported, web-based questionnaire focussing on general health and well-being, lifestyle factors together with three validated instruments measuring health-promoting factors and processes: the Sense of Coherence (SOC) scale, Salutogenic Health Indicator Scale (SHIS) and Occupational Balance Questionnaire (OBQ).Results: Of 2283 students, 851 (37.3%) completed the survey, of whom 742 (87.1%) were women; 722 (84.8%) were enrolled on healthcare programmes, and 129 (15.2%) were enrolled on social work programmes. Most reported good general health and well-being (88.1% and 83.7%, respectively). The total mean scores for the SOC scale, SHIS and OBQ were, respectively, 59.09 (SD = 11.78), 44.04 (SD = 9.38) and 26.40 (SD = 7.07). Well-being and several healthy lifestyles were related to better general health and higher SOC, SHIS and OBQ scores. Multiple linear and logistic regressions showed that perceived well-being and no sleeping problems significantly predicted higher general health and higher SOC, SHIS and OBQ scores. Being less sedentary and non-smoking habits were significant predictors of higher SOC.Conclusions: Swedish students in higher education within the healthcare and social work sector report good general health and well-being in the first semester, as well as health-promoting resources (i.e. SOC, SHIS and OBQ), and in some aspects, a healthy lifestyle. High-intensity exercise, no sleeping problems and non-smoking seem to be of importance to both general health and health-promotive resources. This study contributes to knowledge about the health promotive characteristics of students in the healthcare and social work fields, which is of importance for planning universities with a salutogenic approach.
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| 3. |
- Andersén, Annelie, 1977-
(författare)
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Att röja väg till den öppna högskolan
- 2009. - 1
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Ingår i: Folkhögskolans praktiker i förändring. - Lund : Studentlitteratur AB. - 9789144055473 ; , s. 201-223
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Andersén, Annelie, 1977-
(författare)
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Den nya yrkeslärarutbildningen – utkomster i form av yrkeskompetens
- 2013
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Ingår i: Utbildning och Lärande / Education and Learning. - Skövde : Avdelningen Barn, Unga och Vuxnas lärande vid högskolan i Skövde. - 2001-4554. ; 7:1, s. 88-101
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Tidskriftsartikel (refereegranskat)abstract
- This article describes and discusses a group of newly trained vocational teachers' experiences of outcomes of their teacher education in terms of professional skills. Seven students participated in focus group discussions concering one of the professional teacher training national objectives. The results show that the newly trained vocational teachers acquired a new vision of the teaching profession and that they have strengthened both their professional identity and their self confidence. They have new, broader and more improved tools to use in teaching. and they see the importance of having a vocational teacher education. Skills that are considered important in new vocational teachers' profession are for example to able to see the individual students and reach out o them with a message, and to make just assessment and set fair grades.
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| 5. |
- Andersén, Annelie, 1977-
(författare)
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Ett särskilt perspektiv på högre studier? : Folkhögskoledeltagares sociala representationer om högskola och universitet
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Avhandlingen syftar till att undersöka folkhögskoledeltagares sociala representationer om högskola och universitet. Enligt teorin om sociala representationer är folkhögskoledeltagarnas sociala representationer om högskola och universitet något som skapas socialt och förändras beroende på deltagarnas erfarenheter av högskola och universitet. Avhandlingen syftar också till att undersöka dessa sociala representationers ursprung och framväxt, liksom om de har påverkats av andra sociala representationer exempelvis dem om folkhögskolans särart. För att identifiera folkhögskoledeltagarnas sociala identitet och sociala representationer har jag använt mig av empiriska data insamlat genom fria associationer och intervjuer med folkhögskoledeltagare och före detta folkhögskoledeltagare. För att undersöka representationernas ursprung har jag genomfört en dokumentstudie på folkhögskolelärarnas tidskrift. Resultaten visar att folkhögskolans företrädare genom hela folkhögskolans historia har förhållit sig till två huvudidéer, den om folkhögskolans särart och den om att folkhögskolan är en institution som anpassar sig efter det omkringliggande samhället och dess krav. Dessa båda idéer förklarar varför olika sociala identiteter och olika sociala representationer existerar bland folkhögskoledeltagarna. Grundidén att folkhögskolan har en särart leder till representationer om folkhögskolan som ett alternativ till annan utbildning och högskola och universitet som något som inte är likt folkhögskola. Den andra grundläggande idén om folkhögskolan som en institution som ständigt anpassar sig leder till representationer om folkhögskolan som en andra chans och högskolan som mål.
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| 6. |
- Andersén, Annelie, 1977-
(författare)
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Social Representations and Social Identity in Swedish Folk High Schools : an application of Duveen and Lloyd
- 2010
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Ingår i: Papers on Social Representations. - London : Department of Social Psychology, London School of Economics and Political Science. - 1021-5573 .- 1819-3978. ; 19:1, s. 10.1-10.14
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Tidskriftsartikel (refereegranskat)abstract
- This article extends Duveen's work on social representations and social gender identity by discussing how it can be applied to the context of Swedish folk high school participants' social representations of folk high school and university, then examines the influence of these representations on participants' desires and ambitions to progress to university. Adopting Duveen's framework to analyze several previous data regarding folk high schools (i.e., a document study of folk high school teachers' magazines, an association study on folk high school participants, and interviews with folk high school participants), I seek to illustrate in this article how most premises concerning the formation of children's social identity (as described by Duveen) also hold for adults entering a new social context.
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| 7. |
- Andersén, Annelie, 1977-
(författare)
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Swedish folk high school as a second chance to attain acess to university
- 2011
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Ingår i: NCEE 2011.
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Konferensbidrag (refereegranskat)abstract
- Folk high schools are part of popular, or liberal adult education in Sweden. By participating in the general course at a folk high school, students who have failed to meet the requirements necessary for continued study at university level have a second chance to fulfil such requirements. This paper describes different approaches of Swedish folk high schools with regard to preparing their participants for university studies. The paper also discusses how these different ways of working affect how participants perceive university studies and how these perceptions affect their choices of whether or not to continue on to university after completion of their folk high school education. Based on empirical data collected through free associations, interviews with then-current and former folk high school participants, articles from a leading folk high school teacher magazine, and material found on the folk high schools’ homepages, the results show that throughout the history of the Swedish folk high school, this institution has remained true to two basic ideas: the idea of differentiation and the idea of adaptation.The results also show that folk high schools work in different ways with regard to widening participation, depending on which of these two ideas they tend to focus on most. The prevalence of these two fundamental ideas explains why different social identities and different representations exist among the participants. The idea of folk high school as something different and special leads to representations of folk high school as an alternative to other forms of education and to representations of university as something difficult and different than folk high school. The second idea – that folk high school must adapt to the surrounding community – leads to representations of folk high school as a second chance and of university as a goal.
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| 8. |
- Andersén, Annelie, 1977-
(författare)
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When 'they' become 'us'
- 2010
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Konferensbidrag (refereegranskat)abstract
- This paper elaborates on how representations changes when social identity does. Social representations are not static, representations can change over time, together with the identity. Social identity is not only based on how members of a group represent themselves, but also how the group is represented by others. It is also a representation of ‘we’ as something that is not ‘them’. In my research, I found out that the perception of ‘us’ as folk high school participants is instrumental in the formation of ‘they’, involving, among others, university students. Social representations of university among folk high school participants are often formed by second-hand and reproduced experiences, as participants themselves have not yet studied at university. Most of them have neither visited a university, or know any current or former university students. The folk high school identity is only the object of association during a very short period in a person’s life, for only one or a couple of years, which means that a change of education also leads to a rapid change between identities, i.e. what was previously referred to as ‘they’, becomes ‘us’. However, the key question addressed in this paper is what happens then?This study includes an association study with one hundred participants taking the folk high school general course. In this study, I asked the participants about their associations regarding the words folk high school and university. Five years after the participants from the first association study finished folk high school I called them up and asked them again about their associations regarding the terms folk high school and university. Here I found out that the participants who had continued to university studies, in contrast to the result of the earlier study, do not represent university as a (final) goal. The other two representations who was common among the folk high school participants – university as a (final) step in a stairway and university as not being folk high school – still occur, but in a quiet different form.
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| 9. |
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| 10. |
- Andersén, Jim, 1976-, et al.
(författare)
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Are high-performance work systems (HPWS) appreciated by everyone? : The role of management position and gender on the relationship between HPWS and affective commitment
- 2019
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Ingår i: Employee relations. - : Emerald Group Publishing Limited. - 0142-5455 .- 1758-7069. ; 41:5, s. 1046-1064
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Tidskriftsartikel (refereegranskat)abstract
- Purpose Although most studies on HPWS focus on various firm-level outcomes, there has been an increasing interest in how employees are affected by HPWS. However, most of these studies use social exchange theory and, based on an idea of reciprocal exchange, implicitly assume that all employees become more affectively committed to organizations using HPWS. Based on social identity theory, the authors argue that management position and gender likely influence how individuals respond to HPWS. Thus, the purpose of this paper is to examine how HPWS affects AC among managers, subordinates, men and women. Design/methodology/approach Hierarchical linear model analysis of 356 employees in 26 Swedish small- and medium-sized manufacturing companies. Findings In the sample examined, managers and women show increased affective commitment (AC) in organizations using HPWS. For men with non-managerial positions, the results indicate a reversed relationship, i.e. HPWS could actually reduce AC. Originality/value The findings indicate the need to consider individual differences when examining the effect of HPWS, and highlight the usefulness of relational-oriented theories when studying the employee outcomes of HRM-systems.
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