| 1. |
- Kozina, Ana, et al.
(författare)
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Predictive value of empathy components for types of aggression in the school setting : a cross-country comparison
- 2022
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Ingår i: Educational studies (Dorchester-on-Thames). - : Informa UK Limited. - 0305-5698 .- 1465-3400. ; 48:6, s. 827-843
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Tidskriftsartikel (refereegranskat)abstract
- Aggressive behaviour has negative consequences for students who are exposed to it and those who are aggressive. In addition to a number of negative consequences at the individual level aggression negatively impacts processes within the school. Successful methods of preventing and reducing aggressive behaviour at school often include activities related to empathy. Empathy is the ability to understand and feel the emotional state of another person. It includes cognitive and emotional components and is associated with positive effects on relationships and behaviours; the lack of empathy is associated with negative effects, including aggressive behaviour. We analysed the relationships among empathy dimensions and general aggression, including the subtypes of aggression. We used the AG-UD aggression scale and the IRI questionnaire for the measurement of empathy on a sample of Slovene (N = 125), Croatian (N = 95) and Swedish (N = 84) adolescents aged between 13 and 14. The findings across samples revealed several significant associations on the level of general aggression and high congruence across countries and on the level of types of aggression. This data indicates the need to include dimension-level prevention and intervention based on the prevalence of specific types of aggression.
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| 2. |
- Nielsen, Birgitte Lund, et al.
(författare)
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Social, emotional and intercultural competencies: a literature review with a particular focus on the school staff
- 2019
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Ingår i: European Journal of Teacher Education. - : Informa UK Limited. - 0261-9768 .- 1469-5928. ; 42:3, s. 410-428
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Tidskriftsartikel (refereegranskat)abstract
- Framed by the EU-project Hand in Hand focusing on Social, Emotional and Intercultural (SEI) competencies among students and school staff the paper discusses implementation and professional competencies based on a literature review. Five themes were identified: 1) Intercultural/transcultural competency is not often referred to in the same research as social-emotional learning, though socio-emotional aspects appear to be `in the core ', 2) it is crucial to be aware of agency among school staff in a SEI-implementation, 3) successful implementation is about more than the activities in the specific program, it is rather about elements in synergy and professional learning over time, 4) the subtle balance between adaptation and fidelity might best be addressed in an adaptive curriculum emphasizing active ingredients, and 5) this is a field with many intervention studies, but it is urgent to consider if the psychometric measures are sufficiently sensitive to catch the subtle changes related to SEI-competencies.
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| 3. |
- Squazzoni, Flaminio, et al.
(författare)
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Unlock ways to share data on peer review
- 2020
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Ingår i: Nature. - : Nature Publishing Group. - 0028-0836 .- 1476-4687. ; 578:7796, s. 512-514
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Tidskriftsartikel (refereegranskat)
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| 4. |
- Dignum, Virginia, et al.
(författare)
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On the importance of AI research beyond disciplines : establishing guidelines
- 2024
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Artificial intelligence (AI) has evolved into a prominent player in various academic disciplines, transforming research approaches and knowledge generation. This paper explores the growing influence of AI across diverse fields and advocates for meaningful interdisciplinary AI research. It introduces the concept of "agonistic-antagonistic" interdisciplinary research, emphasizing a departure from conventional bridge-building approaches. Motivated by the need to address complex societal challenges, the paper calls for novel evaluation mechanisms that prioritize societal impact over traditional academic metrics. It stresses the importance of collaboration, challenging current systems that prioritize competition and individual excellence. The paper offers guiding principles for creating collaborative and co-productive interdisciplinary AI research environments, welcoming researchers to engage in discussions and contribute to the future of interdisciplinary AI research.
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| 5. |
- Squazzoni, Flaminio, et al.
(författare)
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Peer review and gender bias : A study on 145 scholarly journals
- 2021
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Ingår i: Science Advances. - : American Association for the Advancement of Science (AAAS). - 2375-2548. ; 7:2, s. 1-12
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Tidskriftsartikel (refereegranskat)abstract
- Scholarly journals are often blamed for a gender gap in publication rates, but it is unclear whether peer reviewand editorial processes contribute to it. This article examines gender bias in peer review with data for 145 journalsin various fields of research, including about 1.7 million authors and 740,000 referees. We reconstructed threepossible sources of bias, i.e., the editorial selection of referees, referee recommendations, and editorial decisions,and examined all their possible relationships. Results showed that manuscripts written by women as solo authorsor coauthored by women were treated even more favorably by referees and editors. Although there were somedifferences between fields of research, our findings suggest that peer review and editorial processes do notpenalize manuscripts by women. However, increasing gender diversity in editorial teams and referee pools could helpjournals inform potential authors about their attention to these factors and so stimulate participation by women.
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