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- Vishwanatha, Kalyani, et al.
(författare)
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Interpersonal complementarity and gender : Contextual influences on perception of personality
- 2021
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Ingår i: Social behavior and personality. - : Scientific Journal Publishers. - 0301-2212 .- 1179-6391. ; 49:6
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Tidskriftsartikel (refereegranskat)abstract
- Contextual influences have long been recognized as an important factor explaining individual differences in perception of personality traits. In this study we investigated whether interpersonal complementarity creates a context for the perception of personality traits, and whether gender stereotypes play a role in the process. Participants were 205 students taking a personality psychology course. They evaluated personality traits in the context of observing an interpersonal exchange that reflected complementarity. Among the respondents, 103 made the evaluation based on a gender stereotypical exchange (dominant male-submissive female) and 102 based their evaluation on a gender counterstereotypical exchange (dominant female-submissive male). Results reveal that interpersonal context had a stronger influence on ratings of conscientiousness, openness, and emotional stability traits than it did on extraversion and agreeableness trait ratings. Furthermore, openness and conscientiousness were particularly susceptible to gender-based stereotypes in the context of interpersonal complementarity. These results suggest that both interpersonal complementarity and gender stereotypes influence the perception of personality traits, but that they do so in a way that is unique to each trait.
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| 2. |
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| 3. |
- Wallin, Anders, 1950, et al.
(författare)
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Cognitive medicine - a new approach in health care science.
- 2018
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Ingår i: BMC psychiatry. - : Springer Science and Business Media LLC. - 1471-244X. ; 18:1
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Tidskriftsartikel (refereegranskat)abstract
- The challenges of today's society call for more knowledge about how to maintain all aspects of cognitive health, such as speed/attention, memory/learning, visuospatial ability, language, executive capacity and social cognition during the life course.Medical advances have improved treatments of numerous diseases, but the cognitive implications have not been sufficiently addressed. Disability induced by cognitive dysfunction is also a major issue in groups of patients not suffering from Alzheimer's disease or related disorders. Recent studies indicate that several negative lifestyle factors can contribute to the development of cognitive impairment, but intervention and prevention strategies have not been implemented. Disability due to cognitive failure among the workforce has become a major challenge. Globally, the changing aging pyramid results in increased prevalence of cognitive disorders, and the diversity of cultures influences the expression, manifestation and consequences of cognitive dysfunction.Major tasks in the field of cognitive medicine are basic neuroscience research to uncover diverse disease mechanisms, determinations of the prevalence of cognitive dysfunction, health-economical evaluations, and intervention studies. Raising awareness for cognitive medicine as a clinical topic would also highlight the importance of specialized health care units for an integrative approach to the treatment of cognitive dysfunctions.
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| 4. |
- Brosché, Johan, 1978-, et al.
(författare)
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Nio punkter för global fred (Nine Points for Global Peace)
- 2015
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Annan publikation (populärvet., debatt m.m.)abstract
- Insatserna för global fred måste stärkas skriver tolv företrädare för institutionen för freds- och konfliktforskning apropå att världens ledare samlas i dag i New York för att anta 17 nya globala mål för en bättre värld och mer hållbar utveckling.
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| 5. |
- Kohn Rådberg, Kamilla, 1967, et al.
(författare)
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From CDIO to challenge-based learning experiences – expanding student learning as well as societal impact?
- 2020
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Ingår i: European Journal of Engineering Education. - : Informa UK Limited. - 0304-3797 .- 1469-5898. ; 45:1, s. 22-37
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Tidskriftsartikel (refereegranskat)abstract
- Challenge-based learning (CBL) is a multidisciplinary approach that encourages students to work actively with peers, teachers and stakeholders in society to identify complex challenges, formulate relevant questions and take action for sustainable development. In this paper, it is argued that CBL can be viewed as an evolution of the Conceive, Design, Implement, Operate concept, expanding as well as deepening the learning experience. The study reported on investigates the multiple aims of a particular CBL environment (the Challenge Lab at Chalmers University of Technology), which are to combine significant student learning and societal transformation. The results show that the students perceive that they have developed deep skills in problem formulation and sustainable development, as well as working across disciplines and with different stakeholders. Moreover, the study shows that although few student projects reach implementation stage, there is a potential for societal impact both during and after the Challenge Lab learning experience.
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| 6. |
- Wahlström, Joakim, 1994-, et al.
(författare)
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There's a tear in my beer: Bullying victimisation and young teenage drinking in Sweden
- 2023
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Ingår i: CHILDREN AND YOUTH SERVICES REVIEW. - 0190-7409 .- 1873-7765. ; 154
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Tidskriftsartikel (refereegranskat)abstract
- Victims of bullying are at an increased risk not only of developing adverse mental health, but also of engaging in health risk behaviours. One way in which adolescents may cope with the health-related consequences of bullying victimisation is through substance use such as alcohol and narcotics, as posited by the self-medication hypothesis. Indeed, previous research has found a link between traditional (face-to-face) bullying victimisation and alcohol use among adolescents, albeit with some inconsistencies. However, studies examining both traditional bullying and cyberbullying among youth often report an association only between cyberbullying victimisation and drinking. The current study seeks to add to this field of research by analysing the predictive capacity of traditional and cyberbullying victimisation for youth drinking whilst also adjusting for bullying perpetration and sociodemographic characteristics. In the analyses, we distinguished between occasional and frequent victimisation, and performed separate investigations of how specific types of traditional bullying and cyberbullying victimisation are related to youth drinking.Data were obtained from the Swedish Health Behaviour in School-aged Children (HBSC) survey, with pooled cross-sectional information from 2013/14 and 2017/18 collected among 13- and 15-year-old students (n = 7126). Any alcohol use and drunkenness during the past 30 days were used as dependent variables. The respondents were categorised as non-victims, occasional victims, and frequent victims of traditional and cyberbullying, respectively. Binary logistic regression analyses were performed to examine the associations between bullying victimisation and youth drinking.The results showed that 21.2% of students reported that they had been bullied at least once or twice in the past months, either as victims of traditional bullying only (8.3%), cyberbullying only (7.8%), or both (5.1%). When both types of bullying victimisation were mutually adjusted for, only cyberbullying remained significantly associated with an increased risk of drinking. However, when specific types of face-to-face bullying victimisation were analysed, several statistically significant associations with youth drinking were found, even when controlling for cyberbullying victimisation. Associations with any alcohol use and drunkenness were overall very similar.To conclude, this study corroborates previous research which has shown youth drinking to be more consistently related with cyberbullying victimisation than with traditional bullying victimisation. The study also extends previous knowledge by showing that the association between traditional bullying victimisation and youth drinking differs depending on the operationalisation of victimisation. Future research might benefit from examining this more thoroughly. The findings highlight that interventions targeting bullying and its effects should consider both face-to-face and online victimisation.
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