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| 2. |
- Cloninger, Kevin M., et al.
(författare)
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Burn-Out in Education
- 2019
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Ingår i: 12th Geneva Conference on Person Centered Medicine - Promoting Well-Being and Overcoming Burn-Out. Geneve, Switzerland..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- All the helping professions are seeing a rise in stress levels, and consequently burnout and depression; teaching is no exception. There has been considerable debate about how to quantify rates of burnout and the resulting teacher attrition. Burnout rates are mediated by social and personal factors, and so rates of burnout vary by country (Farber, 1991). For example, studies conducted in the United States have shown that 15 to 30% of beginning teachers leave the profession within the first five years (Murnane et al., 1988). Huston (2001) and others have looked at factors that mediate burnout in teachers. They identified factors that work together to induce burnout, such as a feeling of powerlessness (lack of decision-making power), role conflicts, a lack of freedom and autonomy, and the lack of adequate support. They estimate that more than 50% of teacher’s experience burnout. In this talk, I will explore how the organizing principles of modern education are participating in burnout rates. Particularly, the emphasis on participation in the global economy has undermined the schools’ role in helping children learn about living a good life. The pursuit of the “good life” has been replaced by the pursuit of a “good job.” This vain pursuit devalues the profession and those who practice it, and ultimately erodes the meaning of the work that most would consider a vocation. The authoritarian structures of modern school practice lead to an increase in violence and bullying, reduce job satisfaction, and ultimately undermine teacher autonomy and agency.
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| 3. |
- Rosenberg, Patricia, 1975, et al.
(författare)
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The difference between living biblically and just imagining it: A study on experiential-based learning among Swedish adolescents
- 2013
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Ingår i: School Psychology International. - : SAGE Publications. - 0143-0343 .- 1461-7374. ; 34:5, s. 566-572
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Tidskriftsartikel (refereegranskat)abstract
- As an assignment in their course on worldwide religions, a group of Swedish High School pupils followed 12 biblical rules for two weeks, while another group from the same school just imagined the experience. Groups were asked to reflect and write down either how it was (experience) or how it would have been (imagine) to follow the rules. By applying a semantic test, based on a Latent Semantic Analysis generated representation of the statements, we first found that the semantic representations of the written reflections differed between the experience and imagine groups, and between gender. Analysis of word frequency count suggests that the group that followed the rules were more likely to use words related to their task in their reflections, while the group that imagined the experience generated words related to themself and problems. The results suggest that the consequences of learning by experience might culminate in greater student engagement.
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| 4. |
- Garcia, Danilo, 1973, et al.
(författare)
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Self-regulatory mode (locomotion and assessment), well-being (subjective and psychological), and exercise behavior (frequency and intensity) in relation to high school pupils’ academic achievement
- 2015
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Ingår i: Peer J. - : PeerJ. - 2167-8359. ; 3:847
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Tidskriftsartikel (refereegranskat)abstract
- Background. Self-regulation is the procedure implemented by an individual striving to reach a goal and consists of two inter-related strategies: assessment and locomotion. Moreover, both subjective and psychological well-being along exercise behaviour might also play a role on adolescents academic achievement. Method. Participants were 160 Swedish high school pupils (111 boys and 49 girls) with an age mean of 17.74 (sd = 1.29). We used the Regulatory Mode Questionnaire to measure self-regulation strategies (i.e., locomotion and assessment). Well-being was measured using Ryff ’s Psychological Well-Being Scales short version, the Tempo- ral Satisfaction with Life Scale, and the Positive Affect and Negative Affect Schedule. Exercise behaviour was self-reported using questions pertaining to frequency and intensity of exercise compliance. Academic achievement was operationalized through the pupils’ mean value of final grades in Swedish, Mathematics, English, and Physical Education. Both correlation and regressions analyses were conducted. Results. Academic achievement was positively related to assessment, well-being, and frequent/intensive exercise behaviour. Assessment was, however, negatively related to well-being. Locomotion on the other hand was positively associated to well-being and also to exercise behaviour. Conclusions. The results suggest a dual (in)direct model to increase pupils’ academic achievement and well-being—assessment being directly related to higher academic achievement, while locomotion is related to frequently exercising and well-being, which in turn, increase academic achievement.
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| 5. |
- Garcia, Danilo, 1973, et al.
(författare)
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High School Pupils’ Academic Achievement, Self-regulation (Locomotion and Assessment), and Psychological Well-Being
- 2014
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Ingår i: PeerJ PrePrints. - : PeerJ. - 2167-9843. ; 2
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Background: Education plays an important role on a personal level because it is related to personal control, a healthy lifestyle, greater income, employment, interpersonal relations, and social support (Mirowsky & Ross, 2003). Self-regulation is the procedure implemented by an individual striving to reach a goal and consists of two inter-related strategies: (1) the identification of the desired out-come and the appraisal of procedures to reach the desired goal (i.e., assessment), and (2) the selection between available approaches to reach the goal and the commitment to the chosen approaches until the goal is reached (i.e., locomotion) (Kruglanski et al, 2000). Self-regulation plays an essential role in academic achievement (Kruglanski et al 1994, 2000). Psychological well-being is a multi-faceted concept composed of six different intra-personal characteristics that describe the fully functional individual (Ryff, 1989). These factors are: positive relationships with others, self-acceptance, environmental mastery, autonomy, purpose in life, and personal growth. We aimed to study the relationship between academic achievement and self-regulation and psychological well-being in Swedish high school pupils. Method: Participants were 160 Swedish high school pupils (111 boys and 49 girls) with an age mean of 17.74 (sd = 1.29). We used the Assessment and Locomotion Scales (Kruglanski et al., 2000) to measure self-regulation and Ryff’s Psychological Well-Being Scales short version (Clark et al., 2001) to measure well-being. Academic achievement was operationalized through pupils’ final grades in Swedish, Mathematics, English, and Physical Education. The courses take place during either one or two semesters and the grading scale ranges from F = fail to A = pass with distinction. Results: Final grades in Swedish were positively related to two psychological well-being scales: self-acceptance and personal growth; and to the self-regulation strategy of assessment. Final grades in Mathematics were positively related to three psychological well-being scales: self-acceptance, autonomy, and personal growth; and also to assessment. Final grades in English were positively related to one psychological well-being scale: personal growth; and also to assessment. Final grades in Physical Education were positively related to four psychological well-being scales: environmental mastery, self-acceptance, autonomy, and personal growth; and also to the self-regulation strategy of locomotion. Conclusions: A profile consisting of assessment orientation combined with self-acceptance and personal growth leads to the best study results. This understanding is important when supporting pupils in achieving the best possible results in school and thus lay the formation for a continued successful life.
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| 6. |
- Jimmefors, Alexander, et al.
(författare)
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Locomotion (Empowering) and Assessment (Disempowering) Self-regulatory Dimensions as a Function of Affective Profile in High School Students.
- 2014
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Ingår i: International Journal of School and Cognitive Psychology. - : OMICS Publishing Group. - 2469-9837. ; 2:1
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of the present study was to examine high school adolescent pupils’ self-regulatory strategies in relation to psychological well-being and subjective well-being (i.e., temporal life satisfaction and affect) using the affective profiles model as the backdrop for the analysis. Participants were categorized into Self-fulfilling (high positive, low negative), High affective (high positive, high negative), Low affective (low positive, low negative) and Self-destructive (low positive, high negative) profiles according to their responses on the Positive Affect and Negative Affect Schedule. The participants also self-reported self-regulation (“assessment” and “locomotion”),temporal life satisfaction (past, present and future) and psychological well-being (e.g. Self-acceptance,environmental mastery, personal growth). Self-fulfilling adolescents, in contrast to Self-destructive adolescents, expressed high levels of temporal life satisfaction and psychological well-being. The self-regulatory “locomotion” dimension was associated to high positive affect profiles, higher life satisfaction and psychological well-being whereas the self-regulatory “assessment” dimension was associated with high negative affect profiles, lesser life satisfaction and psychological well-being. Taken together, the well-being outcomes linked to the “locomotion” dimension seem to contribute to an upward ‘spiral of empowerment’, reinforcing approaching or agentic behavior; while the outcome linked to the “assessment” dimension appear to consist of a downward ‘spiral of disempowerment’ or inaction.
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| 7. |
- Garcia, Danilo, 1973, et al.
(författare)
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Synergetic Effects of Anthropedia’s Well-Being Coaching and Mind-Body Interventions on Refugees’ Health
- 2020
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Ingår i: 32nd Association for Psychological Science Annual Convention. Chicago, Illinois, USA..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- We evaluated the effects of Anthropedia’s Well-Being Coaching and Mind-Body interventions (i.e., modern version of age-old Spa interventions) on health among a sample of refugees living in Sweden. While each intervention increased well-being and reduced ill-being respectively, the combination had a wider biopsychosocial effect on health.
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| 8. |
- Garcia, Danilo, 1973, et al.
(författare)
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Self-descriptions on LinkedIn: Recruitment or Friendship Identity?
- 2018
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Ingår i: PsyCh Journal. - : Wiley. - 2046-0252 .- 2046-0260. ; 7:3, s. 152-153
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Tidskriftsartikel (refereegranskat)abstract
- We used quantitative semantics to find clusters of words in LinkedIn users' self-descriptions to an employer or a friend. Some of these clusters discriminated between worker and friend conditions (e.g., flexible vs caring) and between LinkedIn users with high and low education (e.g., analytical vs. messy).
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| 9. |
- Alawa, J., et al.
(författare)
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Medication for opioid use disorder in the Arab World: A systematic review
- 2022
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Ingår i: International Journal of Drug Policy. - : Elsevier BV. - 0955-3959 .- 1873-4758. ; 102
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Tidskriftsartikel (refereegranskat)abstract
- Background: Opioid use disorder (OUD) is a global public health concern. The standard of care for OUD involves treatment using medications such as buprenorphine, methadone, or naltrexone. No known review exists to assess the contextual factors associated with medication for opioid use disorder (MOUD) in the Arab World. This systematic review serves as an implementation science study to address this research gap and improve the uptake of MOUD in the Arab World. Methods: Systematic searches of Medline, PsycINFO, and EMBASE, and a citation analysis, were used to identify peer-reviewed articles with original data on MOUD in the Arab World. Quality assessment was conducted using the CASP appraisal tools, and main findings were extracted and coded according to the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework. Results: 652 research articles were identified, and 10 met inclusion criteria for final review. Four studies considered health-systems aspects of MOUD administration, such as cost-effectiveness, the motivations for and impact of national MOUD policies, the types of social, political, and scientific advocacy that led to the adoption of MOUD in Arab countries, and the challenges limiting its wide-scale adoption in the Arab World. Six papers considered MOUD at individual and group patient levels by evaluating patient quality of life, addiction severity, patient satisfaction, and patient perspectives on opioid agonist therapy. Conclusion: Despite financial and geographic barriers that limit access to MOUD in the Arab World, this review found MOUD to be cost-effective and associated with positive health outcomes for OUD patients in the Arab World. MOUD can be successfully established and scaled to the national level in the Arab context, and strong coalitions of health practitioners can lobby to establish MOUD programs in Arab countries. Still, the relative novelty of MOUD in this context precludes an abundance of research to address its long-term delivery in the Arab World. © 2022
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| 10. |
- Garcia, Danilo, 1973, et al.
(författare)
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On Lions and Adolescents : Affective Temperaments and the Influence of Negative Stimuli on Memory
- 2010
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Ingår i: Journal of Happiness Studies. - : Springer Science and Business Media LLC. - 1389-4978 .- 1573-7780. ; 11:4, s. 477-495
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Tidskriftsartikel (refereegranskat)abstract
- The present study investigated the relation between reaction to negative stimuli and memory for stimuli. The relation was further investigated using as a framework individuals' affective temperaments (AFTs). Eighty adolescents participated in the study. The AFTs are based on selfreported affect and categorizes individuals in four temperaments: self-actualizing, high affective, low affective and self-destructive. Reaction to negative stimuli was measured by interpretation of specific words in a short story. Two days later, participants were presented with a list of words and asked which of them were present in the short story. Individuals' AFTs were expected to predict the promotion of pleasure or the prevention of displeasure. On a general level, reaction to negative stimuli predicted memory for negative, positive and neutral words. At an individual level, self-actualizers and high affectives' negative reaction predicted the memory of positive words (i.e., promotion). In contrast, low affectives' negative and positive reaction predicted the memory of neutral words (i.e., prevention).
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