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- Allan, Julie, et al.
(författare)
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Etiska perspektiv på specialpedagogers yrkesroll och värdepedagogiska praktik
- 2022
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Yrkesetik handlar om att hantera motstridiga värden på ett professionellt sätt. Olika dilemman är ständigt närvarande i skolans vardag och kan handla om att minimera risken för att elever ska exkluderas eller om att säkerställa att elever får möjlighet att visa sina kunskaper på rätt sätt. I sin yrkesroll ställs specialpedagogen inför mångfacetterade arbetsuppgifter som omfattar att stödja barn och elever i svårigheter, vara en kvalificerad samtalspartner i pedagogiska frågor och samverka med andra yrkesgrupper för att utveckla skolans verksamhet. Arbetet innebär val mellan olika handlingsalternativ som kräver både kunskap och förmåga att urskilja och värdera etiska aspekter i komplexa sammanhang. I boken diskuteras både dilemman och möjligheter där etiska perspektiv spelar en viktig roll. Kapitlen tar upp frågor med praktiknära innehåll som lämpar sig för såväl individuell reflektion som kollegiala samtal med syftet att skapa ett gemensamt yrkesetiskt språk. Boken vänder sig till blivande och praktiserande specialpedagoger samt andra yrkeskategorier med arbetsuppgifter inom det specialpedagogiska området.
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| 2. |
- Bergh, Daniel, 1974-, et al.
(författare)
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Student achievement goals and psychosomatic health complaints among Swedish adolescents: the role of sex
- 2022
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Ingår i: Journal of Public Health. - : Springer. - 2198-1833 .- 1613-2238. ; 30, s. 1011-1022
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Tidskriftsartikel (refereegranskat)abstract
- AimSchool related determinants (e.g. student motivation and goals) may be important for student achievement as well as their mental health. Therefore, the aim of this study was to analyse the links between two goal orientations (mastery and performance) and psychosomatic health problems by investigating the general patterns as well as the patterns for specific classifications of students, in particular by investigating the potential statistical interaction effects by gender.Subject and methodsSwedish nationally representative data among 4573 school year 9 students (15–16 years old) responding to the Evaluation Through Follow-up (ETF) questionnaire, in 2014, were used. Linear regression analysis as well as multinomial logistic regression were applied in order to address the research questions.ResultsBoth the mastery orientation and the performance orientation are independently associated with adolescent psychosomatic health problems. The links between these goal orientations and psychosomatic health show different patterns. The mastery goal orientation may be considered a protective factor as there is a negative link to psychosomatic problems; the performance orientation may be considered a risk factor due to the positive association with psychosomatic health problems. The effect of performance orientation on psychosomatic health complaints was significantly stronger for girls (OR = 4.28) compared to boys (OR = 2.04). In particular, low mastery/high performance students may be at risk for experiencing poor psychosomatic health.ConclusionAdolescent psychosomatic health may be improved by the encouragement of student goals related to adaptive and successful goal profiles such as mastery orientation.
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| 3. |
- Bortes, Cristian, et al.
(författare)
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Beyond academics: Links from teaching practices in Swedish schools to students’ achievements and mental health complaints
- 2024
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Ingår i: Learning and instruction. - : Elsevier. - 0959-4752 .- 1873-3263. ; 92
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Tidskriftsartikel (refereegranskat)abstract
- Background: Despite extensive research on the relationship between teaching practices and learning outcomes, limited attention has been given to their potential links with students’ mental health.Aims: This study investigates the relationships between three teaching practice types – teacher-centered, student-centered, and student-dominated – and both student mental health complaints and academic achievement. It furthers explores variations in these associations based on students’ socioeconomic status (SES).Sample: The analysis includes 4573 grade 9 students (aged 15–16 years) in the Swedish comprehensive school system.Methods: Employing structural equation modelling techniques, we analyze a dataset comprising students’cognitive test scores, their perceptions of classroom processes, self-reported mental health complaints, as well as register data on teacher-assigned grades and parental education.Results: Teacher-centered practices are positively associated with academic achievements but lack robust linkswith mental health complaints. Conversely, student-centered practices are positively associated with academicachievements and correlate with lower mental health complaint frequencies. However, student-dominated practices demonstrate poor relationships with both mental health and academic achievements. Limited variations based on students’ social background reveal only two differing associations between low and high SES students: teacher-centered teaching shows stronger academic achievement associations for low SES students, while student-dominated teaching is more adversely linked to low SES students’ mental health.Conclusions: The results affirm the benefits of both teacher- and student-centered teaching practices for academic achievement while cautioning against excessive self-directed teaching. Importantly, the study highlights the role of instructional approaches in shaping not only academic outcomes but also students’ mental health.
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| 5. |
- Ekman, Rolf, 1938, et al.
(författare)
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A flourishing brain in the 21st century: A scoping review of the impact of developing good habits for mind, brain, well-being, and learning
- 2022
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Ingår i: Journal of Mind, Brain and Education. - : Wiley. - 1751-228X .- 1751-2271. ; 16:1, s. 13-23
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Tidskriftsartikel (refereegranskat)abstract
- Emerging scientific knowledge such as the role of epigenetics and neuroplasticity—the brain’s capability to constantly rewire with every action, experience, and thought—is fundamentally changing our understanding of the potential impact we can have on our brain. Our brain is formed by our habits in interaction with our body, the environment, influenced by our lifestyle, successes, failures, and traumas. Neuroplasticity proves that every student’s brain is a work in progress, and it is never too late to take better care of one’s cognitive fitness. This review presents a repertoire of good habits (GHs). Combined, we suggest that these GHs provide conditions for optimal brain health, by acting as a “Mental Vaccine” which enhances the brain’s resilience to brain health-degrading challenges. We argue hat schools have a crucial role to play in empowering students to increase their own stress resilience, well-being, and learning by developing their own GHs profile.
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| 6. |
- Giota, Joanna, 1965, et al.
(författare)
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Adolescent Academic, Social and Future Achievement Goal Orientations : Implications for Achievement by Gender and Parental Education
- 2021
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 65:5, s. 831-850
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Tidskriftsartikel (refereegranskat)abstract
- Research on social aspects of academic motivation is scarce. Based on twonationally representative cohorts within the Swedish longitudinal ETFproject,the study examined (a) relationships between academicmastery/performance, social and future achievement goal orientations inthe Swedish grade 9 compulsory school (2008/2014); (b) theirimplications for academic achievement; (c) interaction effects by genderand parental education. Social responsibility exerts the strongest effecton achievement; independently and combined. Girls strive for thesegoals more often than boys. All orientations are important forachievement; and for disadvantaged students in particular. The findingsare important for interventions on enhancing motivation and reducingachievement gaps between student groups.
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