| 1. |
- Lunde, Carolina, 1979, et al.
(författare)
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Sexting experiences and motivations among adolescents with ADHD and ASD
- 2023
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Ingår i: Computers in Human Behavior. - : Elsevier BV. - 0747-5632. ; 140
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Tidskriftsartikel (refereegranskat)abstract
- Sexting (i.e., to send and receive self-produced sexual materials) has become a common element in adolescents’ socio-sexual exploration. Although often harmless, sexting also involves the risk of abuse, and potentially more so for some adolescents than for others. Adolescents with attention deficit disorder (ADHD) and/or autism spectrum disorder (ASD) have been pointed out as potentially more vulnerable online, yet research to support or reject these concerns is sparse. Focusing on sending sexts, this study compares sexting rates, sexting experiences, and sexting motivations of Swedish adolescents with ADHD and/or ASD to adolescents without these diagnoses. In all, 1063 adolescents (aged 15 to 19), 164 of whom self-reported ADHD and/or ASD, completed a survey about their sexting experiences. The results revealed both differences and similarities between groups. Adolescents with ADHD sexted more and reported more pressure to sext. No group differences were noted in terms of reporting positive or negative experiences. Sexting motivations were also similar between groups, although sexting for aggravated reasons was more common among adolescents with ADHD and/or ASD. Our findings suggest that adolescents with ADHD and ASD mainly use sexting for sexual gratification and exploration, but also report experiences and motivations that may indicate increased vulnerability in relation to sexting.
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| 2. |
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| 3. |
- Lunde, Carolina, et al.
(författare)
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Unexcused absence from physical education in elementary school. On the role of autonomous motivation and body image factors.
- 2023
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Ingår i: Body image. - : Elsevier. - 1740-1445 .- 1873-6807. ; 45, s. 229-237
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Tidskriftsartikel (refereegranskat)abstract
- Physical education (PE) is an essential school subject due to its potential to promote well-being and health in all children. Yet, PE stands out among other subjects in terms of truancy. This study is one of the first to examine if unexcused absence from PE is associated with early adolescents' body image and autonomous motivation towards PE. A total of 526 Swedish 6th graders (Mage = 12.28, SD = 0.31) reported the frequency of unexcused absence from PE and answered questions about aesthetic and functional body image, social physique anxiety, and autonomous motivation. Findings showed that unexcused absence from PE was associated with less autonomous motivation and higher social physique anxiety. Participants who had never been absent reported higher functional body image investment and satisfaction. Analyses showed that whereas the aesthetic aspects of body image were associated with decreased autonomous motivation toward PE, functional aspects predicted higher autonomous motivation. The study sheds novel light on the links between absence from PE, body image, and autonomous motivation. As absence may have real-life practical effects for school achievement, health, and well-being, the findings demonstrate the importance of mitigating social physique anxiety and promoting an inclusive and body positive PE context early on.
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| 4. |
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| 5. |
- Reinholdsson, Tommy, et al.
(författare)
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Nudging green food: The effects of a hedonic cue, menu position, a warm-glow cue, and a descriptive norm
- 2023
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Ingår i: Journal of Consumer Behaviour. - : Wiley. - 1472-0817 .- 1479-1838. ; 22:3, s. 557-568
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Tidskriftsartikel (refereegranskat)abstract
- Meat consumption is associated with both public health risks and substantial CO2 emissions. In a large-scale field-experiment, we applied four nudges to the digital menus in 136 hamburger restaurants. The nudges promoted vegetarian food purchases by either (1) changing the menu position of vegetarian food, or aligning vegetarian food with (2) a hedonic, taste-focused nudge, (3) the warm-glow effect, or (4) a descriptive social norm. These nudges were thus aimed to shift salience toward a certain goal or the salience of a specific alternative. Vegetarian food purchases were measured in two datasets analyzing if nudges affected customers' "route " to ordering vegetarian food (29,640 observations), and the total number of vegetarian food sold during the intervention (346,081 observations). Results showed that the position nudge affected customers route to buying vegetarian food. More specifically, making the "green category " more accessible made more customers order through that category. Interestingly, this did not affect the total number of vegetarian sales. However, results indicate that nudges that utilize the salience of goals, in particular hedonic goals, may have an overall positive effect on total vegetarian sales.
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| 6. |
- Stern, Pär, 1984, et al.
(författare)
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Positive Ethnic Identity-related Feelings and Experiences among Late Adolescents with a Minority Ethnic Identity
- 2023
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Ingår i: International Society for Research on Identity - ISRI Conference.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In a time when classrooms, neighbourhoods, and societies grow ever more diverse and multicultural, there is need to understand the experiences of ethnic minorities and those minoritized within those contexts. This qualitative study seeks to gain insights into positive ethnic identity experiences that are sources of joy, happiness, and ethnic identity-related uplift among late adolescents with an ethnic minority background in Sweden. While there is a growing body of literature regarding the positive aspects of being part of ethnic minorities and/or being of immigrant background (e.g., Ong, et al, 2022; Rivas-Drake, 2014; Tichavakunda, 2022) it remains an under-researched topic in a European context. This study aims to further our understanding in this context. 15 participants was recruited from the longitudinal research project GREY (N=700). The participants was in their last semester of the Swedish upper secondary school (ages 18-19). Participant recruitment was based on two variables from the questionnaire that was administrated in GREY: having the highest scores of Centrality (Sellers, et al, 1997), i.e., how important their ethnicity and cultural background is to them, and the highest scores on ethnic identity exploration (Douglass & Umaña-Taylor, 2015; Phinney, 1992), i.e., to what extent they have explored their ethnicity and cultural background. Participants self-identified with an ethnicity other than exclusively Swedish. The rationale behind focusing on participants that are high on centrality and ethnic identity exploration is one of personal relevance - it is more likely that these participants’ have reflected upon matters connected to their ethnicity and cultural background. The interviews was semi-structured, and the interview guide touched on a range of topics, such as ethnic identity content, context-dependent experiences for instance in school, how ethnic identity interacts with other identity domains, how ethnicity has been handled in their schools during their secondary education, and the late adolescents’ hopes and aspirations for the future. The focus was on hearing from the adolescents themselves speak in their own words about their feelings and experiences. The data was analysed using thematic analysis (Braun & Clarke, 2006). The thematic analysis focused on the semantic content and presents the findings of positive experiences and feelings connected to the participants’ ethnic identity. With previous ethnic identity research in Sweden often focused on challenges related to an ethnic minority background, this study is an addition to the literature by shedding light on positive experiences and feelings connected to ethnic identity. In highlighting these positive aspects, we will make our understanding of the lived experiences of those with an ethnic minority background more complete, as any picture of just one side of the coin will never tell the whole story.
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| 7. |
- Stern, Pär, 1984, et al.
(författare)
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Positive Ethnic Identity-related Feelings and Experiences among Swedish Adolescents with an Ethnic Minority Background
- 2023
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Ingår i: Cultural Diversity, Migration, and Education Conference.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In a time when classrooms, neighbourhoods, and societies grow ever more diverse and multicultural, there is need to understand the experiences of ethnic minorities and those minoritized within those contexts. This qualitative study seeks to gain insights into positive ethnic identity experiences that are sources of joy, happiness, and ethnic identity-related uplift among late adolescents with an ethnic minority background in Sweden. While there is a growing body of literature regarding the positive aspects of being part of ethnic minorities and/or being of immigrant background (e.g., Ong, et al, 2022; Rivas-Drake, 2014; Tichavakunda, 2022) it remains an under-researched topic in a European context. This study aims to further our understanding in this context. 15 participants was recruited from the longitudinal research project GREY (N=700). The participants was in their last semester of the Swedish upper secondary school (ages 18-19). Participant recruitment was based on two variables from the questionnaire that was administrated in GREY: having the highest scores of Centrality (Sellers, et al, 1997), i.e., how important their ethnicity and cultural background is to them, and the highest scores on ethnic identity exploration (Douglass & Umaña-Taylor, 2015; Phinney, 1992), i.e., to what extent they have explored their ethnicity and cultural background. Participants self-identified with an ethnicity other than exclusively Swedish. The rationale behind focusing on participants that are high on centrality and ethnic identity exploration is one of personal relevance - it is more likely that these participants’ have reflected upon matters connected to their ethnicity and cultural background. The interviews was semi-structured, and the interview guide touched on a range of topics, such as ethnic identity content, context-dependent experiences for instance in school, how ethnic identity interacts with other identity domains, how ethnicity has been handled in their schools during their secondary education, and the late adolescents’ hopes and aspirations for the future. The focus was on hearing from the adolescents themselves speak in their own words about their feelings and experiences. The data was analysed using thematic analysis (Braun & Clarke, 2006). The thematic analysis focused on the semantic content and presents the findings of positive experiences and feelings connected to the participants’ ethnic identity. With previous ethnic identity research in Sweden often focused on challenges related to an ethnic minority background, this study is an addition to the literature by shedding light on positive experiences and feelings connected to ethnic identity. In highlighting these positive aspects, we will make our understanding of the lived experiences of those with an ethnic minority background more complete, as any picture of just one side of the coin will never tell the whole story.
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| 8. |
- Stern, Pär, 1984, et al.
(författare)
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Positive Minority Ethnic Identity-related Feelings, Experiences, and Flourishing among Swedish Adolescents on the Brink of Emerging Adulthood
- 2023
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Ingår i: The Society for the Study of Emerging Adulthood - SSEA Conference.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In a time when classrooms, neighbourhoods, and societies grow ever more diverse and multicultural, there is need to understand the experiences of ethnic minorities and those minoritized within those contexts. This qualitative study seeks to gain insights into positive ethnic identity experiences that are sources of joy, happiness, and ethnic identity-related uplift among late adolescents with an ethnic minority background in Sweden. While there is a growing body of literature regarding the positive aspects of being part of ethnic minorities and/or being of immigrant background (e.g., Ong, et al, 2022; Rivas-Drake, 2014; Tichavakunda, 2022) it remains an under-researched topic in a European context. This study aims to further our understanding in this context. 15 participants was recruited from the longitudinal research project GREY (N=700). The participants was in their last semester of the Swedish upper secondary school (ages 18-19). Participant recruitment was based on two variables from the questionnaire that was administrated in GREY: having the highest scores of Centrality (Sellers, et al, 1997), i.e., how important their ethnicity and cultural background is to them, and the highest scores on ethnic identity exploration (Douglass & Umaña-Taylor, 2015; Phinney, 1992), i.e., to what extent they have explored their ethnicity and cultural background. Participants self-identified with an ethnicity other than exclusively Swedish. The rationale behind focusing on participants that are high on centrality and ethnic identity exploration is one of personal relevance - it is more likely that these participants’ have reflected upon matters connected to their ethnicity and cultural background. The interviews was semi-structured, and the interview guide touched on a range of topics, such as ethnic identity content, context-dependent experiences for instance in school, how ethnic identity interacts with other identity domains, how ethnicity has been handled in their schools during their secondary education, and the late adolescents’ hopes and aspirations for the future. The focus was on hearing from the adolescents themselves speak in their own words about their feelings and experiences. The data was analysed using thematic analysis (Braun & Clarke, 2006). The thematic analysis focused on the semantic content and presents the findings of positive experiences and feelings connected to the participants’ ethnic identity. With previous ethnic identity research in Sweden often focused on challenges related to an ethnic minority background, this study is an addition to the literature by shedding light on positive experiences and feelings connected to ethnic identity. In highlighting these positive aspects, we will make our understanding of the lived experiences of those with an ethnic minority background more complete, as any picture of just one side of the coin will never tell the whole story.
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