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- Sjögren, Björn, 1986-
(författare)
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Bystander behaviors in peer victimization : Associations with moral disengagement, efficacy beliefs, and student-teacher relationship quality
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- När elever blir utsatta för kränkningar finns ofta andra elever närvarande som åskådare. Dessa åskådare kan anta olika sociala roller: de kan assistera eller förstärka de som utsätter, försvara de som blir utsatta eller förbli passiva. Syftet med den här avhandlingen var att undersöka hur elevers åskådarbeteenden vid kränkningssituationer hänger samman med moraliskt disengagemang, elev-lärarrelationer och tillit till sin egen och klassens förmåga att försvara de som blir utsatta. Självrapporterade enkätdata samlades in från elever i årskurs 4–8 och analyserades med hjälp av olika statistiska metoder såsom flernivåanalys och strukturella ekvationsmodeller. Resultaten visar att de tre åskådarbeteendena hänger samman med faktorer på både individ- och klassnivå. Att assistera och förstärka de som utsätter hade starkast samband (positivt) med moraliskt disengagemang. Att försvara de som blir utsatta och att förbli passiv hade starkast samband (positivt respektive negativt) med självtillit. Resultaten pekar också på att det positiva sambandet mellan att försvara utsatta och självtillit går åt båda håll: försvararbeteenden predicerar självtillit och självtillit predicerar försvararbeteenden. I enlighet med socialkognitiv teori visar den här avhandlingen på betydelsen av att beakta ett komplicerat mönster av faktorer på olika nivåer när man studerar elevers åskådarbeteenden.
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| 2. |
- Weurlander, Maria, 1969-, et al.
(författare)
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Development and validation of the physician self-efficacy to manage emotional challenges Scale (PSMEC)
- 2024
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Ingår i: BMC Medical Education. - : Springer Nature. - 1472-6920. ; 24:1
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Tidskriftsartikel (refereegranskat)abstract
- Background Medical students experience emotional challenges during their undergraduate education, often related to work-based learning. Consequently, they may experience feelings of uncertainty and self-doubt, which can negatively affect their well-being. Therefore, it is crucial to support students’ development of their ability to manage distressful situations. Self-efficacy beliefs may be a central aspect of supporting them in this development, and have been shown to relate to resilient factors such as students’ motivation, learning, and well-being.Methods We constructed a scale to measure medical students’ physician self-efficacy to manage emotional challenges during work-based learning, the PSMEC scale. The aim of the present study was to evaluate some of the psychometric properties of the PSMEC scale. The scale consists of 17 items covering five subscales: (1) medical knowledge and competence, (2) communication with difficult patients and delivering bad news, (3) being questioned and challenged, (4) educative competence in patient encounters, and (5) ability to establish and maintain relationships with healthcare professionals. Data were collected from 655 medical students from all seven medical schools in Sweden. To investigate the scale’s dimensionality and measurement invariance with regard to gender and time in education, single and multiple group confirmatory factor models were estimated using techniques suitable for ordered categorical data. Measures of Cronbach’s alpha were calculated to evaluate internal consistency.Results The scale showed good internal consistency on both the global dimension and the five subdimensions of self-efficacy. In addition, the scale was shown to be measurement invariant across genders and times in education, indicating that the scale means of male and female medical students and the scale means of students at the middle and end of their education can be compared.Conclusions The physician self-efficacy to manage emotional challenges scale demonstrated satisfactory psychometric properties, with regards to dimensionality, internal consistency, and measurement invariance relating to gender and time in education, and this study supports the usefulness of this scale when measuring self-efficacy in relation to emotional challenges.
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| 3. |
- Wänström, Johan, 1970-, et al.
(författare)
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Riskfyllda beslut? : Skolnedläggelsers avtryck i kommunala valresultat
- 2012
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- I diskussioner med kommunföreträdare framkommer ofta berättelser och farhågor kopplade till kommunala skolnedläggelser. Det finns en allmän uppfattning om att skolnedläggelser ofta utvecklas till besvärliga situationer som inte sällan påverkar det styrande partiets resultat negativt i det efterkommande valet till kommunfullmäktige.Vi har därför studerat valresultaten från valen till kommunfullmäktige 2006 och 2010 i 46 av det Nationella kommunforskningsprogrammets 47 medlemskommuner (Stockholm är inte med i materialet). Vi har jämfört valresultaten för det styrande partiet (det parti som innehar kommunstyrelseordförandeposten) samt det största oppositionspartiet i de kommuner som lagt ner åtminstone en grundskola under de aktuella mandatperioderna med valresultaten i de kommuner som inte har lagt ner några grundskolor.De genomsnittliga förändringarna i valresultaten i de kommuner som lagt ner skolor skiljer sig inte från de kommuner som inte lagt ner någon skola. Det finns heller inga statistiska belägg i studien för att det spelar någon roll om beslut om skolnedläggelser fattas tidigt eller sent under en mandatperiod; om skolan ligger i tätort eller på landsbygden; om kommunen är stor eller liten samt om det är en eller flera skolor som läggs ner.Trots att det är betydligt vanligare att socialdemokratiska styren tar beslut om skolnedläggelser än borgerliga styren finns det heller inget som tyder på att partifärgen spelar någon roll för relation mellan beslut om nedläggelse och valresultat. De här slutsatserna avspeglas även i att andelen maktskiften t. o. m. är lägre i kommuner som lagt ner skolor än i de som inte lagt ner några skolor.Istället stödjer studien tidigare forskning som pekar på att förändringar i nationella väljaropinioner, såsom uttryckt i resultaten i riksdagsvalet, har stor påverkan på valen till kommunfullmäktigen samt att enskilda sakfrågor från den gångna mandatperioden sällan gör några stora avtryck i de efterkommande valresultaten.
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| 5. |
- Alsaadi, Sarah, 1987-, et al.
(författare)
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Collective moral disengagement at school : A validation of a scale for Swedish children
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this study was to evaluate a recently developed classroom collective moral disengagement scale (CMD). The 18-item scale was evaluated on a sample of 1626 fourth grade students in Sweden. Through confirmatory factor analysis, the unidimensional structure of the scale was verified, and the internal consistency was good. The scale is related to individual moral disengagement and to bullying behavior both on an individual level, which supports the criteria validity of the scale and on class level, which supports the construct validity of the scale. Multigroup analyses demonstrated measurement invariance across gender. These results indicate that the scale can be used in studies on CMD, and girls’ and boys’ mean scores may be compared.
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| 6. |
- Ang, SiewChing, et al.
(författare)
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The Flynn Effect within subgroups in the US : Gender, race, income, education, and urbanization differences in the NLSY-Children data
- 2010
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Ingår i: Intelligence. - : Elsevier BV. - 0160-2896 .- 1873-7935. ; 38:4, s. 367-384
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Tidskriftsartikel (refereegranskat)abstract
- Although the Flynn Effect has been studied widely across cultural, geographic, and intellectual domains, and many explanatory theories have been proposed, little past research attention has been paid to subgroup differences. Rodgers and Wanstrom (2007) identified an aggregate-level Flynn Effect (FE) at each age between 5 and 13 in the Children of the National Longitudinal Survey of Youth (NLSYC) PIAT-Math data. FE patterns were not obtained for Reading Recognition, Reading Comprehension, or Digit Span, consistent with past FE research suggesting a closer relationship to fluid intelligence measures of problem solving and analytic reasoning than to crystallized measures of verbal comprehension and memory. These prior findings suggest that the NLSYC data can be used as a natural laboratory to study more subtle FE patterns within various demographic subgroups. We test for subgroup Flynn Effect differences by gender, race/ethnicity, maternal education, household income, and urbanization. No subgroups differences emerged for three demographic categories. However, children with more educated (especially college educated) mothers and/or children born into higher income households had an accelerated Flynn Effect in their PIAT-M scores compared to cohort peers with lower educated mothers or lower income households. We interpret both the positive and the null findings in relation to previous theoretical explanations.
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| 7. |
- Bjärehed, Marlene, 1981-, et al.
(författare)
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A longitudinal study of growth of verbal bullying across late childhood : Associations with moral disengagement
- 2019
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Introduction:There is strong empirical support for the link between moral disengagement (MD) and bullying in late childhood. However, only a few studies have examined these associations longitudinally. Given that previous research suggest that verbal bullying is the most common type of bullying in adolescence, with increasing prevalence during the childhood years, understanding factors associated with verbal bullying during these years may be of great importance. This study examines changes in verbal bullying across late childhood, focusing specifically on associations between moral disengagement and the individual child’s change trajectory.Method:A total of 1214 Swedish children completed a web-based questionnaire at three time points (in grades 4, 5, and 6). Multilevel growth modeling was used to examine unique trajectories of groups(classrooms) and individuals.Result:The results showed that verbal bullying increased between grades four, five, and six, and that bullying scores were positively associated with MD scores over time. In addition, the bullying trajectories of children with higher levels of MD were higher and steeper, indicating that these children scored higher on bullying in general as well as increased more in bullying over time, compared to children with lower levels of MD.Discussion:Our findings add to the literature, by exploring temporal and dispositional aspects of moral disengagement. The results are discussed in relation to the literature and the socio-cognitive perspective of bullying behavior as a result of reciprocal interplay between personal and social influences.
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| 10. |
- Bjärehed, Marlene, 1981-, et al.
(författare)
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Collective moral disengagement as a moderator of bullying behavior and moral disengagement : A multilevel analysis
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- A vast body of research shows that children and youth who use moral disengagement strategies tend to engage more in aggressive behavior, including bullying. However only a handful studies have investigated the association between perceptions of moral disengagement processes shared within the group (e.g., the peer group of the classroom) and bullying. In the present study we extended previous research by exploring both unique and interactive effects of individual and collective moral disengagement on bullying behavior among 1535 Swedish fifth grade students (M = 11.6, SD = 0.3). Results of multilevel analyses showed that both individual and collective moral disengagement were positively associated with bullying behavior. Additionally, collective moral disengagement moderated the association between individual moral disengagement and bullying.
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