| 1. |
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| 2. |
- Thornberg, Robert, 1968-, et al.
(författare)
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Children’s conceptions of bullying and repeated conventional transgressions : Moral, conventional, structuring and personal-choice reasoning
- 2016
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Ingår i: Educational Psychology. - : Informa UK Limited. - 0144-3410 .- 1469-5820. ; 36:1, s. 95-111
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Tidskriftsartikel (refereegranskat)abstract
- This study examined 307 elementary school children’s judgements and reasoning about bullying and other repeated transgressions when school rules regulating these transgressions have been removed in hypothetical school situations. As expected, children judged bullying (repeated moral transgressions) as wrong independently of rules and as more wrong than all the other repeated transgressions. They justified their judgement in terms of harm that the actions caused. Moreover, whereas children tended to judge repeated structuring transgressions as wrong independently of rules (but to a lesser degree than when they evaluated bullying) and justified their judgements in terms of the disruptive, obstructive or disturbing effects that the actions caused, they tended to accept repeated etiquette transgressions by arguing that the acts had no negative effects or simply that the rule had been removed. The findings confirm as well as extend previous social-cognitive domain research on children’s socio-moral reasoning.
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| 3. |
- Thornberg, Robert, 1968-, et al.
(författare)
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Older Teenagers’ Explanations of Bullying
- 2012
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Ingår i: Child and Youth Care Forum. - : Springer Science and Business Media LLC. - 1053-1890 .- 1573-3319. ; 41:4, s. 327-342
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Tidskriftsartikel (refereegranskat)abstract
- BackgroundIn accordance with the social information processing model, how adolescents attribute cause to a particular social situation (e.g., bullying) they witness or participate in, influences their online social information processing, and hence, how they will act in the situation.ObjectiveThe aim of the present study was to explore how older teenagers explain why bullying takes place at school, and whether there were any differences in explaining bullying due to gender.MethodsTwo hundred and fifteen Swedish students in upper secondary school responded to a questionnaire. Mixed methods (qualitative and quantitative methods) were used to analyze data.ResultsThe qualitative analysis resulted in three main categories and nine subcategories regarding accounts of bullying causes. According to the findings, the youth explained bullying much more often with individualistic explanations (bully attributing and victim attributing) than non-individualistic explanations (social context attributing). Furthermore, girls tended to provide a greater number of bullying explanations and were more likely to attribute bullying causes to the bully and the victim, as compared to boys.ConclusionsThe findings provide insights into older teenagers’ understanding of why bullying occurs in school. The study also identified some gender differences but also some mixed findings regarding gender differences in comparison with previous research with younger participants. The authors concluded that more research has to be done to investigate age and gender differences.
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| 4. |
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| 5. |
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| 6. |
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| 7. |
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| 8. |
- 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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| 9. |
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| 10. |
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| 11. |
- Barman, Linda, 1972-, et al.
(författare)
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Hardness or Resignation : How Emotional Challenges During Work‑Based Education Influence the Professional Becoming of Medical Students and Student Teachers
- 2023
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Ingår i: Vocations and Learning. - : Springer Nature. - 1874-785X .- 1874-7868.
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Tidskriftsartikel (refereegranskat)abstract
- This paper addresses how emotionally challenging experiences during work-basededucation may influence the professional becoming of student teachers and medicalstudents. We conducted a qualitative analysis of eight focus group interviewswith undergraduates from two universities in Sweden who studied to become eitherphysicians or teachers, and interpreted their experiences through Wenger’s theory ofcommunities of practice. The findings show that students’ ideal view of how to becaring in their aspiring professional role as physician or teacher collided with existingpractices, which affected them emotionally. In particular, the students found itchallenging when norms and practices differed from their values of professionalismand when the professional culture within practices reflected hardness (physicians) orresignation (teachers). Both medical students and student teachers experienced thatprofessional decision making and legitimacy challenged them emotionally, howeverin different ways and for different reasons. This study makes visible both generaland specific aspects of how students view their future role in the welfare sector andchallenging dimensions of professional practice. The findings bring into focus thequestion of how professional education can support students’ professional becomingin relation to their emotional challenges.
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| 12. |
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| 13. |
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| 14. |
- Bjereld, Ylva, 1984-, et al.
(författare)
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Measuring the prevalence of peer bullying victimization : Review of studies from Sweden during 1993–2017
- 2020
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Ingår i: Children and youth services review. - : Elsevier. - 0190-7409 .- 1873-7765. ; 119
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Forskningsöversikt (refereegranskat)abstract
- Research into the prevalence of bullying is important to enable the correct allocation of resources to prevent and end bullying. One problem when gathering knowledge in how prevalent bullying is, is the considerable variation in percentage points in research studies. The aim of this study was to analyze how the estimated prevalence in Swedish national population-based studies of peer bullying victimization is related to how it is defined and measured.The analysis focused on national population-based studies in Sweden, in order to ensure that the sampling and cultural aspects of data collection were similar throughout the period. Data came from three sources: 1) a scoping review of peer bullying victimization in Sweden, 2) reports from Swedish government agencies and non-government organizations that were not included in the scoping review, and 3) data from the Health Behaviour in School-aged Children (HBSC) Sweden 1993–2017 study.The results showed that although the estimated levels of bullying victimization depend on the measurement method, they all followed a similar pattern over time with a higher prevalence of bullying in recent years. The study raised conceptual inconsistencies between bullying, peer aggression, and peer victimization, which are further discussed in relation to prevalence and measurement.
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| 15. |
- 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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| 16. |
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| 17. |
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| 18. |
- 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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| 19. |
- Bjärehed, Marlene, et al.
(författare)
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Mechanisms of Moral Disengagement and their Associations with Indirect Bullying, and Pro-Aggressive Bystander Behavior
- 2020
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Ingår i: Journal of Early Adolescence. - : Sage Publications. - 0272-4316 .- 1552-5449. ; 40:1, s. 28-55
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Tidskriftsartikel (refereegranskat)abstract
- This study examined the links between seven specific mechanisms of moral disengagement and indirect bullying, direct bullying, and pro-aggressive bystander behavior. In addition, the moderating role of gender on these associations was examined. Participants were 317 Swedish students in Grades 4 to 8 (?⎯⎯⎯age=12.6X¯age=12.6, SD = 1.35; 62% girls). Multivariate multiple regression analyses showed that indirect bullying was predicted by gender and victim attribution. Direct bullying was predicted by moral justification, and for girls, by victim attribution. Pro-aggressive bystander behavior was predicted by diffusion of responsibility, victim attribution, gender, and age. That is, boys and younger students were more prone to take the aggressor’s side compared with girls and older students. Furthermore, the relation between pro-aggressive bystander behavior and distortion of consequences appeared stronger in boys than in girls. These results highlight the relative importance of specific moral disengagement mechanisms and may have implications for interventions targeting bullying.
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| 20. |
- Bjärehed, Marlene, 1981-, et al.
(författare)
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Moral disengagement and verbal bullying in early adolescence : A three-year longitudinal study
- 2021
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Ingår i: Journal of School Psychology. - : Elsevier. - 0022-4405 .- 1873-3506. ; 84, s. 63-73
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Tidskriftsartikel (refereegranskat)abstract
- This three-year longitudinal study examined both within- and between-person effects of moral disengagement on verbal bullying perpetration in early adolescence. Data came from the first four waves (T1–T4, Grades 4 to 7) of an ongoing longitudinal project examining social and moral correlates of bullying in Swedish schools. Participants included 2432 Swedish early adolescents (52% girls; Mage at T1 = 10.55 years). Students completed self-report measures of verbal bullying perpetration and moral disengagement. Results of a multilevel growth model showed that verbal bullying increased over time (regression coefficient for Grade was b = 0.04, SE = 0.01, p < .001). Additionally, the verbal bullying trajectories of participants with higher average levels of MD were higher (regression coefficient for MD¯ was b = 0.28, SE = 0.02, p < .001) and steeper (regression coefficient for the Grade ×MD¯ interaction was b = 0.02, SE = 0.01, p = .018), indicating that these students scored higher on verbal bullying in general and increased more in verbal bullying over time, compared to students with lower levels of average MD. Variations around one's own mean of MD over time was also significantly associated with concurrent changes in verbal bullying (regression coefficient for time-varying MD was b = 0.21, SE = 0.01, p < .001).
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| 21. |
- Bjärehed, Marlene, 1981-
(författare)
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The association between moral disengagement and bullying in early adolescence
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- School bullying occurs when a student is repeatedly exposed to negative actions by other students. The victim is often at some form of a disadvantage. Bullying can take many forms, such as physical, verbal, and relational. It can also occur online. With social cognitive theory as a theoretical framework, this dissertation examined some of the (individual and collective) moral processes that underlie bullying. More specifically, the aim was to enhance the understanding of the association between moral disengagement (MD) and bullying in early adolescence. Self-reported survey data was collected and analyzed using various statistical methods, such as multivariate regression and multilevel analysis. The results show that MD (individual and collective) is associated with bullying perpetration, both in a school context and online. The results also show that individual MD varies over time, and that changes are related to changes in bullying perpetration. The results also indicate that the mechanisms of MD are differentially associated with different forms of bullying. For instance, diffusion of responsibility is (positively) associated with assisting and reinforcing bullying, while moral justification is (positively) associated with indirect bullying. Overall, the results point to the importance of taking into account and analyzing both individual and contextual factors when examining the role that moral disengagement plays in bullying.
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| 22. |
- Bouchard, Karen, et al.
(författare)
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Showing friendship : Negotiating resistance to victimization within adolescent friendships
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Extant quantitative data suggest that about a quarter of bullying incidences occur within reciprocated friendships. Yet, little attention is given to the underlying social processes and wider macro-system forces that shape friendship victimization experiences. Guided by constructivist grounded theory, this research developed a theoretical framework of victimization within adolescent friendships, from the retrospective accounts of Canadian women. Our findings suggest that participants resisted victimization in important ways but that their resistance strategies were negotiated within gendered and discursive constructions of resistance, bullying, and victimhood. The results illuminate the ways that discourses that conceal women’s resistance and privilege overt responses to bullying run counter to gendered expectations for resistance, leaving women in a double bind.
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| 23. |
- Bouchard, Karen, et al.
(författare)
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Showing friendship. fighting back, and getting even : resisting bullying victimisation within adolescent girls´friendships
- 2018
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Ingår i: Journal of Youth Studies. - : Routledge. - 1367-6261 .- 1469-9680. ; 21:9, s. 1141-1158
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Tidskriftsartikel (refereegranskat)abstract
- Research suggests that about a quarter of bullying incidences occur within friendships. Yet little attention is given to the underlying social processes and wider macro-system forces that shape friendship victimization experiences. Guided by constructivist grounded theory and Wade's work on resistance, this research explored the phenomenon of victimization within adolescent girls’ friendships. Canadian women reflecting on their school-based victimization experiences were interviewed for this study. Results suggest that participants resisted victimization in important ways but that their resistance strategies were negotiated within gender expectations and ambient discursive constructions of resistance and victimization. Our findings illuminate the ways that discourses concealing women's resistance and privileging overt responses to bullying run counter to gendered expectations for resistance, leaving women in a double bind. Consequently, we found that retaliatory relational aggression allowed girls to deny their victim status while complying with gendered expectations for resistance but led to their bullying experiences being normalized and overlooked.
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| 24. |
- Brüggemann, Adrianus Jelmer, 1981-, et al.
(författare)
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Bystander passivity in health care and school settings : Moral disengagement, moral distress, and opportunities for moral education
- 2019
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Ingår i: Journal of Moral Education. - : Routledge. - 0305-7240 .- 1465-3877. ; 48:2, s. 199-213
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Tidskriftsartikel (refereegranskat)abstract
- Bystander passivity has received increased attention in the prevention of interpersonal harm, but it is poorly understood in many settings. In this article we explore bystander passivity in three settings based on existing literature: patient abuse in health care; bullying among schoolchildren; and oppressive treatment of students by teachers. Throughout the article we develop a theoretical approach that connects Obermann's unconcerned and guiltybystanders to theories of moral disengagement and moral distress respectively. Despite differences between the three settings, we show striking similarities between processes of disengagement, indicators of distress, and the constraints for intervention that bystanders identify. In relation to this, we discuss moral educational efforts that aim to strengthen bystanders’ moral agency in health care and school settings. Many efforts emphasize shared problem descriptions and collective responsibilities. As challenging as such efforts may be, there can be much to gain in terms of welfare and justice.
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| 25. |
- Brüggemann, Jelmer, 1981-, et al.
(författare)
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Re-negotiating agency : patients using comics to reflect upon acting in situations of abuse in health care
- 2019
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Ingår i: BMC Health Services Research. - : BioMed Central. - 1472-6963. ; 19:1
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Tidskriftsartikel (refereegranskat)abstract
- BackgroundThere is a growing body of international research that displays the prevalence and character of abuse in health care. Even though most of these studies are conducted from a patient perspective little is known about how patients conceptualize their agency in relation to such situations. This study aimed to explore how patients reason about their potential to act in abusive situations.MethodsQualitative interviews were conducted with thirteen patients in Sweden. Central in the interviews were three comics, inspired by Boal’s Forum Theatre and part of an earlier online intervention study in which the informants had participated. Each comic showed a situation in which a patient feels abused, and on the opposite side were suggestions for how the patient could act in response. Informants were asked to reflect about situations of abuse and in specific upon the comics. We used the methodology of constructivist grounded theory throughout the study, including the analysis.ResultsIt appeared that the informants constantly re-negotiated their and other patients’ agency in relation to the specifics of the event, patients’ and staff’s responsibilities, and the patients’ needs and values. This process questions views of agency as fixed and self-evident, and can be understood as part of changing discourses about patients’ social role and possibilities to organize their care. Using a feminist theory of power we expected the informants to elicit instances of resistance to domination, which is central to the comics. While doing that, the informants also hinted at parallel stories of empowerment and less visible forms of agency in spite of domination.ConclusionThe current analysis showed different ways in which the informants constantly re-negotiated their agency in potentially abusive situations. Not only did the informants engage in reflections about immediate responses to these untoward situations, they also engaged in thoughts about strategies that could protect them and counteract abuse in health care over the long-term. This opens up for future research into ways patients organize their care and identify threats and barriers to the care they need, which could be valuable knowledge for care quality improvement.
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| 26. |
- Caravita, Simona C. S., et al.
(författare)
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When the bullied peer is native-born vs. immigrant: A mixed-method study with a sample of native-born and immigrant adolescents
- 2020
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Ingår i: Scandinavian Journal of Psychology. - : WILEY. - 0036-5564 .- 1467-9450. ; 61:1, s. 97-107
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Tidskriftsartikel (refereegranskat)abstract
- An increasing number of immigrant students attend Italian schools, with the possibility of being involved in bullying episodes. A few studies have investigated this phenomenon, providing some evidence that immigrant students may face an increased risk of being bullied compared to native-born students. The present study adopted a mixed-method design, which may better detect the dynamics of bullying towards immigrant peers. Participants were 692 native-born and immigrant students (20.5% with immigrant background; 54.8% females) who filled in self-report measures about their bullying experiences, popularity, acceptance of diversity at school, and prejudice. Thirty-five pupils (54% with immigrant background) were also interviewed. Two hypothetical bullying scenarios were presented: one depicting a native-born victim and one depicting an immigrant victim. After each scenario, adolescents were encouraged to reason about the motives for bullying. Quantitative data showed that general bullying was associated with perceived popularity status among peers, while racial bullying was associated with prejudice but not peer status. The relevance of anti-immigrant prejudices in driving racial bullying emerged also from adolescents interviews. The qualitative data indicated that among the reasons for bullying, adolescents mentioned a desire for dominance and popularity, in particular when the victim was non-immigrant. Findings suggest that, in addition to individual and peer group-related risk factors, prejudice also needs to be addressed in anti-bullying interventions aimed to counteract racial bullying.
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| 27. |
- Caravita, Simona, et al.
(författare)
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Inter-ethnic bullying : The role of the contact with the ethnic outgroup
- 2021
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Konferensbidrag (refereegranskat)abstract
- By adopting a developmental intergroup perspective (Killen & Rutland, 2011), this international symposium features research investigating students’ and teachers’ beliefs, social cognition, and attitudes regarding inter-ethnic bullying. The research focuses on European schools, where this phenomenon is spreading (Elamè, 2013). The first paper examines how students’ beliefs about their contact with the ethnic outgroup and about school climate are associated with bullying the ethnic outgroup. Among students of the majority ethnic group, evaluating the contact with the ethnic outgroup more negatively was related with higher inter-ethnic bullying, but a more negative evaluation of the school climate was associated with higher inter-ethnic bullying only for the students reporting more frequent contact with the outgroup at school. The second paper examines direct and indirect (through prejudice), and moderated (by the closeness to the teacher) associations of students’ moral disengagement with inter-ethnic bullying. Perpetration of inter-ethnic bullying was higher for students reporting higher moral disengagement, but the strength of this association was reduced in case of a warm relationship with the teacher. The third study explores whether teachers’ attitudes toward refugees can be influential on teachers’ evaluations of inter-ethnic bullying targeting ethnic minority Arab students. Teachers were found to be aware of wrongfulness of inter-ethnic bullying, but teachers who had more negative attitudes towards refugees showed to under-estimate the negative outcomes for the Arab victim from inter-ethnic bullying. The discussant will consider the findings in light of the international concern to reduce bullying and promote positive peer relationships in childhood and adolescence.
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| 28. |
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| 29. |
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| 30. |
- Colnerud, Gunnel, 1947-, et al.
(författare)
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Värdepedagogik i internationell belysning
- 2003
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Föreliggande kunskapsöversikt presenterar i första hand empirisk forskning kring värdepedagogiska program från de senaste trettio åren. De större pedagogiska projekt som studerats och rapporterats vetenskapligt är ”Just Community” försöken, efter Kohlbergs idé om sociala och demokratiska formers betydelse för elevernas utveckling av moraliska normer. Andra exempel på interventionsprogram som blivit föremål för empiriska studier är ”Child Development Project”, ”TeachingStudents to be Peacemakers” samt ”Facing History and Ourselves”. I kunskapsöversikten presenteras också ”Domänteorin” och flera studier som ligger till grund för dess utveckling. Kunskapsöversikten presenterar vidare exempel från senare forskning av hurlärare ser på sitt värdepedagogiska uppdrag.Konklusionerna av de refererade studierna är bl a att moralisk påverkan av eleverna kräver skapandet av en gemenskap och ett hårt arbete mot utanförskap, eftersom demokratiska värden inte är individuella projekt. Vidare krävs uthållighet eftersom byggandet av moralisk och demokratisk gemenskap inte går fort och inte utan bakslag.De sociala erfarenheter skolan erbjuder eleverna sätter spår i barns och ungdomars värdemässiga utveckling, men eleverna kan inte förväntas klara samarbetets svårigheter som konkurrens och konflikter utan handledning av sina lärare.
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| 31. |
- Eriksson, Elisabeth, 1971-, et al.
(författare)
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A categorization of teacher feedback in the classroom : A field study on feedback based on routine classroom assessment in primary school
- 2017
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Ingår i: Research Papers in Education. - : Informa UK Limited. - 0267-1522 .- 1470-1146. ; 32:3, s. 316-332
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the present study was to examine and categorise teachers’ strategies for feedback in day-to-day communication in primary school. The different feedback categories constructed and grounded in data are applicable to feedback on learning and knowledge as well as on behavioural skills. Qualitative classroom observations were conducted in four primary school classrooms, including a total of four teachers and 75 students. A constructivist grounded theory approach was used throughout the analytical process. The analysis of the field data generated five main categories of feedback focuses: expecting, emotionally responding, normalising, steering, and deliberating. The categories are all broad, yet with sub-categories specific and nuanced, presenting concepts by which we can verbalize and communicate teachers’ feedback strategies. The categories place teachers’ feedback actions in a landscape, not on a linear axis. The complexity of feedback, as it is shown in the present study challenges a dichotomisation of feedback and captures more of a complexity of classroom assessment.
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| 32. |
- Eriksson, Elisabeth, 1971-
(författare)
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Återkoppling i lågstadieklassrum
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Återkoppling är en del av det vardagliga arbetet i klassrummet och även en del av lärares bedömningspraktik. Syftet med avhandlingen är att utforska och begreppsliggöra den återkoppling som kommuniceras från lärare till elev i det vardagliga arbetet i lågstadieklassrum. Pragmatism, symbolisk interaktionism och barndomssociologi utgör avhandlingens teoretiska perspektiv. Som metod användes konstruktivistisk grundad teori, som präglas av en iterativ process där analys och datainsamling sker i växelverkan. Data samlades in genom observationer i fyra klassrum, intervjuer med 13 lärare, fokusgrupper med 23 elever samt informella samtal. I resultaten presenteras en kategorisering av den återkoppling som lärare ger elever. I en systematisk konceptualisering av lärares rationaler för återkoppling synliggörs de överväganden som påverkar hur lärare ger återkoppling. Eleverna tolkade lärares återkoppling som förmedlande av måsten. Vidare delade lärare och elever en upptagenhet av att konstruera klarhet i återkopplingen, vilket gjordes utifrån tillförlitlighet och förståelse. Tillsammans ger delstudierna en bild av klassrumsåterkoppling som relationellt och komplext. Rättvisa beskrivs som eftersträvansvärt men svårt. Avhandlingen bidrar med beskrivningar av den återkoppling som kommuniceras i interaktionen mellan lärare och elever på lågstadiet, samt begrepp för att diskutera och förstå den.
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| 33. |
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| 34. |
- Fejes, Andreas, 1977-, et al.
(författare)
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Kvalitativ forskning och kvalitativ analys
- 2015. - 2
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Ingår i: Handbok i kvalitativ analys. - Stockholm : Liber. - 9789147111657 ; , s. 13-43
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Detta är en oumbärlig handbok för dig som ska skriva en akademisk uppsats baserad på kvalitativ datainsamling som exempelvis kvalitativa intervjuer, detaljerade observationer av samtal, textdokument eller fältstudier. Här får du konkreta råd och en gedigen genomgång av grundläggande aspekter av kvalitativ forskning samt redskap för att analysera data. Boken redogör för olika former av kvalitativ analys och går därutöver även igenom forskarens roll, forskningsprocessen, metoder för datainsamling samt vilken metodansats som kan vara lämplig att välja.Författarna presenterar ett flertal betydelsefulla och etablerade ansatser inom kvalitativ forskning, där varje ansats beskrivs på ett sådant sätt att läsaren direkt ska kunna finna vägledning i hur han eller hon kan analysera sina data. Kapitlen tydliggör också vilka typer av forskningsfrågor som kan vara av intresse inom ramen för de specifika metoderna eller ansatserna. Därmed ger boken studenterna hjälp att både bättre förstå logiken bakom olika kvalitativa forskningsansatser och finna den eller de metoder som passar för just de frågor som de är intresserade av. Nio olika metodansatser presenteras ingående:grundad teori, hermeneutik, diskursanalys, fenomenologi, fenomenografi, textanalys, konversationsanalys, fältforskning, livsberättelser.
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| 35. |
- Fejes, Andreas, 1977-, et al.
(författare)
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Kvalitativ forskning och kvalitativ analys
- 2009. - 1
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Ingår i: Handbok i kvalitativ analys. - Stockholm : Liber. - 9789147084760 - 9147084766 ; , s. 13-37
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Detta är en oumbärlig handbok för dig som ska skriva en akademisk uppsats baserad på kvalitativ datainsamling som exempelvis kvalitativa intervjuer, detaljerade observationer av samtal, textdokument eller fältstudier. Här får du konkreta råd och en gedigen genomgång av grundläggande aspekter av kvalitativ forskning samt redskap för att analysera data. Boken redogör för olika former av kvalitativ analys och går därutöver även igenom forskarens roll, forskningsprocessen, metoder för datainsamling samt vilken metodansats som kan vara lämplig att välja.Författarna presenterar ett flertal betydelsefulla och etablerade ansatser inom kvalitativ forskning, där varje ansats beskrivs på ett sådant sätt att läsaren direkt ska kunna finna vägledning i hur han eller hon kan analysera sina data. Kapitlen tydliggör också vilka typer av forskningsfrågor som kan vara av intresse inom ramen för de specifika metoderna eller ansatserna. Därmed ger boken studenterna hjälp att både bättre förstå logiken bakom olika kvalitativa forskningsansatser och finna den eller de metoder som passar för just de frågor som de är intresserade av. Nio olika metodansatser presenteras ingående:grundad teori, hermeneutik, diskursanalys, fenomenologi, fenomenografi, textanalys, konversationsanalys, fältforskning, livsberättelser.
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| 36. |
- Fejes, Andreas, 1977-, et al.
(författare)
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Kvalitativ forskning och kvalitativ analys
- 2019. - 3
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Ingår i: handbok i kvalitativ analys. - Stockholm : Liber. - 9789147129706 ; , s. 16-43
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 37. |
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| 38. |
- Forsberg, Camilla, et al.
(författare)
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Bystanders to bullying : Fourth- to seventh-grade students' perspectives on their reactions
- 2014
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Ingår i: Research Papers in Education. - : Routledge. - 0267-1522 .- 1470-1146. ; 29:5, s. 557-576
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Tidskriftsartikel (refereegranskat)abstract
- The aim with the present study was to investigate bystander actions in bullying situations as well as reasons behind these actions as they are articulated by Swedish students from fourth to seventh grade. Forty-three semi-structured individual interviews were conducted with students. Qualitative analysis of data was performed by methods from grounded theory. The analysis of the student voices of being a bystander in bullying reveals a complexity in which different definition-of-situation processes are evoked (a) relations (friends and social hierarchy), (b) defining seriousness, (c) victim’s contribution to the situation, (d) social roles and intervention responsibilities, and (e) distressing emotions. There are often conflicted motives in how to act as a bystander, which could evoke moral distress among the students. Our analysis is unique in that it introduces the concept of moral distress as a process that has to be considered in order to better understand bystander actions among children The findings also indicate bystander reactions that could be associated with moral disengagement, such as not perceiving a moral obligation to intervene if the victim is defined as a non-friend (‘none of my business’), protecting the friendship with the bully, and blaming the victim.
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| 39. |
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| 40. |
- Forsberg, Camilla, 1983-, et al.
(författare)
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Fever pitch: spatial, material, and temporal organisational dimensions of gendered peer relations on the school football pitch
- 2023
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Ingår i: Ethnography and Education. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 1745-7823 .- 1745-7831. ; 18:2, s. 183-198
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Tidskriftsartikel (refereegranskat)abstract
- We investigate the importance of spatial, material, and organisational factors to gendered peer relations on the school football pitch. The study is part of an ethnographic research project exploring the relations between school bullying and the institutional context of schooling, focusing on the perspectives of teachers and pupils from preschool class up to grade eight (approximately ages 5-13). The findings in this study are based on participant observations and semi-structured interviews with pupils at three schools in Sweden. Our findings illustrate how social-ecological elements of spatial, material, and organisational factors such as school design, the material construction of the pitches, and the temporal organisation of the space through scheduling promote gendered positioning and fevered interactions which influence peer relations and sometimes contribute to degrading treatment, harassment and bullying. Our study demonstrates how these processes need to be understood as complexly related to social-ecological factors beyond the football pitch setting.
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| 41. |
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| 42. |
- Forsberg, Camilla, 1983-, et al.
(författare)
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“I think we have a good time if there are no disputes” : pupils’ dynamic perspectives on being on breaktime
- 2022
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Ingår i: Educational studies (Dorchester-on-Thames). - : Routledge; Taylor & Francis. - 0305-5698 .- 1465-3400.
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Tidskriftsartikel (refereegranskat)abstract
- School climate is crucial for understanding everyday school life. For pupils, breaktime seems to be associated with how they feel about their school climate. To better understand school climate and what social processes pupils address, this study explores pupils perspectives on school climate with attention on how they perceive their breaktimes. The study was based on 29 focus group interviews (n = 164) with pupils from two public schools in grades 1-9 (i.e. 7-15 years old). Constructivist grounded theory guided data gathering and analysis. Findings revealed how breaktime was an indicator of how pupils perceived their school climate, but their perceptions were dynamic. We conceptualised breaktime as a social process influenced by three main categories: peer climate, levels of unsafe incidents, and availability of activities. We adopted a social-ecological perspective to conceptualise how pupils perceptions of breaktimes varied due to how breaktimes were nested within different social-ecological systems.
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| 43. |
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| 44. |
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| 45. |
- Forsberg, Camilla, 1983-, et al.
(författare)
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Relational bullying among girls and its association to collective efficacy and collective moral disengagement
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Although there is a growing interest in girls’ relational bullying, the current study was the first to examine whether classroom collective efficacy to stop relational aggression and classroom moral disengagement in relational aggression were associated with girls’ relational bullying perpetration and relational victimization. Self-reported survey data were collected from 871 Swedish schoolgirls (M=11.54, SD=0.32) from 111 classrooms. Multilevel analysis found that older classmates and girls with a foreign ethnic background were more inclined to engage in relational bullying. When classroom level variables were added, collective moral disengagement in relational aggression was positively associated with girls’ relational victimization and relational bullying, whereas collective efficacy to stop relational aggression was negatively associated with girls’ relational bullying.
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| 46. |
- Forsberg, Camilla, et al.
(författare)
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Students’ views of factors affecting their bystander behaviors in response to school bullying : a cross-collaborative conceptual qualitative analysis
- 2018
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Ingår i: Research Papers in Education. - : Taylor & Francis Group. - 0267-1522 .- 1470-1146. ; 33:1, s. 127-142
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the present study was to focus on how students articulate and discuss what factors influence students’ decisions to defend or not defend victims when witnessing bullying. In this unique qualitative cross-collaborative study, where two research teams collected interviews from two cultural contexts, eighty-nine students with an age-range from 9 to 14 years old participated. Participants included 43 Swedish students and 46 US students (50 girls, 39 boys). The interviews were analysed through a collaborative qualitative analysis aimed at constructing shared concepts of our data as a whole. The results revealed five broad factors among the students when they reasoned about how they act as a bystander in bullying situations: (a) informed awareness, (b) bystander expectations, (c) personal feelings, (d) behavioural seriousness, and (e) sense of responsibility. The results indicated that each of these considerations could make the students more or less likely to defend as well as to defend in a certain way. According to these five broad factors, students seemed to adjust their bystander acts, which suggests that students’ bystander acts vary depending on situational factors that influence bystanders’ interpretations of bullying and decision-making about how to respond to observed bullying.
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| 47. |
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| 48. |
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| 49. |
- Hammar Chiriac, Eva, Biträdande professor, 1961-, et al.
(författare)
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Lärares ledarskap vid grupparbete
- 2020. - 4
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Ingår i: <em>Handbok för grupparbete</em>. - Lund : Studentlitteratur AB. - 9789144132556 ; , s. 185-201
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Bokkapitel (refereegranskat)abstract
- Lärarens roll som ledare har stor betydelse för hur grupparbete genomförs men också för hur elever och studenter kommer att uppleva undervisningsmetoden. Rollen som ledare påbörjas innan grupparbetet startas och fortgår under hela grupparbetet. Arbetet avslutas först när utvärdering och bedömning är slutförda. Arbetsledarrollen inkluderar ansvar för planering, organisering, genomförande samt uppföljning (Gillies, Ashman & Terwel, 2008; Forslund Frykedal & Hammar Chiriac, 2017, 2018; Hammar Chiriac, 2020; Thornberg, 2020). Dessa viktiga aspekter av lärarens ledarskap kommer att problematiseras i det här kapitlet vilket innebär att betydelsen av gruppens utveckling och betydelsen av vilka processer gruppen genomgår kommer att belysas med avseende på lärarens ledarskap. Det finns alltså ett ömsesidigt beroende mellan gruppen, dess arbete och den ledarroll som läraren bör inta. Oavsett var i utbildningssystemet som de studerande befinner sig kommer lärarens ledarskap att påverka arbetet och processen i grupparbetet.
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| 50. |
- Hammar Chiriac, Eva, Professor, 1961-, et al.
(författare)
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Teachers’ perspectives on factors influencing the school climate: A constructivist grounded theory case study
- 2023
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Ingår i: Cogent Education. - : Taylor & Francis Group. - 2331-186X. ; 10:2
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Forskningsöversikt (refereegranskat)abstract
- The aim of this study was to explore and analyse teachers’ perspectives on factors influencing the school climate, to better understand teachers’ everyday efforts in influencing the school climate, including obstacles they might experience. Bronfenbrenner’s social-ecological theory was utilized as the overarching theoretical perspective. Data were collected by means of 14 semi-structured focus group interviews with 73 teachers from two compulsory schools in southeast Sweden. Findings revealed that teachers experienced the school climate as both positively and negatively influenced by a number of internal and external factors, perceived as influenceable or uninfluenceable. According to the teachers, four types of factors affected the quality of the school climate: social processes and values in school (i.e. influenceable internal factors), school premises and support structures (i.e. uninfluenceable internal factors, external relations (i.e. influenceable external factors) and external means of control (i.e. uninfluenceable external factors). A grounded theory of teachers’ perceptions of factors influencing school were developed. Our conclusion is that the teachers talked about a multidimensional and malleable phenomenon, emanated by a complex interplay across multiple agents and contexts both within and outside the school, aligning with all domains and features and acting as preconditions for the school climate.
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