| 1. |
- Boström, Lena, 1960-, et al.
(författare)
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Student conceptions of motivation to study revealed through phenomenography: Differences and similarities among primary school students
- 2023
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Ingår i: Social Sciences & Humanities Open. - 2590-2911. ; 8:1, s. 100505-100505
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Tidskriftsartikel (refereegranskat)abstract
- This study examined a group of primary Swedish students' conceptions of their own motivation for learning. Altogether, 68 students in Grades 3, 6, and 8 participated in the study, in which similarities and differences among students in the three grades were considered. Theoretical and methodological aspects were guided by the phenomenographical approach. For most students, positive and negative influences on motivation emerged in seven distinct categories: feelings, teachers, teaching, subjects, learning environment, classmates, and well-being. The apparent importance of good teachers, structured and varied lessons, practical aesthetic subjects and more group-rooms was similar across the three different grades. Differences that emerged were students' reduced joy in learning, decreased interest in mathematics, higher levels of stress and pressure, more worry and anxiety, higher degree of preparation for the future, and a greater need for individualisation for the older students. The study's results confirm previous research but also provide new knowledge about variations across the grades and more specific factors that promote or inhibit students' motivation to study.
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| 2. |
- Boström, Lena, 1960-, et al.
(författare)
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Students’ experience of Uncertain times : Learning and well-being inSwedish upper secondary schools during the pandemic
- 2023
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Ingår i: Social Sciences & Humanities Open. - : Elsevier BV. - 2590-2911. ; 7:1
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Tidskriftsartikel (refereegranskat)abstract
- This study aims to explore how students in upper secondary schools in Sweden perceived changes to their prepandemicstudy habits and well-being that took place during the pandemic. Because our study is based ontheoretical perspectives relevant to learning and well-being, our framing loosely follows concepts from the workof Antonovsky. For this purpose, we have analyzed the responses of 209 students who completed a web survey.The study adopts mixed methods, combining analyses of data gathered via the Holistic Student Assessment(HSA), questionnaire surveys, and open-ended questions focusing on students’ perceptions of learning and wellbeingduring and before the pandemic. Results show that most students perceived significant differences betweentheir situations before and during the pandemic, which in turn significantly affected their school performanceand well-being. Although many of the students described poorer management of their studies and deteriorationof their study strategies, no difference was shown in self-regulated learning. From this, it can be concluded thatthe students previously had a low awareness of self-regulated learning. The study’s contribution is that the resultsare based on students’ perceptions during the pandemic which preventing an ex post facto design. Implications ofthis study both for practice and policy is to address a salutogenic process and curricula to strengthen academicperformance and health and give young people readiness for action for unexpected situations and for coping withlife.
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| 3. |
- Boström, Lena, 1960-, et al.
(författare)
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University students’ study strategies before and during the pandemic : Experiences from Swedish students
- 2023
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Ingår i: Social Sciences & Humanities Open. - 2590-2911. ; 8:1
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Tidskriftsartikel (refereegranskat)abstract
- The pandemic has affected students’ studying methods. The purpose of the article is to gain insight into the waysstudents’ study strategies have changed after transitioning from on-campus to full-distance education. An in-depth understanding is important for designing learning activities and teaching regarding distance educationand flexible learning. The study is based on a survey administered to 347 students via strategical sampling, andthe empirical material is analyzed with descriptive and inferential statistics. The results show that many studentsdisplayed difficulties in addressing and explaining both their former and present study strategies, something thatcan be linked to the lower degree of concentration and attention they described during the pandemic. This resultindicates that the framework of the courses provided should pay more attention to study strategies. Havingawareness of one’s learning strategies can also be linked to the ability to set goals and plan for the studies, self-regulated learning, which is altogether an important component for studying success. Based on these results, wealso discuss the ways to develop students’ study strategies that favor academic success. Furthermore, we drawconclusions about how students can conduct their studies in the best way to improve their own conditions andcreate a basis for meta-learning that assists them in lifelong learning.
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| 4. |
- Carlander, Anders, 1979, et al.
(författare)
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The ever gap: The relationship between self-rated health and socio-economic inequalities in Sweden between 1999 and 2021
- 2023
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Ingår i: Social Sciences & Humanities Open. - 2590-2911. ; 8:1
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Tidskriftsartikel (refereegranskat)abstract
- Health inequality linked to socioeconomic status (SES) has increased in many parts of the world. Since economic inequality also has been reported to be on the rise, it is pivotal to investigate how socioeconomic inequality affects health disparities annually. The present study is based on a yearly repeated cross-sectional probability sample of Swedish citizens (N = 141 619) collected between 1999 and 2021. We show that the relative level of SES has increased significantly in Sweden. In addition, the level of economic inequality has also increased. Based on self-rated health (SRH), we report a clear disparity between low and high SES and subjective social class (SSS), where higher SES and SSS are associated with better SRH. We observe a stronger association between SRH and reported present SSS (i.e., subjective social class aimed at capturing current situation) than between SRH and reported childhood SSS (i.e., subjective social class focusing on the situation when growing up). We show that the annual marginal effect of SES is not increasing but instead contributes with a stable annual contribution on SRH. Interestingly, the annual effect of education on SRH was substantially attenuated when adjusting for income, whereas the effect of income on SRH was only moderately different when adjusting for education. Potential mechanisms and remedies are discussed.
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| 5. |
- Hassan, Osama. A.B. 1969-
(författare)
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Dyslexia and learning in view of the socio-cultural theory and development psychology
- 2023
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Ingår i: Social Science & Humanities Open. - Amsterdam : Elsevier. - 2590-2911. ; 8:1, s. 100718-100718
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Tidskriftsartikel (refereegranskat)abstract
- This study attempts to apply the socio-cultural learning theory together with the developmental psychology theory to create a better insight into how learning and teaching methods can be made more efficient for university students who have reading and writing difficulties/dyslexia. Pedagogical and didactic methods are derived, based on the sociocultural perspective, Bronfenbrenner's ecological system theory and the author's observations as a teacher in the classroom to help minimize the problem of learning for students with dyslexia. Learning and the learning environment as dictated by these theories can enable the production of pedagogical and didactic methods to streamline the learning of students with dyslexia within the framework of university education.
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| 6. |
- Herrera, Tonatiuh Cruz, et al.
(författare)
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Students’ non-cognitive skills in times of crisis: COVID-19 in Mexico
- 2023
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Ingår i: Social Sciences and Humanities Open. - 2590-2911. ; 8:1
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Tidskriftsartikel (refereegranskat)abstract
- The COVID-19 pandemic caused serious disruptions in the school systems throughout the world. In this work we look at the effect that the pandemic had in non-cognitive skills of students in Mexico. Few studies have looked at this relationship and the studies available have looked at the effects on children in high-income countries. Our results show that growth mindset declined, while social awareness and self-management improved during the pandemic. The negative effects on growth mindset are certainly a reason for concern, while the improvement on the other measures can be seen as a silver lining amidst the chaos created by the pandemic.
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| 7. |
- Ivarsson, Lena
(författare)
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Principals’ perceptions of gifted students and their education
- 2023
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Ingår i: Social Sciences and Humanities Open. - : Elsevier BV. - 2590-2911. ; 7:1
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Tidskriftsartikel (refereegranskat)abstract
- This study aimed to identify principals' perceptions of gifted students and their education in the context of Sweden. Gagné and Nadeau's attitude scale “Opinions about the gifted and their education” (OGE; with permission from Gagné) was used. The attitude scale consisted of 34 statements about gifted students and their education for principals to evaluate using a 5-point Likert-scale. The results showed that the 71 participating principals mostly felt positive about gifted students and their education, but the answers gave a picture of uncertainty and lack of knowledge, as many respondents used the middle option, “neutral,” on the Likert scale. While the results are not generalizable, the findings provide insights into respondents' perceptions and demonstrate the importance of bringing research about gifted students and their education into the front line.
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| 8. |
- Klem, Bart, 1979
(författare)
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Demos at war: Revisiting the democratic boundary problem with a performative lens
- 2023
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Ingår i: Social Sciences and Humanities Open. - 2590-2911. ; 8:1
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Tidskriftsartikel (refereegranskat)abstract
- This essay revisits a classic conceptual puzzle in democratic theory – the democratic boundary problem – to shed new light on contentious politics and separatist conflict in Sri Lanka. This theoretical problem is congruent with the core disagreement of this conflict – whether or not the Tamils comprise a nation that is entitled to its own state. Democratic theory struggles to adjudicate between competing political projects that pivot on different conceptions of the demos. Sri Lanka's conflict protagonists have advanced a wide range of institutional forms for their competing ideological projects. To understand these efforts, I posit, we need to look beyond legal strictures and formal delineations of democratic institutions by conceptualizing politics as a performative arena. This opens up analytical space to understand how institutions may be valorised or mocked, reenacted, sidelined or reversed. This article comprises a sequence of empirically based reflections organised around five keywords, which elucidate some of the central tenets and historical shifts of ethno-political contestation in Sri Lanka: Constitution, election, court, checkpoint, and Prime Minister. Contentious forms of political performativity around each of these five institutions unmask the self-referential nature of constitutional and democratic legitimacy. I thus argue we must mitigate the problematic tendency to accept as real and legitimate those political entities that emerged from history as part of recognised sovereign states, while the efforts of sovereign aspirants are shrugged aside as a problem that needs be explained and addressed.
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| 9. |
- Olsson, Fredrik, 1979, et al.
(författare)
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Refugees’ aspirations, attitudes, and experiences of higher education and professional life in Sweden
- 2023
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Ingår i: Social Sciences & Humanities Open. - : Elsevier BV. - 2590-2911. ; 7:1
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Tidskriftsartikel (refereegranskat)abstract
- For refugees, enrolling in higher education is a means of facilitating integration in a new society. Universities have an important role for enabling integration through widening access and participation for foreign-born persons in need of complementary education or wishing to proceed with tertiary education. The purpose of this research is to investigate refugees’ aspirations, attitudes and experiences of higher education and professional life on their way to establish themselves in Sweden. Through in-depth interviews, the refugees’ stories constituted a rich source of information, where their voices were analysed according to Boelhower’s (1981) stages of migrant narratives and Akkerman & Bakkers’ (2011) learning mechanisms at the boundary, providing an investigation of the cross-cultural narratives and the learning potential of boundary crossings between cultures. The results show that when migrating to a new country, former education and career need to be re-considered to fit existing conditions. Professional and educational integration processes serve as boundary crossing, where insights were gained by the respondents, who were participating in a new learning context. The refugees expressed the differences in educational cultures as hurdles, but also as experiences that will have a strong impact on their careers. While the university in this study provides a safe space, the transition to work life in combination with linguistic barriers is identified as a main challenge.
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| 10. |
- Pajalic, Zada, et al.
(författare)
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What are the disadvantages of having a foreign background as a female academic and working at a university in Europe?
- 2023
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Ingår i: Social Sciences & Humanities Open. - : Elsevier. - 2590-2911. ; 8:1
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Tidskriftsartikel (refereegranskat)abstract
- The main goal of this project was to explore foreign female academics’ experiences working at universities in Europe. The Bologna Declaration has enabled the cross-border exchange of academic staff within Europe. Female academics represent an essential and steadily growing group within academia; they are occupying desirable academic positions at unprecedented rates. For women, building their teaching and scientific career at another university is associated with both privileges and challenges. The main goal of this project was to explore foreign female academics’ experiences working at universities in Europe. Methodology, this study had a qualitative design. Twelve female academics with a foreign background participated in the study. Data were collected via a digital workshop and analysed using the story dialogue method. The results show that the participants have faced daily challenges in the form of discrimination, bullying, and injustice regarding their personal, pedagogical, and research skills. All participants emphasized the importance of a structured introduction to a new country and university with a designated mentor. To retain female foreign academics who are an important scientific resource European universities, as employers, must develop and implement clear guidelines for a good, welcoming working environment.
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