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- Andersson, Åsa, et al.
(författare)
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Adolescents' self-defining internet experiences
- 2015
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Ingår i: Technology and youth. - : Emerald Group Publishing Limited. - 9781784413057 - 9781785602641 ; , s. 105-131
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Bokkapitel (refereegranskat)abstract
- AbstractPurposeThe purpose of this study was to investigate how young women and men perceive the Internet as a phenomenon and what role and meaning they ascribe to the Internet as an arena for defining themselves and for shaping their identity.Methodology/approachThe empirical data consist of narratives written by Swedish adolescents. Using content analysis the analysis was carried out in three steps: (1) finding categories and themes, (2) calculation of statistical differences in category frequencies, (3) a theoretically informed interpretation of central themes, using Bourdieu's concept of different forms of capital, and Giddens' concept of "pure relations."FindingsThe narratives exemplify how computer literacy and technological competence can be converted into social, cultural, and symbolic capital. Gender differences occur both in statistical differences between category frequencies in girls' and boys' narratives and in the interpretation of central themes. But there are also several examples that show more complex and contradictory tendencies, exceeding or transformative of gender differences and hierarchy.Originality/valueThis study considers adolescents' own perspectives on an arena of great importance. The analyses have been performed both qualitatively and quantitatively, which gives a nuanced picture of young people's self-defining experiences on the Internet.
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| 3. |
- Bohlin, Margareta, 1970, et al.
(författare)
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Adolescents´voices on organization via social media
- 2015
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Ingår i: The 14th Biennial Conference of the European Association for Research on Adolescence (EARA). Cesme, Turkey: 3-4 September.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Background: Adolescents are industrious users of social media (i.e. Facebook, Instagram, Twitter) and most of 9-16 years old in EU´s 25 countries have a profile on a social network where they can socialize, express their thoughts and feelings. In Sweden there have been recent actions where adolescents have organized themselves with help from social media very quickly and with many participators. Studies have shown both positive and negative effects of using social media. Positive, since almost everyone can share experiences or make their voice heard. Negative, since young people can expose themselves and others to situations that can be difficult to manage. There are concerns that adolescents online can be socially isolated from their friends in “real life”, while others mean that social media increases the possibility for adolescent to make new friends and develop existing relationships. Significance: Earlier studies have focused on use of social media in school and social resisting gatherings, but not as many studies on adolescents’ use of social media for organizing their activities in everyday life. Young people can be considered to be digital natives and adults, that constitute a certain power in the society, can be considered as digital immigrants. From that perspective it is important to let young people’s own voices be heard on a central arena for daily activities. Hence, the aim the presented study was to examine how adolescents describe social media as an arena for organizing themselves and how the organizational actions affect their everyday life. Data derives from interviews with 13-19-year old pupils, and were recruited from the Western part of Sweden. The interviews were analyzed with thematic analysis in several steps. Results revealed that social media is perceived both positive and negative. Social media was described as an arena where young people can experience feelings of being free, but also as an arena that contributes to major problems. The adolescents describe social media as a platform where social power is performed, but that the users are unaware about the responsibilities that follow such power. Conclusions drawn from this study is that young people reason about the complexity of what social media means for organizing events and relationships in everyday life and social medias are seen as both problematic and enabling. The study contributes, by letting young people´s own voices being heard, a better understanding of adolescents’ experience of social organization in new medias.
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| 5. |
- Bohlin, Margareta, 1970
(författare)
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Sociala medier och identitetsbildande
- 2018
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Ingår i: Tidningen Mind - En tidning från Mind om psykisk ohälsa. - 0033-3212. ; 60:3, s. 42-45
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Att sociala medier spelar en allt större roll för den moderna människans självbild och vardag blir mer och mer uppenbart. Kunskapen om hur det påverkar ungdomars psykiska hälsa är dock ett relativt nytt forskningsområde, men den befintliga forskningen tyder på både en positiv och en negativ potential.
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| 6. |
- Bohlin, Margareta, 1970
(författare)
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Taking risks in an existential and gendered world- A current societal challenge
- 2016
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Ingår i: G16- Swedish gender research conference. Linköping, Sweden: 23-25 november.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The speech will draw from numerous studies, performed over several years, on risk taking among young men and women in an existential and gender perspective,. The studies are multi-methodological with the use of statistics, phenomenological and critical discourse analysis. People of all ages participate in activities that can pose a risk to their health. However, it is important not only to see risks as threats, but also something that can enhance positive experiences and opportunities. The media has a huge influence on young people and thus there are good reasons to investigate how risks and risk-taking are portrayed. The human identity is constructed from self-experiences, but also through the different public discourses (collectively agreed discussions or arguments) that are present in the media and in everyday speech and attitudes. For adolescents in particular, contact with the media affects their lives and the development of their identity. Results show that young women judge risk situations as generally more dangerous than young men, although they behave in the same way as the men. An analysis on “Social identity” and “Existential identity” of risk taking among young women and men reveals that interviewees’ express social (gender) - and existential considerations which affected them in many areas of their daily lives. Also, studies on risk discourses in media show the importance of discussing the discourses media create and reproduce, and that all levels of society need to take responsibility for what risks are reported, how and, by whom. Media can reproduce outdated gender roles and may obstruct equal opportunities for young people. Studies concludes that risk taking among young people is discursive, gendered but also contributes to existential meaning. Awareness about this could have impact on young peoples’ opportunities to create balanced and conscious attitudes to risks and the activities they involve in.
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| 9. |
- Bohlin, Margareta, 1970, et al.
(författare)
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University teacher and student judgements on cheating in study situations. Högskolan Väst rapportserie, 2016:4
- 2016
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- cheating or plagiarism) behaviors during examinations. The data was collected at a university in Sweden using a questionnaire presenting specific behaviors to be judged. In total, 253 individuals completed the questionnaire. The teachers, in contrast to the students, tended to judge the behaviors presented as more serious. There was, however, plenty of variation in the judgments made by both teachers and students. Although the teachers, on average, tended to judge the behaviors as more serious, about 20% of the students were found to judge the behaviors as more serious than the average teacher. It was also found that about 20 % of the teachers judged the scenarios as less serious compared to the average student judgments. This indicates a lack of agreement among teachers and students on the definition of misleading behavior. Subjective opinions seem to play a more important role for judgment than having actual knowledge about the rules and regulations stating what misleading behaviors really are in academic work.
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| 10. |
- Bohlin, Margareta, 1970-, et al.
(författare)
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University teacher and student judgments on misleading behavior in study situations
- 2016
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- This study deals with teachers' and students' judgments of misleading (e.g. cheating or plagiarism) behaviors during examinations. The data was collected at a university in Sweden using a questionnaire presenting specific behaviors to bejudged. In total, 253 individuals completed the questionnaire. The teachers, incontrast to the students, tended to judge the behaviors presented as more serious. There was, however, plenty of variation in the judgments made by both teachers and students. Although the teachers, on average, tended to judge the behaviors as more serious, about 20% of the students were found to judge the behaviors as more serious than the average teacher. It was also found that about 20 % of the teachers judged the scenarios as less serious compared to the average student judgments. This indicates a lack of agreement among teachers and students on the definition of misleading behavior. Subjective opinions seem to play a more important role for judgment than having actual knowledge about the rules and regulations stating what misleading behaviors really are inacademic work.
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