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Enumeration	Reference	Cover	Find
1.	Jerlinder, Kajsa, 1976-, et al. (author) Systematic Review and Analysis of General Physical Education Teachers' attitudes to inclusion. 2012 Other publication (other academic/artistic)
2.	Persson, Anders (author) Online Interaction: The Changing Meanings of Social Context 2013 Other publication (other academic/artistic)
3.	Englund, Tomas (author) Risk för religiös indoktrinering i friskolor? : Replik DN-debatt 2010-03-19 2010 Other publication (pop. science, debate, etc.)
4.	Garcia, Danilo, 1973, et al. (author) High School Pupils’ Academic Achievement, Self-regulation (Locomotion and Assessment), and Psychological Well-Being 2014 In: PeerJ PrePrints. - : PeerJ. - 2167-9843. ; 2 Other publication (other academic/artistic)abstract Background: Education plays an important role on a personal level because it is related to personal control, a healthy lifestyle, greater income, employment, interpersonal relations, and social support (Mirowsky & Ross, 2003). Self-regulation is the procedure implemented by an individual striving to reach a goal and consists of two inter-related strategies: (1) the identification of the desired out-come and the appraisal of procedures to reach the desired goal (i.e., assessment), and (2) the selection between available approaches to reach the goal and the commitment to the chosen approaches until the goal is reached (i.e., locomotion) (Kruglanski et al, 2000). Self-regulation plays an essential role in academic achievement (Kruglanski et al 1994, 2000). Psychological well-being is a multi-faceted concept composed of six different intra-personal characteristics that describe the fully functional individual (Ryff, 1989). These factors are: positive relationships with others, self-acceptance, environmental mastery, autonomy, purpose in life, and personal growth. We aimed to study the relationship between academic achievement and self-regulation and psychological well-being in Swedish high school pupils. Method: Participants were 160 Swedish high school pupils (111 boys and 49 girls) with an age mean of 17.74 (sd = 1.29). We used the Assessment and Locomotion Scales (Kruglanski et al., 2000) to measure self-regulation and Ryff’s Psychological Well-Being Scales short version (Clark et al., 2001) to measure well-being. Academic achievement was operationalized through pupils’ final grades in Swedish, Mathematics, English, and Physical Education. The courses take place during either one or two semesters and the grading scale ranges from F = fail to A = pass with distinction. Results: Final grades in Swedish were positively related to two psychological well-being scales: self-acceptance and personal growth; and to the self-regulation strategy of assessment. Final grades in Mathematics were positively related to three psychological well-being scales: self-acceptance, autonomy, and personal growth; and also to assessment. Final grades in English were positively related to one psychological well-being scale: personal growth; and also to assessment. Final grades in Physical Education were positively related to four psychological well-being scales: environmental mastery, self-acceptance, autonomy, and personal growth; and also to the self-regulation strategy of locomotion. Conclusions: A profile consisting of assessment orientation combined with self-acceptance and personal growth leads to the best study results. This understanding is important when supporting pupils in achieving the best possible results in school and thus lay the formation for a continued successful life.
5.	Backman, Erik, 1972-, et al. (author) Bedömningsstöd i idrott och hälsa : årskurs 7-9 2012 Other publication (pop. science, debate, etc.)
6.	Persson, Anders (author) Ritualization and Vulnerability - face-to-face with Goffman´s perspective on social interaction (contents and summary) 2012 Other publication (other academic/artistic)
7.	Lindstrand, Fredrik, 1973- (author) Att urskilja och erkänna : Om betydelsen av att se och synliggöra barns kompetens 2013 Other publication (pop. science, debate, etc.)
8.	Jerlinder, Kajsa, 1976- (author) Rättvis idrottsundervisning för elever med rörelsehinder? : En empirisk illustration 2010 Other publication (pop. science, debate, etc.)
9.	Nordin, Andreas, et al. (author) Re-visiting the content oriented curriculum : European policy discourses reconceptualised in Swedish comprehensive school reform 2012 Other publication (other academic/artistic)
10.	Olteanu, Constanta (author) Brousseau och min forskning 2011 Other publication (other academic/artistic)

Garcia, Danilo, 1973, et al. (author)
High School Pupils’ Academic Achievement, Self-regulation (Locomotion and Assessment), and Psychological Well-Being
2014
In: PeerJ PrePrints. - : PeerJ. - 2167-9843. ; 2
Other publication (other academic/artistic)abstract
- Background: Education plays an important role on a personal level because it is related to personal control, a healthy lifestyle, greater income, employment, interpersonal relations, and social support (Mirowsky & Ross, 2003). Self-regulation is the procedure implemented by an individual striving to reach a goal and consists of two inter-related strategies: (1) the identification of the desired out-come and the appraisal of procedures to reach the desired goal (i.e., assessment), and (2) the selection between available approaches to reach the goal and the commitment to the chosen approaches until the goal is reached (i.e., locomotion) (Kruglanski et al, 2000). Self-regulation plays an essential role in academic achievement (Kruglanski et al 1994, 2000). Psychological well-being is a multi-faceted concept composed of six different intra-personal characteristics that describe the fully functional individual (Ryff, 1989). These factors are: positive relationships with others, self-acceptance, environmental mastery, autonomy, purpose in life, and personal growth. We aimed to study the relationship between academic achievement and self-regulation and psychological well-being in Swedish high school pupils. Method: Participants were 160 Swedish high school pupils (111 boys and 49 girls) with an age mean of 17.74 (sd = 1.29). We used the Assessment and Locomotion Scales (Kruglanski et al., 2000) to measure self-regulation and Ryff’s Psychological Well-Being Scales short version (Clark et al., 2001) to measure well-being. Academic achievement was operationalized through pupils’ final grades in Swedish, Mathematics, English, and Physical Education. The courses take place during either one or two semesters and the grading scale ranges from F = fail to A = pass with distinction. Results: Final grades in Swedish were positively related to two psychological well-being scales: self-acceptance and personal growth; and to the self-regulation strategy of assessment. Final grades in Mathematics were positively related to three psychological well-being scales: self-acceptance, autonomy, and personal growth; and also to assessment. Final grades in English were positively related to one psychological well-being scale: personal growth; and also to assessment. Final grades in Physical Education were positively related to four psychological well-being scales: environmental mastery, self-acceptance, autonomy, and personal growth; and also to the self-regulation strategy of locomotion. Conclusions: A profile consisting of assessment orientation combined with self-acceptance and personal growth leads to the best study results. This understanding is important when supporting pupils in achieving the best possible results in school and thus lay the formation for a continued successful life.

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