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Bjärehed, M., Thornberg, R., Wänström, L. & Gini, G. (2020). Mechanisms of Moral Disengagement and their Associations with Indirect Bullying, and Pro-Aggressive Bystander Behavior. Journal of Early Adolescence, 40(1), 28-55
Open this publication in new window or tab >>Mechanisms of Moral Disengagement and their Associations with Indirect Bullying, and Pro-Aggressive Bystander Behavior
2020 (English)In: Journal of Early Adolescence, ISSN 0272-4316, E-ISSN 1552-5449, Vol. 40, no 1, p. 28-55Article in journal (Refereed) Published
Abstract [en]

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 (𝑋⎯⎯⎯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.

Place, publisher, year, edition, pages
Sage Publications, 2020
Keywords
bullying, aggression, moral development, middle school
National Category
Psychology (excluding Applied Psychology)
Identifiers
urn:nbn:se:liu:diva-159663 (URN)10.1177/0272431618824745 (DOI)000501898500002 ()2-s2.0-85060626909 (Scopus ID)
Note

Funding agencies: Swedish Research CouncilSwedish Research Council [D0775301]

Available from: 2019-08-15 Created: 2019-08-15 Last updated: 2020-01-02Bibliographically approved
Lindqvist, H., Weurlander, M., Wernerson, A. & Thornberg, R. (2019). Boundaries as a coping strategy: emotional labour and relationship maintenance in distressing teacher education situations. European Journal of Teacher Education
Open this publication in new window or tab >>Boundaries as a coping strategy: emotional labour and relationship maintenance in distressing teacher education situations
2019 (English)In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928Article in journal (Refereed) Epub ahead of print
Abstract [en]

ABSTRACTStudent teachers have to cope with distressing emotions during teacher education. Coping is important in relation to both attrition and bridging the gap between being a student teacher and starting work. The data consist of semi-structured interviews with 25 student teachers, which were analysed using a constructivist grounded theory framework. The aim of the current study was to examine student teachers? perspectives on distressing situations during teacher education, as well as how boundaries were established as a way of coping with emotions related to these situations. The findings show that the student teachers? main concern was to make sense of the imbalance between resources and the demands placed by distressing situations. As a coping strategy, student teachers established professional boundaries linked to emotional labour and relationship maintenance.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Student teachers; coping; teacher education; boundaries
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-159693 (URN)10.1080/02619768.2019.1652904 (DOI)000480615400001 ()
Note

Funding agencies: Vetenskapsradet [721-2013-2310]

Available from: 2019-08-19 Created: 2019-08-19 Last updated: 2019-09-06
Brüggemann, A. J., Forsberg, C., Colnerud, G., Wijma, B. & Thornberg, R. (2019). Bystander passivity in health care and school settings: Moral disengagement, moral distress, and opportunities for moral education. Journal of Moral Education, 48(2), 199-213
Open this publication in new window or tab >>Bystander passivity in health care and school settings: Moral disengagement, moral distress, and opportunities for moral education
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2019 (English)In: Journal of Moral Education, ISSN 0305-7240, E-ISSN 1465-3877, Vol. 48, no 2, p. 199-213Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
bystander passivity, moral disengagement, moral distress, school, health care
National Category
Social Psychology Public Health, Global Health, Social Medicine and Epidemiology
Identifiers
urn:nbn:se:liu:diva-150900 (URN)10.1080/03057240.2018.1471391 (DOI)000463712200004 ()2-s2.0-85049631558 (Scopus ID)
Note

Funding agencies: Swedish Research Council [2011-2478, 2013-7753, 2014-2749]

Available from: 2018-09-04 Created: 2018-09-04 Last updated: 2019-05-14Bibliographically approved
Lindqvist, H., Weurlander, M., Wernerson, A. & Thornberg, R. (2019). Conflicts viewed through the micro-political lens: beginning teachers’ coping strategies for emotionally challenging situations. Research Papers in Education, 1-20
Open this publication in new window or tab >>Conflicts viewed through the micro-political lens: beginning teachers’ coping strategies for emotionally challenging situations
2019 (English)In: Research Papers in Education, ISSN 0267-1522, p. 1-20Article in journal (Refereed) Epub ahead of print
Abstract [en]

The aim of the present study was to use the narratives of beginning teachers to investigate the emotionally challenging situations they face, with a focus on how their perspectives and definitions of such situations guided their actions and made coping possible. A short term longitudinal qualitative interview study was adopted. Twenty participants were interviewed at the outset of their last year of teacher education and then followed up with an interview at their first year of teaching. In between self-reports were written in addition to the interviews. The material was analysed using constructivist grounded theory tools. The findings show that new teachers experienced conflicts that were both interpersonal (with students, parents and colleagues) and intrapersonal (being ‘good enough’; establishing boundaries related to time and engagement; suppression of emotions) as they started out in teaching. In order to cope with these challenges, the beginning teachers used various strategies including collaboration, conformity, influencing and autonomy.

Place, publisher, year, edition, pages
Routledge, 2019
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-158709 (URN)10.1080/02671522.2019.1633559 (DOI)000475174700001 ()
Note

Funding agencies:  Swedish Research Council [7212013-2310]; Vetenskapsradet [721-2013-2310]

Available from: 2019-07-12 Created: 2019-07-12 Last updated: 2019-11-07Bibliographically approved
Strindberg, J., Horton, P. & Thornberg, R. (2019). Coolness and social vulnerability: Swedish pupils’ reflections on participant roles in school bullying. Research Papers in Education, 1-20
Open this publication in new window or tab >>Coolness and social vulnerability: Swedish pupils’ reflections on participant roles in school bullying
2019 (English)In: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146, p. 1-20Article in journal (Refereed) Epub ahead of print
Abstract [en]

The aim of the study was to examine Swedish school pupils’ perspectives on why some pupils engage in bullying, support bullying or avoid standing up for the one(s) being bullied, despite a shared understanding that bullying is wrong. Through the use of focus group interviews combined with two bullying vignettes, a total of 74 pupils from grades 5 and 6 (i.e. 11–12 years of age) from two public primary schools in socioeconomically diverse areas were asked for their perspectives on various participant roles in bullying. In interpreting the vignette scenario, the participants emphasised the importance of perceived coolness, as well as the risk of being bullied. In seeking to avoid becoming a ‘victim’ of bullying, the situational roles of ‘bully’, ‘assistant’, ‘reinforcer’ and ‘outsider’ were understood as potential means for promoting, maintaining or protecting one’s own social position. The findings of the study challenge previous understandings of bullying as an act of harmful or aggressive intentionality and rather highlight the relational and situational aspects of bullying.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2019
Keywords
Bullying, bystanders, coolness, school, social positioning
National Category
Educational Sciences Pedagogy Social Psychology
Identifiers
urn:nbn:se:liu:diva-158097 (URN)10.1080/02671522.2019.1615114 (DOI)000470396600001 ()2-s2.0-85065711050 (Scopus ID)
Funder
Swedish Research Council, D0775301
Note

Funding agencies: Swedish Research Council [D0775301]; Vetenskapsradet [D0775301]

Available from: 2019-06-25 Created: 2019-06-25 Last updated: 2019-08-06Bibliographically approved
Longobardi, C., Borello, L., Thornberg, R. & Settanni, M. (2019). Empathy and defending behaviours in school bullying: The mediating role of motivation to defend victims. British Journal of Educational Psychology
Open this publication in new window or tab >>Empathy and defending behaviours in school bullying: The mediating role of motivation to defend victims
2019 (English)In: British Journal of Educational Psychology, ISSN 0007-0998, E-ISSN 2044-8279Article in journal (Refereed) Epub ahead of print
Abstract [en]

Background: The literature indicates that separate significant links exist in adolescence between empathy, cognitive and affective motivation to defend victims, and behavioural problems in bullying episode in schools. Aims: The aim of the study was to investigate the relationship between empathy, motivation to defend, and defending behaviour in bullying situations. The hypothesis focuses on the possible role of autonomous motivation in the association between empathy and defending attitudes. Samples and methods: Data were collected from 430 Italian adolescents (48.4% male, 51.6% female) who completed a questionnaire in their schools. The mean age of the participants was 13.1 years (SD = 2.1). Results: Results showed that empathy significantly predicts defending behaviour and also has a significant effect on extrinsic, introjected, and intrinsic motivation to defend. Autonomous motivation, in turn, has a mediating role in the relationship between empathy and defending behaviour. Conclusions: Our study suggests the importance of focusing on empathy and on developing autonomous motivation to defend in children, to raise spontaneous defending attitudes against bullying. © 2019 The British Psychological Society

Place, publisher, year, edition, pages
John Wiley and Sons Ltd., 2019
Keywords
bully, bullying, defending behaviours, empathy, motivation to defend, victimization
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-164562 (URN)10.1111/bjep.12289 (DOI)31077343 (PubMedID)2-s2.0-85065668949 (Scopus ID)
Note

Cited By :1; Export Date: 24 March 2020; Article; Correspondence Address: Longobardi, C.; Department of Psychology, University of TurinItaly; email: claudio.longobardi@unito.it

Available from: 2020-03-24 Created: 2020-03-24 Last updated: 2020-03-31
Thornberg, R. & Forslund Frykedal, K. (2019). Grundad teori (3ed.). In: Andreas Fejes, Robert Thornberg (Ed.), Handbok i kvalitativ analys: (pp. 44-71). Liber AB, Sidorna 44-71
Open this publication in new window or tab >>Grundad teori
2019 (Swedish)In: Handbok i kvalitativ analys / [ed] Andreas Fejes, Robert Thornberg, Liber AB , 2019, 3, Vol. Sidorna 44-71, p. 44-71Chapter in book (Other academic)
Place, publisher, year, edition, pages
Liber AB, 2019 Edition: 3
Keywords
Grundad teori
National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:liu:diva-162266 (URN)9789147129706 (ISBN)
Available from: 2019-11-26 Created: 2019-11-26 Last updated: 2019-11-26Bibliographically approved
Fejes, A. & Thornberg, R. (Eds.). (2019). Handbok i kvalitativ analys (3ed.). Stockholm: Liber
Open this publication in new window or tab >>Handbok i kvalitativ analys
2019 (Swedish)Collection (editor) (Other academic)
Abstract [sv]

Handbok i kvalitativ analys 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.Läs merBoken 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. Elva olika metodansatser presenteras ingående:

  • grundad teori- hermeneutik
  • diskursanalys- diskursiv psykologi
  • aktör-nätverksteori
  • fenomenologi
  • fenomenografi
  • interpretativ fenomenologisk analys
  • textanalys
  • konversationsanalys
  • fältforskning
  • livsberättelser

I denna uppdaterade tredje upplaga finns bl.a. ett nyskrivet kapitel om diskursiv psykologi och tips om litteratur för vidare läsning.

Place, publisher, year, edition, pages
Stockholm: Liber, 2019. p. 300 Edition: 3
Keywords
Forskningsmetodik, Kvalitativ metod
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-162225 (URN)9789147129706 (ISBN)
Note

Upplaga 3

Available from: 2019-11-25 Created: 2019-11-25 Last updated: 2019-12-06Bibliographically approved
Fejes, A. & Thornberg, R. (2019). Kvalitativ forskning och kvalitativ analys (3ed.). In: Andreas Fejes, Robert Thornberg (Ed.), handbok i kvalitativ analys: (pp. 16-43). Stockholm: Liber, Sidorna 16-43
Open this publication in new window or tab >>Kvalitativ forskning och kvalitativ analys
2019 (Swedish)In: handbok i kvalitativ analys / [ed] Andreas Fejes, Robert Thornberg, Stockholm: Liber, 2019, 3, Vol. Sidorna 16-43, p. 16-43Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2019 Edition: 3
Keywords
Kvalitativ metod
National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:liu:diva-162264 (URN)9789147129706 (ISBN)
Available from: 2019-11-26 Created: 2019-11-26 Last updated: 2019-11-26Bibliographically approved
Thornberg, R. & Fejes, A. (2019). Kvalitet och generaliserbarhet i kvalitativa studier (3ed.). In: Andreas Fejes, Robert Thornberg (Ed.), Handbok i kvalitativ analys: (pp. 273-295). Stockholm: Liber, Sidorna 273-295
Open this publication in new window or tab >>Kvalitet och generaliserbarhet i kvalitativa studier
2019 (Swedish)In: Handbok i kvalitativ analys / [ed] Andreas Fejes, Robert Thornberg, Stockholm: Liber, 2019, 3, Vol. Sidorna 273-295, p. 273-295Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2019 Edition: 3
Keywords
Kvalitativ metod
National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:liu:diva-162284 (URN)9789147129706 (ISBN)
Available from: 2019-11-26 Created: 2019-11-26 Last updated: 2019-11-26Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9233-3862

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