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  • 1.
    Alm, Fredrik
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för pedagogik och didaktik i utbildning och skola (PeDiUS). Linköpings universitet, Utbildningsvetenskap.
    Jungert, Tomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Thornberg, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Academic commitment and self-determination among teacher students2011Konferansepaper (Fagfellevurdert)
  • 2.
    Alm, Fredrik
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Jungert, Tomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Thornberg, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Nyantagna lärarstudenters motiv, motivation, självtillit och akademiska engagemang2014Rapport (Annet vitenskapelig)
    Abstract [sv]

    Det första studieåret vid universitet eller högskola har visat sig utgöra en kritisk period för nya studenter och en stor del av alla avhopp sker under den här perioden. Forskning har visat att hög studiemotivation, självtillit och högt akademiskt engagemang hos studenter predicerar goda studieresultat och motverkar avhopp.

    I den här rapporten redogör vi för en studie av nyantagna lä-rarstudenters motiv för studieval, akademiska självtillit, studiemo-tivation och akademiska engagemang. I rapporten beskrivs även relationerna mellan dessa variabler och deras koppling till kön och lärarkategori. Studieavhopp analyseras i relation till kön, lärarkategori och studenternas initiala motiv för att läsa till lärare. En central teoribildning som forskningsprojektet utgår ifrån är teorin om själv-beslutsamhet (”self-determination theory”). Urvalet utgörs av stu-denter vid Linköpings universitet som avser att studera till grundskol- och gymnasielärare. Data har samlats in med enkäter och bearbetats med deskriptiv och analytisk statistisk.

    Av resultaten framgår att studenterna rapporterar att de i första hand har valt att läsa till lärare till följd av altruistiska och inre skäl, och att de i högre grad motiveras av autonom motivation än kontrollerad motivation i sina studier. De blivande lärarna i grundskolans senare år och gymnasiet (senarelärare) uppvisade en högre akademisk självtillit än de blivande lärarna i grundskolans tidigare år (tidigarelärare). För akademiskt engagemang var resul-tatet det omvända. Medelvärdena för självbeslutsamhet, akademisk självtillit och akademiskt engagemang i studien är dock inte högre än att det finns utrymme för att försöka höja dem för kommande kohorter av lärarstudenter. Andelen avhopp bland lärarstudenterna som ingår i studien ligger på drygt 40%. Andelen avhopp var större för senarelärarna än för tidigarelärarna. Resultaten visar också att altruistiska motiv bakom valet att studera till lärare sammanhänger med en lägre benägenhet till avhopp via akademiskt engagemang som medierande variabel. Avslutningsvis diskuteras pedagogiska implikationer av studien för lärarutbildningen.

  • 3.
    Dedic, Helena
    et al.
    CSLP, Concordia University.
    Jungert, Tomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten.
    Rosenfield, Steven
    CSLP, Concordia University.
    Emotional Involvement in STEM Studies: Canada and Sweden.2011Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This study addresses issues of stagnating/declining enrollment in science, technology, engineering and mathematics (STEM) studies. Achievement, perseverance, academic emotions and motivation data were collected from students headed towards STEM studies (1654 Canadian Junior College students, 534 Swedes graduating from High School), and analysed using Latent Class Analysis. We identified three Emotional Involvement (EI) profiles: Low (LEI); Positive (PEI); Negative (NEI). EI is a more influential source of self-efficacy than previous research has demonstrated, explaining as much as 11 % of variance in self-efficacy. PEI students are likely to succeed and persevere in science studies, provided that they successfully adapt to the college environment. College instructors need to attend to the emotional well-being of their students.

  • 4.
    Dedic, Helena
    et al.
    Concordia University, Montreal, Canada.
    Rosenfield, Steven
    Concordia University, Montreal, Canada.
    Jungert, Tomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    L’écart entre les sexes dans les études en sciences: Une question de style cognitif et non d’aptitude cognitive [The gender gap in science studies: A question of cognitive style, not cognitive ability]2011Inngår i: Pédagogie Collégial, ISSN 0835-8974, Vol. 25, nr 1, s. 30-37Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [fr]

    Selon une hypothèse controversée, le nombre inférieurde femmes par rapport à celui des hommes qui décidentde poursuivre des études en sciences, en technologie,en génie et en mathématiques (STGM) serait imputableà un écart entre les sexes dans l’aptitude cognitive(QI). Dans cet article, nous offrons des preuves quecet écart est plutôt lié aux différences dans les stylescognitifs qu’aux aptitudes cognitives. Nous démontronscomment les styles cognitifs influent sur le succès desétudiants et suggérons des méthodes pour que lesprofesseurs utilisent ces résultats afin d’améliorer laréussite des étudiants. Nos conclusions peuvent avoirdes répercussions non seulement sur l’enseignementdes STGM, mais également dans des domaines tels quela psychologie, la méthodologie quantitative (MQ),l’économie et l’éducation.Cet article fait état d’un sous-ensemble de résultatstirés d’une étude (Dedic et collab., 2010) subventionnéepar le Programme d’aide à la recherche sur l’enseignementet l’apprentissage (PAREA) qui examinait plusieursfacteurs (dont la culture, l’aptitude cognitive etle soutien du professeur) pouvant influer sur le choixd’une carrière en STGM. L’étude du PAREA portait surdes étudiants québécois et suédois âgés de 18 ans(n = 9801) qui se dirigeaient vers une carrière dans lesSTGM et qui avaient rempli deux questionnaires enclasse. Ayant suivi les cours de sciences et de mathématiquesappropriés du secondaire, tous les étudiantsquébécois étaient inscrits à un programme de sciencesdu collégial. Pour cette raison, nous affirmons qu’ils« se dirigeaient vers une carrière dans les STGM ». De lamême façon, tous les étudiants suédois étaient inscritsà des cours avancés en mathématiques et en sciences,en préparation d’études universitaires en STGM. L’étudePAREA n’a relevé aucune différence entre les Suédois etles Québécois ni de différences significatives sur le plande l’aptitude cognitive entre les sexes. Toutefois, elle amis en lumière d’importantes différences dans les stylescognitifs entre les sexes. Puisque l’étude n’a pu établiraucune corrélation entre l’aptitude cognitive et le stylecognitif, nous avons conclu que ces deux concepts sontindépendants l’un de l’autre.

  • 5.
    Dedic, Helena
    et al.
    Vanier College and Centre for Study of Learning and Performance, Concordia University, Canada.
    Rosenfield, Steven
    Vanier College and Centre for Study of Learning and Performance, Concordia University, Canada.
    Rosenfield, Eva
    Champlain College, USA.
    Jungert, Tomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för klinisk och socialpsykologi (CS). Linköpings universitet, Filosofiska fakulteten.
    Attracting and Retaining Science Students2010Rapport (Annet vitenskapelig)
    Abstract [en]

    This research addresses an issue raised in recent reports that demonstrate that Quebec andSweden lag behind countries with emerging economies in the number of science graduates, asmeasured by the proportion of degrees earned in the sciences. Our objective was to investigate aset of factors that might, directly and/or indirectly, impact on student achievement andperseverance in science studies. We aimed to assess cultural (Quebec vs. Sweden) and genderdifferences in students’ scores on these factors, and in the strength of the relationships that thesefactors have to achievement and perseverance. Participants (N=2184) were recruited from twopopulations: students who enrolled in one of the four public Anglophone CEGEPs in Montrealthe Fall 2007 and Swedish students who attended twelfth grade in high schools in Linköping andStockholm in the school year 2007-2008. With the consent of students, demographic,achievement and enrollment data were acquired from the databases of the Quebec and Swedishministries of education. Data on independent variables: parental support (for autonomy,competence and science acculturation); teacher support (for autonomy, competence, relatednessand science acculturation); and, cognitive style (systemizing and empathizing) were collected viasurveys. Similarly, data on mediating variables: self-efficacy; five sub-scales of motivation; and,academic emotions (boredom, anxiety and enjoyment) were also collected via surveys. Data onperseverance were exclusively collected via survey in the Swedish sample. We used both surveysand information provided by college registrars to assess perseverance of Quebecers.Confirmatory Factor Analysis was used to validate instruments used in this study. ANOVA andCORRELATION were statistics used to assess differences and strengths of relationships betweenvariables. We have found that Swedish students persevere more than their Quebec counterparts.Furthermore, female students persevere less than their male peers although their achievement isnot significantly different and the achievement was found to be the most important factor inperseverance. We have also found several promising factors that might be at the root of thegender differences in perseverance, namely, female students have: higher negative emotions(anxiety and boredom); lower self-efficacy; and lower systemizing cognitive style. All of thesevariables were shown to influence perseverance. We determined that parental support for scienceacculturation is very low. Thus, teacher support for science acculturation, which influencesstudent intrinsic motivation and self-efficacy, which in turn influence perseverance, is animportant part of teachers’ classroom role. Increasing teacher support for science acculturationmay impact positively on students with lower systemizing cognitive style, encouraging them topersevere in the pursuit of a career in the sciences.

  • 6.
    Edvardsson Stiwne, Elinor
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten.
    Jungert, Tomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten.
    Engineering students erxperieces of the transition from study to work. 2007Inngår i: 3rd International CDIO Conference in Massachusetts Institute of Technology, Cambridge, Massachusetts, June 11 – 14, 2007, 2007Konferansepaper (Fagfellevurdert)
    Abstract [en]

    n/a

  • 7.
    Edvardsson Stiwne, Elinor
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Centrum för undervisning och lärande (CUL). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för klinisk och socialpsykologi (CS). Linköpings universitet, Filosofiska fakulteten.
    Jungert, Tomas
    Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för klinisk och socialpsykologi, CS. Linköpings universitet, Filosofiska fakulteten.
    Engineering students experiences of becoming an engineer2010Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    The focus is on how students construct, deconstruct and reconstruct the meaning of being an engineering student and of becoming an engineer in relation to the concept of employability. Four cohorts of students in a Masters program in Engineering were monitored annually with a “follow up” one year after graduation. Results show that there were differences in the way students talked about their curricular design, career plans, job search, becoming an employee and employable, and job satisfaction. Throughout the interviews certain turning points were identified, where the students had to make various decisions. Many students argued that generic skills and cultural values are best learned in extra-curricular activities and in work contexts, and that doing a thesis project in a firm was the best learning experience . During this thesis process students became conscious of their valuable employability skills, which in the job search process were a good thesis project; a diploma from the program, self-efficacy, problem-solving skills and a broad knowledge base.  On the job, the most valuable acquired key skills were considered to be mathematics and subject specific knowledge; problem solving skills; time management skills; learning skills; and, an ability to manage stress and heavy workloads.

  • 8.
    Edvardsson Stiwne, Elinor
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten.
    Jungert, Tomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten.
    Engineering students' experiences of transition from study to work2010Inngår i: Journal of Education and Work, ISSN 1363-9080, E-ISSN 1469-9435, Vol. 23, nr 5, s. 417-437Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The focus in this paper is on how students experience their transition from their education to being employed as engineers in relation to the concept of employability. Four cohorts of students in a master’s programme in engineering were monitored annually with a ‘follow-up’ one year after graduation. Results show that there were differences in the way students talked about their curricular design, career plans, job search, becoming an employee and employable, and job satisfaction. Throughout the interviews certain turning points were identified, where the students had to make various decisions. Many students argued that generic skills and cultural values are best learned in extracurricular activities and in work contexts, and that doing a thesis project in a firm was the best learning experience. During this thesis process, students became conscious of their valuable employability skills, which in the job search process were a good thesis project, a diploma from the programme, self-efficacy, problem-solving skills and a broad knowledge base. On the job, the most valuable acquired key skills were considered to be mathematics and subject-specific knowledge, problem-solving skills, time management skills, learning skills, and an ability to manage stress and heavy workloads.

  • 9.
    Forsberg, Camilla
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Wood, Laura
    Georgia state university, USA.
    Smith, Jennifer
    Georgia state university, USA.
    Varjas, Kris
    Georgia state university, USA.
    Jungert, Tomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Thornberg, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Students’ views of factors affecting their bystander behaviors in response to school bullying: A cross-collaborative conceptual qualitative analysisManuskript (preprint) (Annet vitenskapelig)
    Abstract [en]

    The present study seeks to contribute to qualitative research on students’ perspectives on bystander behaviors to better understand their behaviors in bullying situations. Researchers have found that the prevalence of school bullying in Sweden is amongst the lowest in the world, whereas there is a much higher rate of bullying in the US (Craig et al. 2009). This in turn motivates the inclusion of a Swedish sub-sample and a US sub-sample of students in the current study, and to conduct a qualitative comparative analysis within as well as between these sub-samples. The aim of the present study was to focus on how students in Sweden and in the US articulate and discuss what factors influence their own and other students’ decisions to defend or not defend victims when witnessing bullying. We asked the following questions: How would students respond to bullying? What are students’ perceived reasons for responding in a particular way? What factors do students articulate as supporting defending or not defending in response to bullying? Across each of these questions, we aimed to identify similarities and differences between and within the students from the Swedish and US schools.

  • 10.
    Jungert, Tomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för klinisk och socialpsykologi (CS). Linköpings universitet, Filosofiska fakulteten.
    A longitudinal study of engineering students’ approaches to their studies2008Inngår i: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 27, nr 3, s. 201-214Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

     

    This longitudinal study draws on data from a larger project and examines how students’ perceptions of their opportunities to influence their study environment may be enacted in approaches aimed at influencing their studies, and whether this changes during the course of their studies. Ten students from a 4.5-year Master’s programme in Engineering were studied throughout their education by means of semi-structured in-depth interviews, which were analysed thematically. The results indicate that students’ perceptions of their study environment were enacted in three approaches aimed at influencing their study environment: (i) to adapt to the environment and to study alone;(ii) to try to change the programme, to create an individual curriculum and to interact with teachers; and (iii) to cooperate with their peers. The thematic analysis suggests that students’ perceptions of their study environment were enacted in the different approaches and that these changed along with external demands in the programme.

     

  • 11.
    Jungert, Tomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Arbetsklimat och motivation i arbetsteam inom äldreomsorgen2011Rapport (Annet vitenskapelig)
    Abstract [sv]

    Syftet med denna rapport är att undersöka personal inom äldreomsorgen i Linköpings kommun. Undersökningen fokuserar på hur medarbetarna upplever sitt arbetsklimat, stödet från kollegor och chefer och hur detta kan kopplas till deras arbetsmotivation samt upplevda produktivitet och kvalitet i de arbetsteam de jobbat i. Ökad arbetsmotivation i organisationer är viktigt för välbefinnande och kan på sikt bidra till ökad tillväxt och mänsklig utveckling i samhället i stort.

    För att undersöka personalen har data samlats in via ett frågeformulär från ganska stort antal av de enheter som utgör äldreomsorgen i Linköpings kommun. Projektets frågeställningar är följande:

    1. Hur upplever medarbetarna arbetsklimatet, arbetsmotivationen, stödet från chefer och kollegor, samt produktiviteten och kvaliteten i arbetsteamen?
    2. Finns det någon skillnad mellan hur manliga och kvinnliga medarbetare, samt mellan hur tillsvidareanställda och vikarier upplever arbetsklimatet, arbetsmotivation samt stöd från chefer och kollegor?
    3. Hur kan psykologiskt klimat samt medarbetares och chefers beteende (stödjande/kontrollerande) påverka den inre autonoma motivationen samt upplevd produktivitet och kvalitet i arbetsteamet?
  • 12.
    Jungert, Tomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Autonomous motivation for parenting: Associations with well-being and optimal parenting practices2012Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    The present investigation examined motivation for parenting and some of its correlates in parents and children. The data came from a sample of 500 parents who provided self-report data about their motivation in their parenting role as well as reports of role satisfaction, parental competence, child temperament, and parenting styles. Factor analyses revealed two distinct factors reflecting autonomous and controlled forms of parenting motivation. Autonomous motivation refers to investing in the parenting role because it is interesting and meaningful whereas controlled motivation refers to investment based on external or internal pressures. While autonomous motivation was associated with higher self-ratings of parental competence, role satisfaction, higher positive mood and life satisfaction, controlled motivation was negatively related to these well-being indicators. Autonomous motivation was also positively related to an optimal parenting style (authoritative; autonomy-supportive). The present findings highlight the heuristic value of assessing why parents invest themselves in the parenting role.

  • 13.
    Jungert, Tomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för klinisk och socialpsykologi (CS). Linköpings universitet, Filosofiska fakulteten.
    Differences in perceptions of studies between cohorts of engineering students2008Konferansepaper (Fagfellevurdert)
  • 14.
    Jungert, Tomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Distinguishing type and source of support for workers’ motivation, self-efficacy, and commitment2012Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Links between types and source of support and employees’ motivation, self-efficacy and commitment were examined. A sample of 382 workers answered a questionnaire. Hierarchical multiple regressions showed that support for autonomy was related to work motivation and support for competence to self-efficacy, and that both sources of support were important. 

  • 15.
    Jungert, Tomas
    Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för klinisk och socialpsykologi, CS. Linköpings universitet, Filosofiska fakulteten.
    Effects of the CDIO curriculum on engineering students’ experiences of their study  environment2006Inngår i: World Transactions on Engineering and Technology Education, ISSN 1446-2257, Vol. 5, nr 2, s. 357-360Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The focus of this paper will be engineering students’ experiences of their 2nd, 3rd and 4th years of their program. In 1999 the implementation of the CDIO curriculum started and in 2002 the first project based course, which was compliant with the CDIO philosophy, was introduced during the 1st and 3rd study year. Results are based on responses from three questionnaires given to all registered students, in all four cohorts, in the beginning of their 3rd, 4th and 5th year. In total, 664 questionnaire answers were received. In this study, the focus is on the following areas: (1) satisfaction with study results; (2) estimated work and perceived workload; (3) aspects of study related health; and (4) influence and cooperation with teachers and peer students. Comparisons are made within cohorts over time and between cohorts with regard to students’ self reported experiences in these areas. Results indicated that there were significant differences in some of the areas between cohorts that had not studied in a project-based approach and students who had done so. As the 1998 and 1999 cohorts did not followed the CDIO curriculum whereas the 2000 and 2002 cohorts did, differences between the cohorts in various areas can be related to the implementation of the CDIO curriculum.

  • 16.
    Jungert, Tomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för klinisk och socialpsykologi (CS). Linköpings universitet, Filosofiska fakulteten.
    Grupparbete och lärarperspektiv2008Inngår i: Handbok för grupparbete: att skapa fungerande grupparbeten i undervisning / [ed] Eva Hammar Chiriac & Anders Hempel, Lund: Studentlitteratur , 2008, 2, s. 51-70Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 17.
    Jungert, Tomas
    Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för klinisk och socialpsykologi, CS. Linköpings universitet, Filosofiska fakulteten.
    Opportunities of student influence as a context for the development of engineering students' study motivation2008Inngår i: Social Psychology of Education, ISSN 1381-2890, E-ISSN 1573-1928, Vol. 11, nr 1, s. 79-94Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This longitudinal paper draws on data from a larger ongoing project and examineshow students conceive of their opportunities to influence their study environment and how thismay be related to their self-efficacy beliefs and their study motivation. Interpretative Phenomenological Analysis (IPA) was used to analyze semi-structured in-depth interviews of 10 students of a Masters Program in Engineering. The results indicate that most students had confidence in their opportunities to influence their study environment and believed influencing could increase self-efficacy beliefs and study motivation. The high content of problem solving in courses was the principal motivator. Students that either perceived their opportunities to influence the study environment as not highly important or as satisfactorywere more motivated and performed better than other students. Findings have implications for students’ motivation and performance if educators inform students of their formal and informal opportunities to influence their study environment.

  • 18.
    Jungert, Tomas
    Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för klinisk och socialpsykologi, CS. Linköpings universitet, Filosofiska fakulteten.
    Self-efficacy, Motivation and Approaches to Studying: A longitudinal study of Y and how engineering students perceive their studies and transition to work2009Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    The aim of this thesis is to explore the experiences of four cohorts of students from their first semester until one year after graduation, with the focus on how they perceive their opportunities to influence their study conditions transition to work. The study has a longitudinal design. Data collected from students in a MSc programme in engineering started in the first semester and continued yearly until one year after graduation and consisted of questionnaires and interviews. Results indicate that students’ perceptions of their opportunities to influence their study conditions is related to their self-efficacy and motivation; strategies they use and approaches to studying they adopt. Students adopt an adaptive approach, based on the perception that the programme is supposed to be demanding and that students should accept and adapt to the conditions of the programme; a critical approach, based on the perception that difficult conditions are negative because they make it hard to reflect on what is studied; or a cooperative approach, based on the perception that cooperation with peers is important. Quantitative results show that cohorts who studied project-based courses cooperate significantly more with peer students than cohorts who study in conventional courses. Students with most project based courses experienced workload and social support in different ways than other students.

    The final study on students’ transition to work show that students who study in many project-based courses are more prepared to work than students who study conventional courses. The overall findings indicate that it is important to integrate psychological, social and individual ways of interpreting the student experiences of their studies and transition to work.

    Delarbeid
    1. Opportunities of student influence as a context for the development of engineering students' study motivation
    Åpne denne publikasjonen i ny fane eller vindu >>Opportunities of student influence as a context for the development of engineering students' study motivation
    2008 (engelsk)Inngår i: Social Psychology of Education, ISSN 1381-2890, E-ISSN 1573-1928, Vol. 11, nr 1, s. 79-94Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

    This longitudinal paper draws on data from a larger ongoing project and examineshow students conceive of their opportunities to influence their study environment and how thismay be related to their self-efficacy beliefs and their study motivation. Interpretative Phenomenological Analysis (IPA) was used to analyze semi-structured in-depth interviews of 10 students of a Masters Program in Engineering. The results indicate that most students had confidence in their opportunities to influence their study environment and believed influencing could increase self-efficacy beliefs and study motivation. The high content of problem solving in courses was the principal motivator. Students that either perceived their opportunities to influence the study environment as not highly important or as satisfactorywere more motivated and performed better than other students. Findings have implications for students’ motivation and performance if educators inform students of their formal and informal opportunities to influence their study environment.

    sted, utgiver, år, opplag, sider
    Springer, 2008
    Emneord
    Higher education, intrinsic motivation, self-efficacy, student influence
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-20427 (URN)10.1007/s11218-007-9037-8 (DOI)
    Prosjekter
    'Y-projektet'
    Tilgjengelig fra: 2009-09-08 Laget: 2009-09-08 Sist oppdatert: 2017-12-13bibliografisk kontrollert
    2. A longitudinal study of engineering students’ approaches to their studies
    Åpne denne publikasjonen i ny fane eller vindu >>A longitudinal study of engineering students’ approaches to their studies
    2008 (engelsk)Inngår i: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 27, nr 3, s. 201-214Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

     

    This longitudinal study draws on data from a larger project and examines how students’ perceptions of their opportunities to influence their study environment may be enacted in approaches aimed at influencing their studies, and whether this changes during the course of their studies. Ten students from a 4.5-year Master’s programme in Engineering were studied throughout their education by means of semi-structured in-depth interviews, which were analysed thematically. The results indicate that students’ perceptions of their study environment were enacted in three approaches aimed at influencing their study environment: (i) to adapt to the environment and to study alone;(ii) to try to change the programme, to create an individual curriculum and to interact with teachers; and (iii) to cooperate with their peers. The thematic analysis suggests that students’ perceptions of their study environment were enacted in the different approaches and that these changed along with external demands in the programme.

     

    sted, utgiver, år, opplag, sider
    Abingdon: Routledge, 2008
    Emneord
    approach to studying; student influence; study strategy; thematic analysis
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-18048 (URN)10.1080/07294360802183770 (DOI)
    Tilgjengelig fra: 2009-06-08 Laget: 2009-05-04 Sist oppdatert: 2017-12-13bibliografisk kontrollert
    3. Effects of the CDIO curriculum on engineering students’ experiences of their study  environment
    Åpne denne publikasjonen i ny fane eller vindu >>Effects of the CDIO curriculum on engineering students’ experiences of their study  environment
    2006 (engelsk)Inngår i: World Transactions on Engineering and Technology Education, ISSN 1446-2257, Vol. 5, nr 2, s. 357-360Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

    The focus of this paper will be engineering students’ experiences of their 2nd, 3rd and 4th years of their program. In 1999 the implementation of the CDIO curriculum started and in 2002 the first project based course, which was compliant with the CDIO philosophy, was introduced during the 1st and 3rd study year. Results are based on responses from three questionnaires given to all registered students, in all four cohorts, in the beginning of their 3rd, 4th and 5th year. In total, 664 questionnaire answers were received. In this study, the focus is on the following areas: (1) satisfaction with study results; (2) estimated work and perceived workload; (3) aspects of study related health; and (4) influence and cooperation with teachers and peer students. Comparisons are made within cohorts over time and between cohorts with regard to students’ self reported experiences in these areas. Results indicated that there were significant differences in some of the areas between cohorts that had not studied in a project-based approach and students who had done so. As the 1998 and 1999 cohorts did not followed the CDIO curriculum whereas the 2000 and 2002 cohorts did, differences between the cohorts in various areas can be related to the implementation of the CDIO curriculum.

    sted, utgiver, år, opplag, sider
    UICEE, 2006
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-20430 (URN)
    Prosjekter
    'Y-projektet'
    Tilgjengelig fra: 2009-09-08 Laget: 2009-09-08 Sist oppdatert: 2009-09-09bibliografisk kontrollert
    4. Engineering students experiences of becoming an engineer
    Åpne denne publikasjonen i ny fane eller vindu >>Engineering students experiences of becoming an engineer
    2010 (engelsk)Artikkel i tidsskrift (Annet vitenskapelig) Submitted
    Abstract [en]

    The focus is on how students construct, deconstruct and reconstruct the meaning of being an engineering student and of becoming an engineer in relation to the concept of employability. Four cohorts of students in a Masters program in Engineering were monitored annually with a “follow up” one year after graduation. Results show that there were differences in the way students talked about their curricular design, career plans, job search, becoming an employee and employable, and job satisfaction. Throughout the interviews certain turning points were identified, where the students had to make various decisions. Many students argued that generic skills and cultural values are best learned in extra-curricular activities and in work contexts, and that doing a thesis project in a firm was the best learning experience . During this thesis process students became conscious of their valuable employability skills, which in the job search process were a good thesis project; a diploma from the program, self-efficacy, problem-solving skills and a broad knowledge base.  On the job, the most valuable acquired key skills were considered to be mathematics and subject specific knowledge; problem solving skills; time management skills; learning skills; and, an ability to manage stress and heavy workloads.

    Emneord
    Employability; engineering; higher education; longitudinal study; transition
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-20431 (URN)
    Prosjekter
    'Y-projektet'
    Tilgjengelig fra: 2009-09-08 Laget: 2009-09-08 Sist oppdatert: 2010-04-16bibliografisk kontrollert
  • 19.
    Jungert, Tomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Social identities among engineering students and through their transition to work: a longitudinal study2013Inngår i: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174X, Vol. 38, nr 1, s. 39-52Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article draws on a longitudinal and qualitative study of students in a masters program in engineering. Interpretative phenomenological analysis was used to analyze annual, semi-structured interviews with ten students, from the first semester until one year after graduation. The program enjoys a high status and has a reputation of being highly demanding. The results show how the students categorize themselves in relation to outgroups, and partly supports earlier research. The longitudinal design made it possible to study how students social identities changed throughout their program, and when they went through a transition process to work. The graduated students developed an identity change, which involved a restructuring of the ways in which they understood their position in the social world.

  • 20.
    Jungert, Tomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för klinisk och socialpsykologi (CS). Linköpings universitet, Filosofiska fakulteten.
    Some insight into the problem of the relative decline of SMET studies graduates in OECD countries2010Konferansepaper (Fagfellevurdert)
  • 21.
    Jungert, Tomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    The meaning of support from co-workers and managers in teams when working2012Rapport (Annet vitenskapelig)
    Abstract [en]

    This report is part of a post-doc research project on factors that promote work motivation and occupational self-efficacy in organizations in Sweden and Canada. The purpose of this report was to investigate the relations between support for autonomy and competence by managers and co-workers and employees’ work motivation, occupational self-efficacy, and team commitment. Research has shown that support for autonomy from managers has positive effects, but it has not examined how co-worker support for autonomy can affect employees’ experiences and the relative importance of both sources of support. In two studies, one with a sample of 45 employees in a Swedish private research oriented company (6 females and 39 males) and one with a sample of 235 Swedish care givers (214 females and 21 males) completed surveys. Results showed that employees perceived high levels of motivation and self-efficacy. Study 2 also showed that employees perceived greater support for autonomy from co-workers than from managers but greater support for competence from managers. As in previous studies, support from managers was significantly positively related to employees’ outcomes. However, results also showed that co-worker support predicted these outcomes over and above the effects of managerial support and that support for autonomy was related to motivation while support for competence was related to self-efficacy. Moreover, the effects of support from co-workers were significantly stronger than those obtained from managers for self-efficacy. Finally, motivation and self-efficacy predicted team commitment for care givers in study 2, while support from manager was related to normative team commitment in study 1. The implications of these results for how organizations may optimize employees’ functioning through teamwork are discussed.

  • 22.
    Jungert, Tomas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Alm, Fredrik
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Thornberg, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Motives for becoming a teacher and their relations to academic engagement and dropout among student teachers2014Inngår i: Journal of Education for Teaching, ISSN 0260-7476, E-ISSN 1360-0540, Vol. 40, nr 2, s. 173-185Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Difficulties in attracting student teachers have resulted in research focusing on student teachers motives for studying to join the profession. Because previous findings are mixed, the first aim of this study was to explore motives for students to become teachers. A second aim was to explore the relationship between teachers motives and their academic engagement and dropout rates at the end of their studies. A sample of 333 student teachers at a Swedish university completed a questionnaire measuring motives for becoming a teacher and their academic engagement. The best model of a confirmatory factor analyses defined three motivational factors as altruistic, intrinsic and extrinsic motives. A path analysis showed a negative significant relationship between the altruistic motive and dropout, mediated by academic engagement, whereas the relationships between intrinsic and extrinsic motives and academic engagement were not significant.

  • 23.
    Jungert, Tomas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för klinisk och socialpsykologi (CS). Linköpings universitet, Filosofiska fakulteten.
    Alm, Fredrik
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för pedagogik och didaktik i utbildning och skola (PeDiUS). Linköpings universitet, Utbildningsvetenskap.
    Thornberg, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för pedagogik och didaktik i utbildning och skola (PeDiUS). Linköpings universitet, Utbildningsvetenskap.
    Motives to become a teacher, self-efficacy and self-determination among first-year students in teacher education2010Konferansepaper (Fagfellevurdert)
  • 24.
    Jungert, Tomas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Andersson, Ulf
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Self-efficacy Beliefs in Mathematics, Native Language Literacy and Foreign Language Amongst Boys and Girls with and without Mathematic Difficulties2013Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 57, nr 1, s. 1-15Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim was to examine achievement and self-efficacy in mathematics and native and foreign language literacy in children with specific mathematic LD (MD-only), children with comorbid mathematic and reading difficulties (MD-RD), and compare them with children without LD (controls), as well as to explore gender differences. Participants were 143 fifth-graders in Sweden who completed National Tests and measures of self-efficacy in mathematics and literacy. The MD-RD children displayed lower self-efficacy in all subjects compared to the controls, even when controlling for achievement. The MD-only children displayed lower self-efficacy in mathematics, completely accounted for by their lower mathematic achievement. The lower self-efficacy for children with learning disabilities may primarily be explained by their history of low achievement interpreted as failures and their emphasis on negative appraisals.

  • 25.
    Jungert, Tomas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för klinisk och socialpsykologi (CS). Linköpings universitet, Filosofiska fakulteten.
    Dedic, Helena
    Concordia University, CSLP.
    Rosenfield, Steven
    Concordia University, CSLP.
    Cognitive style and science achievement of Canadian and Swedish college level students2009Konferansepaper (Fagfellevurdert)
  • 26.
    Jungert, Tomas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för klinisk och socialpsykologi (CS). Linköpings universitet, Filosofiska fakulteten.
    Dedic, Helena
    Concordia University, CSLP.
    Rosenfield, Steven
    Concordia University, CSLP.
    Model of how cognitive style impacts differentially by gender on achievement and perseverance in SMET studies2009Konferansepaper (Fagfellevurdert)
  • 27.
    Jungert, Tomas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Dedic, Helena
    Concordia University, Montreal, Canada.
    Rosenfield, Steven
    Concordia University, Montreal, Canada.
    Roles that gender, systemizing and teacher support play in STEM education2011Konferansepaper (Annet vitenskapelig)
  • 28.
    Jungert, Tomas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Frank Koestner, Richard
    McGill University, Canada .
    Houlfort, Nathalie
    Concordia University, Canada .
    Schattke, Kaspar
    Concordia University, Canada .
    Distinguishing Source of Autonomy Support in Relation to Workers Motivation and Self-Efficacy2013Inngår i: Journal of Social Psychology, ISSN 0022-4545, E-ISSN 1940-1183, Vol. 153, nr 6, s. 651-666Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The purpose was to investigate the relationship between autonomy support by managers and co-workers and employees work motivation and self-efficacy in two studies. In Study 1, a sample of 343 Swedish workers completed surveys, and in Study 2, we followed up with a subsample of 98 workers one year later. As in previous studies, managers support of autonomy was significantly positively related to workers outcomes. However, the results of Study 1 also showed that co-worker autonomy support was related to these outcomes over and above the effects of manager support. Study 2 showed that changes in autonomy support from co-workers during one year significantly predicted motivation and self-efficacy one year later, while change in support from managers was unrelated to outcomes later. These findings provide evidence for the importance of both vertical and horizontal sources of support.

  • 29.
    Jungert, Tomas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för klinisk och socialpsykologi (CS). Linköpings universitet, Filosofiska fakulteten.
    Gustafson, Stefan
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten.
    Attributional style, academic self-efficacy, and attempts to influence the study environment2009Inngår i: Dynamics within and outside the lab: Proceedings from the 6th GRASP conference / [ed] Stefan Jern & Johan Näslund, Linköping: LiU-Tryck , 2009, s. 131-146Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Relationships between students’ attributional styles, self-efficacy and strategies to influence and take control over their study situation are explored and a comparison between female and male students investigated. Participants were 271 students enrolled in two Masters Programmes in Engineering. The participants completed a questionnaire measuring academic self-efficacy, a questionnaire measuring strategies to influence the study situation and a questionnaire measuring satisfaction with study results and attributional style. Internal and global attributional styles were related to higher self-efficacy and higher beliefs in opportunities to influence the study situation. External attributional style was associated with formal strategies to influence the studies while attributions on the globality dimension were associated with social strategies to take control over their studies. Female students who perceived their study results as successful were more likely than male students to attribute their results as unstable.

  • 30.
    Jungert, Tomas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Hesser, Hugo
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Träff, Ulf
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Contrasting two models of academic self-efficacy - domain-specific versus cross-domain - in children receiving and not receiving special instruction in mathematics2014Inngår i: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 55, nr 5, s. 440-447Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In social cognitive theory, self-efficacy is domain-specific. An alternative model, the cross-domain influence model, would predict that self-efficacy beliefs in one domain might influence performance in other domains. Research has also found that children who receive special instruction are not good at estimating their performance. The aim was to test two models of how self-efficacy beliefs influence achievement, and to contrast children receiving special instruction in mathematics with normally-achieving children. The participants were 73 fifth-grade children who receive special instruction and 70 children who do not receive any special instruction. In year four and five, the childrens skills in mathematics and reading were assessed by national curriculum tests, and in their fifth year, self-efficacy in mathematics and reading were measured. Structural equation modeling showed that in domains where children do not receive special instruction in mathematics, self-efficacy is a mediating variable between earlier and later achievement in the same domain. Achievement in mathematics was not mediated by self-efficacy in mathematics for children who receive special instruction. For normal achieving children, earlier achievement in the language domain had an influence on later self-efficacy in the mathematics domain, and self-efficacy beliefs in different domains were correlated. Self-efficacy is mostly domain specific, but may play a different role in academic performance depending on whether children receive special instruction. The results of the present study provided some support of the Cross-Domain Influence Model for normal achieving children.

  • 31.
    Jungert, Tomas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Houlfort, Nathalie
    Université de `Québec à Montréal, Canada.
    Koestner, Richard
    McGill University, Montréal, QC, Kanada.
    The Benefits of Peer Autonomy Support for Teachers2013Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    In self-determination theory (Ryan & Deci, 2000) autonomy support describes an interpersonal style where a manager takes the perspective of a subordinate into account, presents rationales for decisions, and provides opportunities for choice (Baard et al., 2004). We have recently shown that autonomy support from peers may be more influential than from supervisors (Jungert et al., 2012). In the present study, we sought to distinguish the effects of autonomy support and competence support from peers versus supervisors. Along with measures of support, we measured self-reported work satisfaction and signs of burnout prospectively over one semester in a sample of 177 Canadian teachers. Changes in autonomy support from peers and in competence support from principals over time were significantly related to satisfaction and burnout signs at T2, when controlling for T1 values. Our findings provide evidence for the importance of both sources and types of support.

  • 32.
    Jungert, Tomas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för klinisk och socialpsykologi (CS). Linköpings universitet, Filosofiska fakulteten.
    Hylander, Ingrid
    Karolinska Institutet.
    The study of natural groups: Validating by Triangulation2008Konferansepaper (Fagfellevurdert)
  • 33.
    Jungert, Tomas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Koestner, Richard
    McGill University, Canada.
    Science adjustment, parental and teacher autonomy support and the cognitive orientation of science students2015Inngår i: Educational Psychology, ISSN 0144-3410, E-ISSN 1469-5820, Vol. 35, nr 3, s. 361-376Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Research has shown that autonomy support has positive effects on academic development, but no study has examined how systemising cognitive orientation is related to important outcomes for science students, and how it may interact with autonomy support. This prospective investigation considered how systemising and support from teachers and parents influence motivation, self-efficacy and science performance of science students. Totally, two hundred and eighty eight high school students (143 females and 145 males) completed surveys at two times and records of their achievements were collected. Teachers autonomy support and systemising were significantly positively related to motivation, self-efficacy and achievement over time, while parental support for autonomy was not directly related to the outcomes. Finally, two significant interaction effects showed that the relation of parental autonomy support to motivation and self-efficacy was moderated by systemising. This is the first study to demonstrate that autonomy support may be especially helpful for individuals with an intrinsic disposition in a domain.

  • 34.
    Jungert, Tomas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Koestner, Richard
    McGill University, dep. of Psychology.
    Houlfort, Nathalie
    Université de Québec à Montréal, dep. of Psychology.
    Differentiating source of support in relation to workers’ intrinsic motivation and achievement2012Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Workers typically function as part of a team, which is a central feature of organizations since teamwork is related to important organizational outcomes such as increase in organizational innovation, reduction of turnover, job satisfaction, motivation and psychological health (e.g. Xyrichis & Ream, 2008; Rafferty, Ball, & Aiken, 2001). Hence, one effect of such a collaborative work structure is that it highlights the importance of co-workers in reaching personal and organizational goals. The present investigation considers whether co-workers may exert a motivational influence on one another that is as strong as the influence exerted by managers. Specifically, from a self-determination theory framework, we examined whether support for autonomy and competence from co-workers and patients’ families would be associated with important work outcomes, such as intrinsic work motivation, to a degree comparable with association of support from managers.

  • 35.
    Jungert, Tomas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Landry, Renee
    McGill University, Canada.
    Joussemet, Mireille
    University of Montreal, Canada.
    Mageau, Genevieve
    University of Montreal, Canada.
    Gingras, Isabelle
    McGill University, Canada.
    Koestner, Richard
    McGill University, Canada.
    Autonomous and Controlled Motivation for Parenting: Associations with Parent and Child Outcomes2015Inngår i: Journal of Child and Family Studies, ISSN 1062-1024, E-ISSN 1573-2843, Vol. 24, nr 7, s. 1932-1942Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The present investigation examined motivation for parenting and some of its correlates in parents and children. The data came from samples of 151 first-time mothers of infants, 153 mothers of middle school children, and 260 mothers and fathers of high school children. Parents provided self-report data about their motivation in their parenting role as well as reports of role satisfaction, parental competence, child temperament, and parenting styles. Using three samples, factor analyses confirmed the distinction between autonomous and controlled forms of parenting motivation. Autonomous motivation refers to investing in the parenting role because it is interesting and meaningful whereas controlled motivation refers to investment based on external or internal pressures. Results showed that autonomous motivation was associated concurrently with parenting satisfaction and competence as well as with authoritative and autonomy-supportive parenting styles. Child temperament was unrelated to parenting motivation, but mothers reported greater autonomous motivation for girls than boys and for younger children rather than older children. Autonomous parenting motivation was associated with children reporting autonomy supportive parenting and high levels of well-being. A prospective analysis showed that controlled parenting motivation in first time mothers was associated with reductions in parenting satisfaction as infants became toddlers. A similar analysis showed that autonomous parenting motivation was associated with children developing fewer behavior problems whereas controlled motivation was associated with children developing more behavioral problems. The present findings highlight the heuristic value of assessing why parents invest themselves in the parenting role.

  • 36.
    Jungert, Tomas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten.
    Rosander, Michael
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för klinisk och socialpsykologi (CS). Linköpings universitet, Filosofiska fakulteten.
    Relationships between students strategies for influencing their study environment and their strategic approach to studying2009Inngår i: Studies in Higher Education, ISSN 0307-5079, Vol. 34, nr 2, s. 139-152Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The purpose of this study was to investigate the relationship between student influence, students strategic approaches to studying and academic achievement, and to examine differences between students in a Masters programme in Engineering with conventional teaching and one based on problem-based learning in a sample of 268 students. A version of the Approaches and Study Skills Inventory for Students and a questionnaire measuring students attempts to influence their study environment were used. The results showed that informal strategies for influencing the study environment and academic achievement were related to the strategic approach to studying, and that students in the programme based on problem-based learning employed more informal and social strategies to influence their studies. These findings indicate that an informal influence strategy is an aspect of the strategic approach to studying, and that problem-based learning could improve teacher-student relationships, increase the students involvement and their use of strategic approaches to studying.

  • 37.
    Jungert, Tomas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten.
    Rosander, Michael
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för klinisk och socialpsykologi (CS). Linköpings universitet, Filosofiska fakulteten.
    Self-efficacy and strategies to influence the study environment2010Inngår i: TEACHING IN HIGHER EDUCATION, ISSN 1356-2517, Vol. 15, nr 6, s. 647-659Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study investigates the relationship between student influence and academic self-efficacy in a sample of 275 students in two Masters programmes in Engineering. Students in only one of the programmes studied according to problem-based learning (PBL). Results indicate that students choosing strategies to influence course content or structure, through course evaluation and recommending changes to teachers had significantly higher self-efficacy beliefs than those who did not use such strategies. It is principally the students who studied according to PBL that demonstrated higher self-efficacy beliefs, actively influenced their studies through engaging in debate with teachers. It can be claimed that increasing student self-efficacy beliefs is important not only in academic performance, but also in influencing in a positive way the institutional atmosphere.

  • 38.
    Jungert, Tomas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten. McGill University, Montréal, Kanada.
    Schattke, Kaspar
    John Molson School of Business, Concordia University, Montreal, Kanada.
    Betydelsen av stöd från olika källor för medarbetares motivation2012Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    Syftet var att undersöka betydelsen automistöd från chef respektive medarbetare har för en anställds arbetsmotivation och self-efficacy. Tidigare forskning visar att autonomistöd från chefer har positiva effekter på verksamheten, men ytterst lite forskning har undersökt betydelsen av autonomistöd från medarbetare. För att undersöka vilken typ av stöd som har störst betydelse genomfördes ett experiment där deltagarna fick läsa varsin vinjett. Grundvinjetten beskriver en servitör som jobbar på en restaurang och manipulationen bestod i att servitören antingen fick stöd eller blev kontrollerad av antingen en chef eller en medarbetare. Deltagare i experimentet var 120 personer som rekryterades från Amazon MTurk, som är en marknadsplats på Internet där människor kan fylla i enkäter. Medarbetarna fördelades slumpmässigt till en av fyra grupper. Grupp 1 fick läsa en vinjett där chefen var autonomistödjande, grupp 2 där en medarbetare var autonomistödjande, grupp 3 där chefen var kontrollerande, grupp 4 där en medarbetare var kontrollerande. Deltagarna fick föreställa sig att de var den anställde i vinjetten och fick därefter besvara en enkät. Resultaten visade att det fanns en huvudeffekt för typ av stöd men ingen för källan till stödet. Med andra ord upplevde sig deltagarna som läste en autonomistödjande vinjett mer motiverade och mer kompetenta att jobba på restaurang, oavsett om stödet kom från chef eller medarbetare, än deltagare som läste en icke-stödjande vinjett. Resultaten tyder på att stöd från såväl chef som medarbetare är viktigt för arbetsmotivation och self-efficacy, och att en stödjande medarbetare kan kompensera för negativa effekter av kontrollerande chefer och vice versa.

  • 39.
    Jungert, Tomas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Vongas, John
    John Molson School of Business, Montreal, Kanada.
    No work is motivating if the climate lacks warmth: The importance of autonomy supportive coworkers and managers in elderly care2013Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    The purpose of this research was to investigate how elderly caregivers perceive support from their managers and caregivers and how these perceptions contribute to their individual work motivation and team performance. Data were collected from two samples; study 1 involved qualitative interviews with 12 caregivers and social workers for the elderly and study 2 had 238 elderly caregivers complete a questionnaire. Results indicated that supportive managers and caregivers helped create a warm work climate that positively influenced motivation, whereas uninvolved managers and rigorous regulations led to a controlling climate that restrained employee self-development and motivation. In addition, managers and coworkers differently satisfied caregivers’ basic needs for competence, autonomy, and relatedness, all of which related to various degrees to motivation and perceptions of team quality. These findings are valuable for organizations wishing to develop and optimize successful climates and work teams for elderly caregivers in societies with highly aging populations.

  • 40.
    Rasoal, Chato
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Danielsson, Henrik
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Jungert, Tomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Empathy among students in engineeringprogrammes2012Inngår i: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 37, nr 5, s. 427-435Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Engineers face challenges when they are to manage project groups and be leaders for organisations becausesuch positions demand skills in social competence and empathy. Previous studies have shown that engineershave low degrees of social competence skills. In this study, the level of empathy as measured by the foursubscales of the Interpersonal Reactivity Index, perspective taking, fantasy, empathic distress and empathicconcern, among engineering students was compared to students in health care profession programmes.Participants were undergraduate students at Linköping University, 365 students from four different healthcare profession programmes and 115 students from two different engineering programmes. When theempathy measures were corrected for effects of sex, engineering students from one of the programmes hadlower empathy than psychology and socialworker students on the fantasy and perspective-taking subscales.These results raise questions regarding opportunities for engineering students to develop their empathicabilities. It is important that engineering students acquire both theoretical and practical knowledge andskills regarding empathy.

  • 41.
    Rasoal, Chato
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten.
    Jungert, Tomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten.
    The relation between parental support and their adolescents' development of empathy2011Konferansepaper (Fagfellevurdert)
  • 42.
    Rasoal, Chato
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten.
    Jungert, Tomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten.
    Edvardsson Stiwne, Elinor
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten.
    Andersson, Gerhard
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för klinisk och socialpsykologi (CS). Linköpings universitet, Filosofiska fakulteten.
    Ethnocultural Empathy Among Students in Health Care Education2009Inngår i: Evaluation & the Health Professions, ISSN 0163-2787, E-ISSN 1552-3918, Vol. 32, nr 3, s. 300-313Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In a multicultural society, ethnocultural empathy has become an important element in most health settings and development of this capacity has become a central component for health care professionals in their interactions with patients and clients. In this study, differences in basic empathy and ethnocultural empathy were explored in a sample of 365 undergraduate students at the beginning and end of four masters programs in health care ( medicine, psychology, nursing, and social work). Results showed that it was mainly psychology students in the first semester who had significantly higher general empathic skills and ethnocultural empathic skills compared to students in the other study programs. Few signs of differences between students in their first and in later semesters were obtained. The observed differences may be explained by ( a) levels of admission grades and applications requirements or (b) different cultures and expectations from the surrounding milieus in the investigated study programs.

  • 43.
    Rasoal, Chato
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för klinisk och socialpsykologi (CS). Linköpings universitet, Filosofiska fakulteten.
    Jungert, Tomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för klinisk och socialpsykologi (CS). Linköpings universitet, Filosofiska fakulteten.
    Hau, Stephan
    Stockholms universitet .
    Andersson, Gerhard
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för klinisk och socialpsykologi (CS). Linköpings universitet, Filosofiska fakulteten.
    Development of a Swedish Version of the Scale of Ethnocultural Empathy2011Inngår i: Psychology, ISSN 2152-7180, E-ISSN 2152-7199, Vol. 2, nr 6, s. 568-573Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The development and establishment of a Swedish translation of the Scale of Ethnocultural Empathy (SEE) was investigated in a sample of 788 participants. The SEE is a self-report instrument and is used to measure empathy directed toward people from ethnic cultural groups who are different from the respondent’s own ethnocultural group. Principal components factor analyses and confirmatory factor analyses (CFA) provided evidence for a four-factor structure. The factors were Acceptance of Cultural Differences, Communicative Ethnocultural Em-pathy, Ethnocultural Empathic Awareness, and Intellectual Ethnocultural Empathy. The factors were moderately intercorrelated, and additional correlational analyses showed convergent validity in high correlations between the four factors and the two subscales Empathic Concern and Perspective Taking of the Interpersonal Reactivity Index (IRI). Possible applications of this scale in a healthcare context are discussed.

  • 44.
    Rasoal, Chato
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Jungert, Tomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Hau, Stephan
    Andersson, Gerhard
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Ethnocultural versus Basic Empathy: Same or Different?2011Inngår i: Psychology, ISSN 2152-7180, E-ISSN 2152-7199, Vol. 2, nr 9, s. 925-930Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The concept of ethnocultural empathy has been put forward as a variable that could explain tolerance between individuals and groups of different ethnic and cultural background. However, it is not clear if ethnocultural em-pathy is distinct from basic empathy. In this study we investigated the association between basic empathy, as measured by the Interpersonal Reactivity Index (Davis, 1983) and ethnocultural empathy, as measured by the Scale of Ethnocultural Empathy (Wang et al., 2003). We also explored the question of whether a set of back-ground variables would predict the two forms of empathy. We investigated if there were different predictors of ethnocultural and basic empathy, and if the two constructs are distinct. Results showed that the two forms of empathy were correlated and that largely similar predictors were found for the two constructs. A confirmatory factor analysis failed to confirm two separate constructs. Implications of the findings for the measurement of empathy are discussed.

  • 45.
    Schattke, Kaspar
    et al.
    John Molson School of Business, Concordia University, Montreal, Kanada.
    Jungert, Tomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Gagné, Marylène
    John Molson School of Business, Concordia University, Montreal, Kanada.
    The impact of autonomy and competence support on achievement motivation depends on the job context2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Locke and Latham (1990) suggested that intrinsic motivation is often confused with achievement motivation and proposed to distinguish between both. Two recent studies indicated that these constructs can be separated in distinct factors (Schattke et al., 2012) and predict different outcomes (Gagné et al., 2012). The goal of this research was to examine whether both constructs were affected differently by the same antecedence, namely autonomy and competence support. In four consecutive vignette experiments with a total of N=657 participants, we manipulated either autonomy or competence support in either a restaurant or an office vignette. Study 1 and 2 (restaurant vignettes) showed that autonomy and competence support fostered intrinsic but not achievement motivation. In Study 3 and 4 (office vignettes), autonomy and competence support fostered achievement as well as intrinsic motivation. The context dependent impact of autonomy and competence support suggests that intrinsic and achievement motivation are distinct constructs.

  • 46.
    Thornberg, Robert
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Jungert, Tomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Bystander behavior in bullying situations: basic moral sensitivity, moral disengagement and defender self-efficacy2013Inngår i: Journal of Adolescence, ISSN 0140-1971, E-ISSN 1095-9254, Vol. 36, nr 3, s. 475-483Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of the present study was to investigate how basic moral sensitivity in bullying, moral disengagement in bullying and defender self-efficacy were related to different bystander behaviors in bullying. Therefore, we examined pathways that linked students' basic moral sensitivity, moral disengagement, and defender self-efficacy to different bystander behaviors in bullying situations. Three hundred and forty-seven teenagers completed a bullying survey. Findings indicated that compared with boys, girls expressed higher basic moral sensitivity in bullying, lower defender self-efficacy and moral disengagement in bullying. Results from the SEM showed that basic moral sensitivity in bullying was negatively related to pro-bully behavior and positively related to outsider and defender behavior, mediated by moral disengagement in bullying, which in turn was positively related to pro-bully behavior and negatively related to outsider and defender behavior. What differed in the relations between outsider and defender behaviors was the degree of defender self-efficacy.

  • 47.
    Thornberg, Robert
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Jungert, Tomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    School bullying and the mechanisms of moral disengagement2014Inngår i: Aggressive Behavior, ISSN 0096-140X, E-ISSN 1098-2337, Vol. 40, nr 2, s. 99-108Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of the present study was to examine to what degree different mechanisms of moral disengagement were related to age, gender, bullying, and defending among school children. Three hundred and seventy-two Swedish children ranging in age from 10 to 14 years completed a questionnaire. Findings revealed that boys expressed significantly higher levels of moral justification, euphemistic labeling, diffusion of responsibility, distorting consequences, and victim attribution, as compared with girls. Whereas boys bullied others significantly more often than girls, age was unrelated to bullying. Moral justification and victim attribution were the only dimensions of moral disengagement that significantly related to bullying. Furthermore, younger children and girls were more likely to defend victims. Diffusion of responsibility and victim attribution were significantly and negatively related to defending, while the other dimensions of moral disengagement were unrelated to defending.

  • 48.
    Thornberg, Robert
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Tenenbaum, Laura
    Georgia State University, USA.
    Varjas, Kristen
    Georgia State University, USA.
    Meyers, Joel
    Georgia State University, USA.
    Jungert, Tomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Vanegas, Gina
    Georgia State University, USA.
    Bystander motivation in bullying incidents: To intervene or not to intervene?2012Inngår i: Western Journal of Emergency Medicine, ISSN 1936-900X, E-ISSN 1936-9018, Vol. 13, nr 3, s. 247-252Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    Introduction

    This research sought to extend knowledge about bystanders in bullying situations with a focus on the motivations that lead them to different responses. The 2 primary goals of this study were to investigate the reasons for children's decisions to help or not to help a victim when witnessing bullying, and to generate a grounded theory (or conceptual framework) of bystander motivation in bullying situations.

    Methods

    Thirty students ranging in age from 9 to 15 years (M = 11.9; SD = 1.7) from an elementary and middle school in the southeastern United States participated in this study. Open- ended, semi-structured interviews were used, and sessions ranged from 30 to 45 minutes. We conducted qualitative methodology and analyses to gain an in-depth understanding of children's perspectives and concerns when witnessing bullying.

    Results

    A key finding was a conceptual framework of bystander motivation to intervene in bullying situations suggesting that deciding whether to help or not help the victim in a bullying situation depends on how bystanders define and evaluate the situation, the social context, and their own agency. Qualitative analysis revealed 5 themes related to bystander motives and included: interpretation of harm in the bullying situation, emotional reactions, social evaluating, moral evaluating, and intervention self-efficacy.

    Conclusion

    Given the themes that emerged surrounding bystanders' motives to intervene or abstain from intervening, respondents reported 3 key elements that need to be confirmed in future research and that may have implications for future work on bullying prevention. These included: first, the potential importance of clear communication to children that adults expect bystanders to intervene when witnessing bullying; second, the potential of direct education about how bystanders can intervene to increase children's self-efficacy as defenders of those who are victims of bullying; and third, the assumption that it may be effective to encourage children's belief that bullying is morally wrong.

  • 49.
    Thornberg, Robert
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Varjas, Kristen
    Georgia State University, Atlanta, US.
    Jungert, Tomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Meyers, Joel
    Georgia State University, Atlanta, US.
    Investigating bystander motivations and behavior in bullying situations2012Konferansepaper (Fagfellevurdert)
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