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  • 1.
    Alm, Fredrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Jungert, Tomas
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Academic commitment and self-determination among teacher students2011Conference paper (Refereed)
  • 2.
    Alm, Fredrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Jungert, Tomas
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Nyantagna lärarstudenters motiv, motivation, självtillit och akademiska engagemang2014Report (Other academic)
    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.
    Alsaadi, Sarah
    et al.
    Linköping University, Department of Computer and Information Science, The Division of Statistics and Machine Learning.
    Wänström, Linda
    Linköping University, Department of Computer and Information Science, The Division of Statistics and Machine Learning.
    Sjögren, Björn
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning.
    Bjärehed, Marlene
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Collective moral disengagement and school bullying: An initial validation study of the Swedish scale version2016Conference paper (Refereed)
  • 4.
    Bjärehed, Marlene
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning.
    Sjögren, Björn
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning.
    Wänström, Linda
    Linköping University, Department of Computer and Information Science, The Division of Statistics and Machine Learning.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Bullying and moral disengagement mechanisms2016Conference paper (Refereed)
  • 5.
    Bjärehed, Marlene
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Wänström, Linda
    Linköping University, Department of Computer and Information Science, The Division of Statistics and Machine Learning.
    Gianluca, Gini
    University of Padova.
    Sjögren, Björn
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning.
    Bullying perpetration and victimization and their associations with warm student–teacher relationship, individual and collective moral disengagement, and collective efficacy in a sample of Swedish fourth grade students: A multi-level analysis2017Conference paper (Refereed)
  • 6.
    Caravita, Simona
    et al.
    Università Cattolica del Sacro Cuore.
    Ambrosini, Barbara
    Università Cattolica del Sacro Cuore.
    Stefanelli, Sara
    Università Cattolica del Sacro Cuore.
    Cadei, Livia
    Università Cattolica del Sacro Cuore.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    When the bullied peer is native vs. migrant: A mixed-method study among pupils of Italian schools2017Conference paper (Refereed)
  • 7.
    Charmaz, Kathy
    et al.
    Sonoma State University, USA.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Keane, Elaine
    National University of Ireland, Ireland.
    Evolving grounded theory and social justice inquiry2017In: The SAGE handbook of qualitative research / [ed] Norman K. Denzin & Yvonna S. Lincoln, Thousand Oaks, CA: Sage Publications, 2017, 5Chapter in book (Refereed)
  • 8.
    Colnerud, Gunnel
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Elvstrand, Helene
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Olsson, Maria
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Department of Behavioural Sciences and Learning, Developmental Psychology.
    Szklarski, Andrzej
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Skolans moraliska och demokratiska praktik: Värdepedagogiska texter I2004Report (Other academic)
  • 9.
    Colnerud, Gunnel
    et al.
    Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Värdepedagogik i internationell belysning2003Book (Other academic)
    Abstract [en]

    This report presents research on some programs of valueeducation from the last thirty  years. It also gives examples fromthe current research with focus on teachers’ view of and actingin their moral agency.

    The conclusions of the referred studies are – among others – that moral impact on students demands social community and hard work against exclusion, since democratic values are not individual projects. Furthermore patience is necessary, since the construction of moral and democratic community does not go fast and is not developed without backlashes.

    The social experiences, which school offers the students, are important to their development of values. However, the students cannot be expected to manage the difficulties of cooperation, like competition and conflicts, without supervision by their teachers.

  • 10.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Forslund Frykedal, KarinLinköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.Samuelsson, MarcusLinköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.Thornberg, RobertLinköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Lärares etik och professionella arbete: skolan som moralisk praktik : en vänbok till Gunnel Colnerud2013Collection (editor) (Other academic)
    Abstract [sv]

    Gunnel Colnerud, professor vid Institutionen för beteendevetenskap och lärande, vid Linköpings universitet har under den största delen av sitt yrkesverksamma liv varit engagerad i skolfrågor av olika slag. Ofta har fokus för hennes intresse och uppdrag legat i att förstå skolans vardagsliv och det komplexa uppdrag som läraryrket innebär. Gunnel fyller 67 år i januari 2015 och denna vänbok är en hyllning till henne från kollegor, både nationellt och internationellt, samt tidigare doktorander. Bidragen i antologin, Lärares etik och professionella arbete - skolan som moralisk praktik, är tänkt att spegla de områden som Gunnel i sin forskning varit engagerad i.

    Innan Gunnel påbörjade sin forskarutbildning i pedagogik var hon verksam som psykolog inom skolhälsovården. Denna erfarenhet av att ha mött barn och elevers utsatthet samt lärares ständiga arbete med att möta olika typer av förändringar och hantera en komplex yrkesroll är något som Gunnel burit med sig in i sin forskning, vilket inte minst syns i hennes outtröttliga engagemang i att vara en forskare som bidrar till skolans praktik.

    I mitten av nittiotalet Jade Gunnel fram sin avhandling som byggde på intervjuer med yrkesverksamma lärare och handlade om etiska dilemman lärare ställs inför i sitt yrkesutövande. Gunnel har allt sedan avhandlingsarbetet varit mycket engagerad i etiska frågor i relation till läraruppdraget och var en av de pådrivande krafterna i att tillsammans med Sveriges båda lärarförbund formulera gemensamma yrkesetiska principer, som kom att benämnas Lärares yrkesetik. I detta arbete gjorde Gunnel betydande insatser genom att problematisera yrkesetik som fenomen, medverka i otaliga utbildningsinsatser för lärare och lärarstudenter inom området och sist men inte minst bidra till att etablera yrkesetik som forskningsfält.

    Ett kännetecknande drag för Gunnels forskning har varit den starka viljan och övertygelsen om att forskning om skola behöver ske i relation till och med skolans praktik. Tillsammans med sin make och kollega professor Kjell Granström etablerade Gunnel en forskarmiljö med fokus på praxisnära forskning. Vi som är redaktörer för denna vänbok har alla haft förmånen att vara doktorander till Gunnel eller Kjell och fått möjlighet att växa som forskare i en forskarmiljö som präglats av kreativitet, engagemang och spännande diskussioner.

    Norrköping och Linköping, oktober 2013

    Helene, Karin, Marcus & Robert

  • 11.
    Eriksson, Elisabeth
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Björklund Boistrup, Lisa
    Stockholm Univ, Sweden.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    A qualitative study of primary teachers classroom feedback rationales2018In: Educational research (Windsor. Print), ISSN 0013-1881, E-ISSN 1469-5847, Vol. 60, no 2, p. 189-205Article in journal (Refereed)
    Abstract [en]

    BackgroundAs part of teachers everyday classroom assessment practice, feedback can be seen as connected to the formative function of assessment, with the aim of helping students in their learning processes. Much research on teacher feedback focuses precisely on the feedbacks formative quality. However, in order to strengthen our understanding about the nature of teacher feedback, we also need to understand more about teachers rationales for giving feedback to their students, especially in primary school settings.PurposeThe present study aimed to explore and conceptualise primary school teachers rationales for giving students feedback.SampleThirteen Swedish primary school teachers ( 10 women and 3 men) with 4 to 40 years of teaching experience working with students aged 7-9years-old (grades 1-3), participated in the study. An open sampling procedure was adopted to recruit the teachers.Design and methodsData were collected using a semi-structured interview approach. We employed a constructivist grounded theory design for the coding and analysis of the transcribed data.ResultsAnalysis indicated that two main concerns emerged as regulating teachers assessment practices. These addressed what the teachers perceived as (1) students academic needs and (2) students behavioural and emotional needs. According to the findings, the teachers rationales for giving students feedback were based on those needs, and dependent on factors such as situation, relationships, time and effort. This resulted in a constant comparison and weighing of different needs by the teachers. Some needs were described as prioritised before others, which caused some rationales to be identified as taking precedence over others.Discussion and conclusionsBased on a systematic analysis of - and thus grounded in - interview data from primary teachers, the current qualitative study offers a framework for surveying, understanding and discussing teacher feedback. Overall, the study showed how everyday practices of classroom assessment and classroom management overlapped, thus underlining the importance in teacher education of understanding classroom assessment, classroom management and the relationships between the two.

  • 12.
    Eriksson, Elisabeth
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning.
    Björklund, Lisa
    Stockholm University, Sweden.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    A categorization of teacher feedback in the classroom: A field study on feedback based on routine classroom assessment in primary school2017In: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146, Vol. 32, no 3, p. 316-332Article in journal (Refereed)
    Abstract [en]

    The aim of the present study was to examine and categorise teachers’ strategies for feedback in day-to-day communication in primary school. The different feedback categories constructed and grounded in data are applicable to feedback on learning and knowledge as well as on behavioural skills. Qualitative classroom observations were conducted in four primary school classrooms, including a total of four teachers and 75 students. A constructivist grounded theory approach was used throughout the analytical process. The analysis of the field data generated five main categories of feedback focuses: expecting, emotionally responding, normalising, steering, and deliberating. The categories are all broad, yet with sub-categories specific and nuanced, presenting concepts by which we can verbalize and communicate teachers’ feedback strategies.  The categories place teachers’ feedback actions in a landscape, not on a linear axis. The complexity of feedback, as it is shown in the present study challenges a dichotomisation of feedback and captures more of a complexity of classroom assessment.

  • 13.
    Espelage, Dorothy L.
    et al.
    University of Illinois, USA.
    Hong, Jun Sung
    Wayne State University, USA.
    Rao, Mrinalini A.
    Yale University, USA.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Understanding ecological factors associated with bullying across the elementary to middle school transition in the United States2015In: Perspective on bullying / [ed] R. D. Maiuro, New York: Springer, 2015, p. 31-48Chapter in book (Refereed)
  • 14.
    Espelage, Dorothy L.
    et al.
    University of Illinois, IL USA.
    Sung Hong, Jun
    Wayne State University, MI 48202 USA.
    Rao, Mrinalini A.
    Yale University, CT 06520 USA.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Understanding Ecological Factors Associated With Bullying Across the Elementary to Middle School Transition in the United States2015In: Violence and Victims, ISSN 0886-6708, E-ISSN 1945-7073, Vol. 30, no 3, p. 470-487Article in journal (Refereed)
    Abstract [en]

    This study examines sociodemographic characteristics and social-environmental factors associated with bullying during the elementary to middle school transition from a sample of 5th-grade students (n = 300) in 3 elementary schools at Time 1. Of these, 237 participated at Time 2 as 6th-grade students. Using cluster analyses, we found groups of students who reported no increase in bullying, some decrease in bullying, and some increase in bullying. Students who reported increases in bullying also reported decreases in school belongingness and teacher affiliation and increases in teacher dissatisfaction. Students who reported decreases in bullying also reported decreases in victimization. These findings suggest that changes across the transition in students relations to school and their teachers are predictive of changes in bullying.

  • 15.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Thornberg, RobertLinköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Handbok i kvalitativ analys2009Collection (editor) (Other academic)
    Abstract [sv]

    Detta 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. Boken 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.

    Författarna presenterar ett flertal betydelsefulla och etablerade ansatser inom kvalitativ forskning, där varje ansats beskrivs på ett sådant sätt att läsaren direkt ska kunna finna vägledning i hur han eller hon kan analysera sina data. Kapitlen tydliggör också vilka typer av forskningsfrågor som kan vara av intresse inom ramen för de specifika metoderna eller ansatserna. Därmed ger boken studenterna hjälp att både bättre förstå logiken bakom olika kvalitativa forskningsansatser och finna den eller de metoder som passar för just de frågor som de är intresserade av. Nio olika metodansatser presenteras ingående:grundad teori, hermeneutik, diskursanalys, fenomenologi, fenomenografi, textanalys, konversationsanalys, fältforskning, livsberättelser.

  • 16.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Kvalitativ forskning och kvalitativ analys2009In: Handbok i kvalitativ analys / [ed] Andreas Fejes och Robert Thornberg, Stockholm: Liber , 2009, 1, p. 13-37Chapter in book (Other academic)
    Abstract [sv]

    Detta 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. Boken 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.

    Författarna presenterar ett flertal betydelsefulla och etablerade ansatser inom kvalitativ forskning, där varje ansats beskrivs på ett sådant sätt att läsaren direkt ska kunna finna vägledning i hur han eller hon kan analysera sina data. Kapitlen tydliggör också vilka typer av forskningsfrågor som kan vara av intresse inom ramen för de specifika metoderna eller ansatserna. Därmed ger boken studenterna hjälp att både bättre förstå logiken bakom olika kvalitativa forskningsansatser och finna den eller de metoder som passar för just de frågor som de är intresserade av. Nio olika metodansatser presenteras ingående:grundad teori, hermeneutik, diskursanalys, fenomenologi, fenomenografi, textanalys, konversationsanalys, fältforskning, livsberättelser.

  • 17.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Kvalitativ forskning och kvalitativ analys2015In: Handbok i kvalitativ analys / [ed] Andreas Fejes & Robert Thornberg, Stockholm: Liber , 2015, 2, p. 13-43Chapter in book (Other academic)
    Abstract [sv]

    Detta 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. Boken 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.

    Författarna presenterar ett flertal betydelsefulla och etablerade ansatser inom kvalitativ forskning, där varje ansats beskrivs på ett sådant sätt att läsaren direkt ska kunna finna vägledning i hur han eller hon kan analysera sina data. Kapitlen tydliggör också vilka typer av forskningsfrågor som kan vara av intresse inom ramen för de specifika metoderna eller ansatserna. Därmed ger boken studenterna hjälp att både bättre förstå logiken bakom olika kvalitativa forskningsansatser och finna den eller de metoder som passar för just de frågor som de är intresserade av. Nio olika metodansatser presenteras ingående:grundad teori, hermeneutik, diskursanalys, fenomenologi, fenomenografi, textanalys, konversationsanalys, fältforskning, livsberättelser.

  • 18.
    Forsberg, Camilla
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Rosenbaum, Laura
    Georgia State University.
    Smith, Jennifer
    Georgia State University.
    Varjas, Kristen
    Georgia State University.
    Meyers, Joel
    Georgia State University.
    Jungert, Tomas
    Lunds universitet.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    A cross-cultural study on students' reasons for defending or not defending as a bystander to bullying2014Conference paper (Refereed)
  • 19.
    Forsberg, Camilla
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Bystanders to bullying: Fourth- to seventh-grade students' perspectives on their reactions2014In: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146, Vol. 29, no 5, p. 557-576Article in journal (Refereed)
    Abstract [en]

    The aim with the present study was to investigate bystander actions in bullying situations as well as reasons behind these actions as they are articulated by Swedish students from fourth to seventh grade. Forty-three semi-structured individual interviews were conducted with students. Qualitative analysis of data was performed by methods from grounded theory. The analysis of the student voices of being a bystander in bullying reveals a complexity in which different definition-of-situation processes are evoked (a) relations (friends and social hierarchy), (b) defining seriousness, (c) victim’s contribution to the situation, (d) social roles and intervention responsibilities, and (e) distressing emotions. There are often conflicted motives in how to act as a bystander, which could evoke moral distress among the students. Our analysis is unique in that it introduces the concept of moral distress as a process that has to be considered in order to better understand bystander actions among children The findings also indicate bystander reactions that could be associated with moral disengagement, such as not perceiving a moral obligation to intervene if the victim is defined as a non-friend (‘none of my business’), protecting the friendship with the bully, and blaming the victim.

  • 20.
    Forsberg, Camilla
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Educational Sciences.
    The social ordering of belonging: children’s perspectives on bullying2016In: International Journal of Educational Research, ISSN 0883-0355, E-ISSN 1873-538X, Vol. 78, p. 13-23Article in journal (Refereed)
    Abstract [en]

    The aim with this study was to listen to how children themselves discuss, reason on and make sense of how and why bullying emerges to extend our knowledge of what social processes that are made important among the children. As stated by Green and Hill (2005), we value children’s perspectives and want to understand their lived experience, and are motivated to “find out more about how children understand and interpret, negotiate and feel about their daily lives” (p. 3). While most studies on bullying have used quant methods, Mishna, Saini, and Solomon (2009) argue that qualitative methodologies present an opportunity for developing a deeper understanding of the group processes of bullying and participants’ perspectives on peer harassment. They are “capable of discovering important discourses and nuances” (p. 1222) that might be less visible in large-scale studies. There is a small but growing body of research on children and adolescents’ perspectives on bullying. Previous qualitative studies have revealed that children report a range of explanations as to why bullying takes place but tend to address either the victim or the bully as the cause of bullying (for a review, see Thornberg, 2011b). The victim is commonly described as deviant, odd or different, and children explain such deviant or odd characteristics or behaviour as causing the bullying (e.g., Bibou-Nakou et al., 2012; Cheng et al., 2011; Frisén, Holmqvist, & Oscarsson, 2008; Teräsahjo & Salmivalli, 2003; Thornberg, 2010, 2015a; Varjas et al., 2008). Another common explanation used among children to describe why bullying occurs addresses the bully, the bully is viewed as striving for power and status (e.g., Frisén et al., 2008; Swart & Bredekamp, 2009; Thornberg, 2010; Thornberg & Knutsen, 2011; Varjas et al., 2008), suffering from psychosocial problems, insecurity or having problems at home (e.g., Frisén et al., 2008; Thornberg, 2010; Thornberg, & Knutsen, 2011; Varjas et al, 2008), or simply being a mean or bad person (e.g., Thornberg, 2010). Further bullying explanations address  peer pressure (e.g., Erling & Hwang, 2004) and having fun and  avoiding boredom (e.g., Hamarus & Kaikkonen, 2008; Owens et al., 2000). Thornberg (2011a) suggests labelling and stigma theory as a theoretical framework to gain a deeper understanding of children’s tendency to blame the victim, where bullying is viewed as a social process manifested as an interactional pattern of inhumanity and power abuse. Bullying could also be understood as a collective action where labelling the victim as the cause justifies the social act of bullying where the bullies are constructed as the “normal us” (Thornberg, 2015). Hence, inclusion and exclusions might be viewed as ongoing processes embedded in childrens’s way to organise their peer activities (e.g., Adler & Alder, 1995; Bliding, 2004; Svahn & Evaldsson, 2011), which means that some actions might not be defined as bullying from the perspectives of the children. In this study it is therefore of interest to explore how and in what ways children discuss bullying, to extend our knowledge of what processes that are made important among the children. In our theoretical and methodological framework we therefore came to adopt a symbolic interactionist perspective and constructivist grounded theory.

  • 21.
    Forsberg, Camilla
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    The social ordering of belonging: Students’ perspectives on bullying2016Conference paper (Refereed)
  • 22.
    Forsberg, Camilla
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    The social ordering of belonging: Students’ perspectives on bullying.2016Conference paper (Other academic)
  • 23.
    Forsberg, Camilla
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Fourth- to seventh grade students' perspectives on bystander roles and bullying situations2013Conference paper (Refereed)
  • 24.
    Forsberg, Camilla
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Wood, Laura
    Georgia state university, USA.
    Smith, Jennifer
    Georgia state university, USA.
    Varjas, Kris
    Georgia state university, USA.
    Jungert, Tomas
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Students’ views of factors affecting their bystander behaviors in response to school bullying: A cross-collaborative conceptual qualitative analysisManuscript (preprint) (Other academic)
    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.

  • 25.
    Forsberg, Camilla
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Wood, Laura
    Georgia State University, Atlanta, GA, USA.
    Smith, Jennifer
    Georgia State University, Atlanta, GA, USA.
    Varjas, Kristen
    Georgia State University, Atlanta, GA, USA.
    Meyers, Joel
    Georgia State University, Atlanta, GA, USA.
    Jungert, Tomas
    Lunds universitet, Lund, Sweden.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Students’ views of factors affecting their bystander behaviors in response to school bullying: a cross-collaborative conceptual qualitative analysis2018In: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146, Vol. 33, no 1, p. 127-142Article in journal (Refereed)
    Abstract [en]

    The aim of the present study was to focus on how students articulate and discuss what factors influence students’ decisions to defend or not defend victims when witnessing bullying. In this unique qualitative cross-collaborative study, where two research teams collected interviews from two cultural contexts, eighty-nine students with an age-range from 9 to 14 years old participated. Participants included 43 Swedish students and 46 US students (50 girls, 39 boys). The interviews were analysed through a collaborative qualitative analysis aimed at constructing shared concepts of our data as a whole. The results revealed five broad factors among the students when they reasoned about how they act as a bystander in bullying situations: (a) informed awareness, (b) bystander expectations, (c) personal feelings, (d) behavioural seriousness, and (e) sense of responsibility. The results indicated that each of these considerations could make the students more or less likely to defend as well as to defend in a certain way. According to these five broad factors, students seemed to adjust their bystander acts, which suggests that students’ bystander acts vary depending on situational factors that influence bystanders’ interpretations of bullying and decision-making about how to respond to observed bullying.

  • 26. Halldin, Karolina
    et al.
    Petersson, Annelie
    Bolmsjö, Natalie
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Att bli mobbad i skolan: En grundad teori om offerprocessen2011In: The individual and the group – Future challenges: Proceedings from the 7th GRASP conference, University of Gothenburg, May 2010 / [ed] C. Jacobsson, & M. R. Ricciardi, Göteborg: Göteborgs universitet , 2011, p. 103-117Chapter in book (Other academic)
    Abstract [en]

    Context  Problem-based learning (PBL) is widely used in higher education. There is evidence available that students and faculty are highly satisfied with PBL. Nevertheless, in educational practice problems are often encountered, such as tutors who are too directive, problems that are too well-structured, and dysfunctional tutorial groups.

    Purpose  The aim of this paper is to demonstrate that PBL has the potential to prepare students more effectively for future learning because it is based on four modern insights into learning: constructive, self-directed, collaborative and contextual. These four learning principles are described and it is explained how they apply to PBL. In addition, available research is reviewed and the current debate in research on PBL is described.

    Discussion  It is argued that problems encountered in educational practice usually stem from poor implementation of PBL. In many cases the way in which PBL is implemented is not consistent with the current insights on learning. Furthermore, it is argued that research on PBL should contribute towards a better understanding of why and how the concepts of constructive, self-directed, collaborative and contextual learning work or do not work and under what circumstances. Examples of studies are given to illustrate this issue.

  • 27.
    Halldin, Karolina
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    The construction of victim in school bullying: A grounded theory of victimizing2010Conference paper (Refereed)
  • 28.
    Hellberg, Kristina
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Bullying in school from the view of students with neuropsychiatric diagnoses2012Conference paper (Other academic)
  • 29.
    Hufstetler, Schell
    et al.
    Georgia State University.
    Henrich, Christopher
    Georgia State University.
    Meyers, Joel
    Georgia State University.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Varjas, Kristen
    Georgia State University.
    Confirmatory factor analysis of Thornberg and Jungert's Moral Disengagement in Bullying Scale2015Conference paper (Refereed)
  • 30.
    Hufstetler, Schell
    et al.
    Georgia State University.
    Henrich, Christopher
    Georgia State University.
    Meyers, Joel
    Georgia State University.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Varjas, Kristen
    Georgia State University.
    Predicting future bullying and bystander behavior using moral disengagement2016Conference paper (Refereed)
  • 31.
    Johansson, Eva
    et al.
    Universitetet i Stavanger, Norge.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    En mångfacetterad bild av värdepedagogisk forskning2014In: Värdepedagogik: Etik och demokrati i förskola och skola / [ed] Eva Johansson, Robert Thornberg, Stockholm: Liber, 2014, 1, p. 9-18Chapter in book (Other academic)
  • 32.
    Johansson, Eva
    et al.
    Universitetet i Stavanger, Norge.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Perspektiv på barns och ungas moral: En översikt2014In: Värdepedagogik: Etik och demokrati i förskola och skola / [ed] Eva Johansson, Robert Thornberg, Stockholm: Liber, 2014, 1, p. 53-66Chapter in book (Other academic)
  • 33.
    Johansson, Eva
    et al.
    Universitetet i Stavanger, Norge.
    Thornberg, RobertLinköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Värdepedagogik: Etik och demokrati i förskola och skola2014Collection (editor) (Other academic)
    Abstract [sv]

    I Värdepedagogik diskuterar författarna den pedagogiska praktiken i förskola och skola i förhållande till moraliska och politiska värden. Det handlar om frågor som rör andras väl, omsorg, rättvisa, rättigheter, medmänsklighet, dygder, ansvar och inflytande samt hur sådana värdefrågor gestaltas och hanteras av lärare, barn och unga.Boken är tänkt att utgöra ett underlag för diskussion kring det egna värdegrundsarbetet i verksamheten.

  • 34.
    Jungert, Tomas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Alm, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Motives for becoming a teacher and their relations to academic engagement and dropout among student teachers2014In: Journal of Education for Teaching, ISSN 0260-7476, E-ISSN 1360-0540, Vol. 40, no 2, p. 173-185Article in journal (Refereed)
    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.

  • 35.
    Jungert, Tomas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Alm, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Motives to become a teacher, self-efficacy and self-determination among first-year students in teacher education2010Conference paper (Refereed)
  • 36.
    Jungert, Tomas
    et al.
    Lunds universitet.
    Lotti, Nathalie
    Università degli Studi di Torino.
    Longobardi, Claudio
    Università degli Studi di Torino.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Student–teacher relationships and their associations with pro-social motivation and bystander behaviors in school bullying2017Conference paper (Refereed)
  • 37.
    Jungert, Tomas
    et al.
    Lunds universitet.
    Meyers, Joel
    Georgia State University.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Varjas, Kristen
    Georgia State University.
    Grundewald, Stephanie
    Loyal University Chicago.
    The relationships between students’ roles in bullying situations and their use of coping strategies2013Conference paper (Refereed)
  • 38.
    Jungert, Tomas
    et al.
    Lunds universitet, Sweden.
    Piroddi, Barbara
    Università degli Studi di Torino, Italy.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Early adolescents' motivations to defend victims in school bullying and their perceptions of student–teacher relationships: A self-determination theory approach2016In: Journal of Adolescence, ISSN 0140-1971, E-ISSN 1095-9254, Vol. 53, p. 75-90Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to investigate whether various dimensions of student–teacher relationships were associated with different types of motivation to defend victims in bullying and to determine the association between these types of motivations and various bystander behaviors in bullying situations among early adolescents in Italy. Data were collected from 405 Italian adolescents who completed a survey in their classroom. Results showed that warm student–teacher relationships were positively associated with defending victims and autonomous motivation to defend victims. In contrast, conflictual student–teacher relationships were positively associated with passive bystanding and with extrinsic motivation to defend. Different forms of motivation to defend were found to be mediators between student–teacher relationship qualities and bystander behaviors in school bullying. Our findings suggest that teachers should build warm and caring student–teacher relationships to enhance students’ autonomous motivation to defend victims of bullying as well as their inclination to defend the victims in practice.

  • 39.
    Jungert, Tomas
    et al.
    Lunds universitet.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Callous-unemotional traits, moral reasoning, anti-bullying attitudes and bullying among early adolescents2015Conference paper (Refereed)
  • 40.
    Jungert, Tomas
    et al.
    Lunds universitet.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Birberg Thornberg, Ulrika
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Department of Behavioural Sciences and Learning, Developmental Psychology. Linköping University, Faculty of Arts and Sciences.
    Alamaa, Rebecka
    Linköping University, Department of Behavioural Sciences and Learning.
    Daud, Noor
    Linköping University, Department of Behavioural Sciences and Learning.
    Psychopathy, morality, and bullying among pre-adolescents2014Conference paper (Refereed)
  • 41.
    Kennedy-Lewis, Brianna
    et al.
    University of Florida.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Using inductive, deductive, and abductive logic in data collection and analysis2016Conference paper (Refereed)
  • 42.
    Lindqvist, Henrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Weurlander, Maria
    Karolinska institute, Sweden.
    Hult, Håkan
    Karolinska Institute, Sweden.
    Wernerson, Annika
    Karolinska institute, Sweden.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Resolving feelings of inadequacy: What student teachers learn from percieved emotionally distressful situations in teacher education.2016Conference paper (Refereed)
  • 43.
    Lindqvist, Henrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Weurlander, Maria
    Karolinska Institute, CLINTEC, SE-141 86 Stockholm, Sweden; KTH Royal Institute of Technology, Sweden.
    Wernerson, Annika
    Karolinska Institute, CLINTEC, SE-141 86 Stockholm, Sweden.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Resolving feelings of professional inadequacy: Student teachers’ coping with distressful situations2017In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 64, p. 270-279Article in journal (Refereed)
    Abstract [en]

    Student teachers face various difficult situations during their teacher education. The aim of this study was to examine how student teachers perceive coping with distressful situations during their teacher training. Focus groups and individual interviews were conducted. The results show that student teachers feel professionally inadequate, characterized by powerlessness, limited means of action and uncertainty. In resolving professional inadequacy, they use concepts connected to the social process of becoming teachers: modifying professional ideals, dependence on future colleagues and continuing to build experience. These concepts lead to acceptance and postponing strategies for learning from distressful situations.

    The full text will be freely available from 2020-03-06 16:24
  • 44.
    Lindqvist, Henrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Weurlander, Maria
    Wernerson, Annika
    Karolinska Institutet, Sweden.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Student Teachers Ethical Dilemmas of Work Placement Education2017Conference paper (Other academic)
    Abstract [en]

    Student teachers meet a variety of ethical dilemmas when dealing with distressful situations in teacher education. The aim of the present paper was to examine how student teachers cope with ethical dilemmas that were part of their work placement education. A constructivist grounded theory study was conducted. Symbolic interactionism was used as a theoretical perspective and not as an explanatory framework. It states that subjective meanings are co-constructed and interpreted between people in interaction. As such, and in line with a constructivist standpoint, the data was co-constructed between participant and researcher. Twenty-two student teachers were interviewed about distressful situations in teacher training and identified ethical dilemmas in the data were then analyzed with grounded theory methods such as coding, constant comparison and memo-writing. According to the findings, the distressful situations that students reported involved ethical dilemmas concerning students and teachers. In relation to students, the ethical dilemmas concerned, among other things, meeting students who lived under poor conditions and seeing students being bullied. Ethical dilemmas evoked by teachers that student teachers met or witnessed during work placement education were, for example, derogatory talk about students and their families, and sexism. According to the analysis of how student teachers cope with the distress that the ethical dilemmas evoked, the most prominent coping strategies were to position oneself as a change-agent, to position oneself as a part of a group, and efforts to separate oneself from the distress

  • 45.
    Lindqvist, Henrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Weurlander, Maria
    Karolinska institute, Sweden.
    Wernerson, Annika
    Karolinska institute, Sweden.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Student Teachers' Learning and Coping in Distressful Teaching Education Situations2017Conference paper (Refereed)
  • 46.
    Lindqvist, Henrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Weurlander, Maria
    Wernerson, Annika
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Talk of Teacher Burnout among Student Teachers.2018Conference paper (Refereed)
    Abstract [en]

    Student teachers recurrently and spontaneously talk of burnout when considering coping with future teacher duties. The following paper aims to investigate how student teachers relate to the concept of burnout before starting to teach. In this qualitative constructivist grounded theory, data material from four focus groups and 52 semi-structured interviews (N=67) were analyzed. Findings reveal that student teachers use the concepts of burnout as the ultimate and potential risk of not being able to cope with future teacher duties. In using this talk of teachers as prone to suffer burnout, student teachers portrayed the work of teaching as negotiations of individual boundaries to protect against work demands. The student teachers saw these negotiations as part of future teaching endeavors.

  • 47.
    Lotti, Nathalie
    et al.
    Università degli Studi di Torino.
    Jungert, Tomas
    Lunds universitet.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Longobardi, Claudio
    Università degli Studi di Torino.
    Participant roles and motivation to defend in Swedish and Italian public school students: A cultural comparison2017Conference paper (Refereed)
  • 48.
    Meyers, Joel
    et al.
    Georgia State University.
    Varjas, Kristen
    Georgia State University.
    Jungert, Tomas
    Lunds universitet.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Grunewald, Stephanie
    Loyola University Chicago.
    The relationships between students' roles in bullying situations with their perceptions of coping effectiveness2013Conference paper (Refereed)
  • 49.
    Pozzoli, Tiziana
    et al.
    University of Padova, Italy.
    Gini, Gianluca
    University of Padova, Italy.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Bullying and defending behavior: The role of explicit and implicit moral cognition2016In: Journal of School Psychology, ISSN 0022-4405, E-ISSN 1873-3506, Vol. 59, p. 67-81Article in journal (Refereed)
    Abstract [en]

    Research on bullying has highlighted the role of morality in explaining the different behavior of students during bullying episodes. However, the research has been limited to the analysis of explicit measures of moral characteristics and moral reasoning, whereas implicit measures have yet to be fully considered. To overcome this limitation, this study investigated the relationship between bullying and defending, on one hand, and both explicit (moral disengagement, self-importance of moral values) and implicit (immediate affect toward moral stimuli [IAMS]) moral components, on the other hand. Young adolescents (N=279, mean age=11 years, 9 months, 44.4% girls) completed a series of self-report scales and individually performed a computer task investigating the IAMS. Two hierarchical regressions (bootstrapping method) were performed. Results showed that moral disengagement was associated with bullying and defending behavior at high levels of IAMS, however not when IAMS was low. In contrast, self-importance of moral values was not significantly associated to the two behaviors when IAMS was high whereas both associations were significant at low levels of IAMS. These results significantly expand previous knowledge about the role of morality in bullying and defending behavior. In particular, they highlight the role of the interaction between explicit and implicit moral dimensions in predicting bullying and defending behaviors.

  • 50.
    Pozzoli, Tiziana
    et al.
    University of Padua, Italy.
    Gini, Gianluca
    University of Padua, Italy.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Getting angry matters: Going beyond perspective taking and empathic concern to understand bystanders' behavior in bullying2017In: Journal of Adolescence, ISSN 0140-1971, E-ISSN 1095-9254, Vol. 61, p. 87-95Article in journal (Refereed)
    Abstract [en]

    The present study examined the relations between different empathic dimensions and bystanders' behavior in bullying. Specifically, the indirect effects of empathic concern and perspective taking via empathic anger on defending and passive bystanding were tested in a sample of Italian young adolescents (N = 398; Mage = 12 years, 3 months, 47.2% girls). Path analysis confirmed the direct and indirect effects, via empathic anger, of empathic concern and perspective taking on bystanders' behavior, with the exception of the direct association between perspective taking and passive bystanding that was not significant. Our findings suggest that considering empathic anger together with empathic concern and perspective taking could help researchers to better understand the links between empathic dispositions and bystanders' behavior in bullying.

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