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  • 101.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Hempel, AndersLinköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Handbok för grupparbete: att skapa fungerande grupparbeten i undervisning2013Collection (editor) (Other academic)
    Abstract [sv]

    Grupparbete är en vanligt förekommande arbetsform på alla nivåer i det svenska utbildningssystemet, från skola till universitet. Ofta används grupparbete som en av flera möjliga undervisningsformer utan att man funderar över dess möjligheter och konsekvenser. Ibland fungerar det väl och till belåtenhet för elever och studenter. Vid andra tillfällen uppstår mindre konstruktiva processer.

    Mer kunskap om grupparbeten som arbetsform har efterfrågats, både av studerande och av lärare. I Handbok för grupparbete presenteras viktiga aspekter att tänka på vid arbete i grupp och vad som händer när arbetsformen används i undervisning. I denna tredje upplaga av boken har alla kapitel vidareutvecklats och aktualiserats. Dessutom har antologin kompletterats med några för boken nya aspekter som är av intresse och bör beaktas för att skapa fungerande grupparbete i undervisning, nämligen ledarskap och bedömning vid grupparbete.

    Handbok för grupparbete vänder sig till alla som använder grupparbete som arbetsform, inom både universitet, högskola, skola och vuxenutbildning samt till dem som mer specifikt studerar grupprocesser inom olika utbildningsprogram. Även elever och studenter som ingår i någon form av studiegrupp, projektgrupp eller liknande kan ha stor glädje av bokens innehåll.

  • 102.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Hempel, AndersLinköping University, Department of Behavioural Sciences. Linköping University, Faculty of Arts and Sciences.
    Handbok för grupparbete: att skapa fungerande grupparbeten i undervisning2005Collection (editor) (Other academic)
    Abstract [sv]

    Grupparbete är en vanligt förekommande arbetsform på alla nivåer i det svenska utbildningssystemet, från skola till universitet. Ofta används grupparbete som en av flera möjliga undervisningsformer utan att man funderar över dess möjligheter och konsekvenser. Ibland fungerar det väl och till belåtenhet för elever och studenter. Vid andra tillfällen uppstår mindre konstruktiva processer. Mer kunskap om grupparbeten som arbetsform har efterfrågats, både av studenter och av lärare. I Handbok för grupparbete presenteras viktiga aspekter att tänka på vid arbete i grupp och vad som händer när arbetsformen används i undervisningen. I denna andra upplaga av boken har flera kapitel kompletterats och aktualiserats. Boken har exempelvis uppdaterats angående forskning om grupparbete och studenters erfarenheter av arbetsformen. Dessutom har kapitlen om konflikthantering samt grupparbete och mångfald utökats och vidareutvecklats. Boken vänder sig till alla som använder grupparbete som arbetsform, inom både universitet, högskola, skola och vuxenutbildning samt till dem som mer specifikt studerar grupprocesser inom olika utbildnings-program. Även elever och studenter som ingår i någon form av studiegrupp, projektgrupp eller liknande kan ha stor glädje av boken innehåll.

  • 103.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Hempel, AndersLinköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Handbok för grupparbete: att skapa fungerande grupparbeten i undervisning2008Collection (editor) (Other academic)
    Abstract [sv]

    Grupparbete är en vanligt förekommande arbetsform på alla nivåer i det svenska utbildningssystemet, från skola till universitet. Ofta används grupparbete som en av flera möjliga undervisningsformer utan att man funderar över dess möjligheter och konsekvenser. Ibland fungerar det väl och till belåtenhet för elever och studenter. Vid andra tillfällen uppstår mindre konstruktiva processer. Mer kunskap om grupparbeten som arbetsform har efterfrågats, både av studenter och av lärare. I Handbok för grupparbete presenteras viktiga aspekter att tänka på vid arbete i grupp och vad som händer när arbetsformen används i undervisningen. I denna andra upplaga av boken har flera kapitel kompletterats och aktualiserats. Boken har exempelvis uppdaterats angående forskning om grupparbete och studenters erfarenheter av arbetsformen. Dessutom har kapitlen om konflikthantering samt grupparbete och mångfald utökats och vidareutvecklats. Boken vänder sig till alla som använder grupparbete som arbetsform, inom både universitet, högskola, skola och vuxenutbildning samt till dem som mer specifikt studerar grupprocesser inom olika utbildnings-program. Även elever och studenter som ingår i någon form av studiegrupp, projektgrupp eller liknande kan ha stor glädje av boken innehåll.

  • 104.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Hempel, AndersLinköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Handbok för grupparbete: att skapa fungerande grupparbeten i undervisning2020Collection (editor) (Other academic)
    Abstract [sv]

    Grupparbete är en vanligt förekommande arbetsform på alla nivåer i utbildningssystemet, från skola till universitet. Ofta används grupparbete som en av flera möjliga undervisningsformer utan att någon funderar över dess möjligheter och konsekvenser. Ibland fungerar det väl och till studerandes belåtenhet. Vid andra tillfällen uppstår mindre konstruktiva processer. Både lärare och studerande efterfrågar mer kunskap om arbetsformen. I Handbok för grupparbete bidrar författarna med sina samlade kunskaper och erfarenheter om hur ett välfungerande grupparbete som gynnar lärande kan skapas.

    I denna fjärde upplaga av boken har flera delar uppdaterats och vidareutvecklats. Nya tillskott är exempelvis ett kapitel om kommunikation och interaktion inom grupparbete, samt avsnitt som tar upp teorin om ömsesidigt beroende, självbestämmandeperspektivet, spinteorin, auktoritativt ledarskap samt gruppvärdig uppgift.

    Handbok för grupparbete vänder sig till alla som använder eller än intresserade av grupparbete som arbetsform. Både lärare och studerande kan ha stor glädje av bokens innehåll. Diskutera gärna bokens innehåll i grupp.

     

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  • 105.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Hempel, Anders
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Konflikt och konflikthantering vid grupparbete2020In: Handbok för grupparbete: att skapa fungerande grupparbeten i undervisning / [ed] Eva Hammar Chiriac, Anders Hempel, Lund: Studentlitteratur AB, 2020, 4, p. 219-248Chapter in book (Other academic)
    Abstract [sv]

    När personer ska arbeta tillsammans i grupp uppstår det ibland konflikter, så även i studiegrupper vid utbildning. Det kan finnas olika anledningar till varför konflikterna uppstår och vad det är för sorts konflikt. Vilken genomslagskraft som konflikten får på gruppen och dess arbete kan också variera, samt vilka konsekvenser den ger. I likhet med att konflikterna ser olika ut finns också ett flertal sätt att hantera konflikter på. I det här kapitlet kommer konflikt och konflikthantering i studiegrupper att problematiseras, samt frågan behandlas om, och i så fall hur, det är möjligt att förebygga att konflikter uppstår i grupper. Vidare tas några konflikthanteringsstrategier upp. Därtill belyses även etiska aspekter på konflikthantering.

  • 106.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Hempel, Anders
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Konflikthantering vid grupparbete2013In: Handbok för grupparbete: att skapa fungerande grupparbeten i undervisning / [ed] Eva Hammar Chiriac & Anders Hempel, Lund: Studentlitteratur, 2013, 3, p. 167-192Chapter in book (Other academic)
    Abstract [sv]

    Grupparbete är en vanligt förekommande arbetsform på alla nivåer i det svenska utbildningssystemet, från skola till universitet. Ofta används grupparbete som en av flera möjliga undervisningsformer utan att man funderar över dess möjligheter och konsekvenser. Ibland fungerar det väl och till belåtenhet för elever och studenter. Vid andra tillfällen uppstår mindre konstruktiva processer.

    Mer kunskap om grupparbeten som arbetsform har efterfrågats, både av studerande och av lärare. I Handbok för grupparbete presenteras viktiga aspekter att tänka på vid arbete i grupp och vad som händer när arbetsformen används i undervisning. I denna tredje upplaga av boken har alla kapitel vidareutvecklats och aktualiserats. Dessutom har antologin kompletterats med några för boken nya aspekter som är av intresse och bör beaktas för att skapa fungerande grupparbete i undervisning, nämligen ledarskap och bedömning vid grupparbete.

    Handbok för grupparbete vänder sig till alla som använder grupparbete som arbetsform, inom både universitet, högskola, skola och vuxenutbildning samt till dem som mer specifikt studerar grupprocesser inom olika utbildningsprogram. Även elever och studenter som ingår i någon form av studiegrupp, projektgrupp eller liknande kan ha stor glädje av bokens innehåll.

  • 107.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Hempel, Anders
    Konflikthantering vid grupparbete2008In: Handbok för grupparbete - att skapa fungerande grupparbeten i undervisning (andra upplagan) / [ed] Eva Hammar Chiriac, Anders Hempel, Lund: Studentlitteratur , 2008, 2, p. 141-161Chapter in book (Other academic)
    Abstract [sv]

    Grupparbete är en vanligt förekommande arbetsform på alla nivåer i det svenska utbildningssystemet, från skola till universitet. Ofta används grupparbete som en av flera möjliga undervisningsformer utan att man funderar över dess möjligheter och konsekvenser. Ibland fungerar det väl och till belåtenhet för elever och studenter. Vid andra tillfällen uppstår mindre konstruktiva processer. Mer kunskap om grupparbeten som arbetsform har efterfrågats, både av studenter och av lärare. I Handbok för grupparbete presenteras viktiga aspekter att tänka på vid arbete i grupp och vad som händer när arbetsformen används i undervisningen. I denna andra upplaga av boken har flera kapitel kompletterats och aktualiserats. Boken har exempelvis uppdaterats angående forskning om grupparbete och studenters erfarenheter av arbetsformen. Dessutom har kapitlen om konflikthantering samt grupparbete och mångfald utökats och vidareutvecklats. Boken vänder sig till alla som använder grupparbete som arbetsform, inom både universitet, högskola, skola och vuxenutbildning samt till dem som mer specifikt studerar grupprocesser inom olika utbildningsprogram. Även elever och studenter som ingår i någon form av studiegrupp, projektgrupp eller liknande kan ha stor glädje av bokens innehåll.

  • 108.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Hempel, Anders
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Arts and Sciences.
    Konflikthantering vid grupparbete2005In: Handbok för grupparbete: att skapa fungerande grupparbeten i undervisning / [ed] Eva Hammar Chiriac, Tomas Jungert, Anders Hempel, Stefan Jern, Kjell Granström, Johan Näslund, Lund: Studentlitteratur , 2005, 1, p. 137-149Chapter in book (Other academic)
    Abstract [sv]

    Grupparbete är en vanligt förekommande arbetsform på alla nivåer i det svenska utbildningssystemet, från skola till universitet. Ofta används grupparbete som en av flera möjliga undervisningsformer utan att man funderar över dess möjligheter och konsekvenser. Ibland fungerar det väl och till belåtenhet för elever och studenter. Vid andra tillfällen uppstår mindre konstruktiva processer. Mer kunskap om grupparbeten som arbetsform har efterfrågats, både av studenter och av lärare. I Handbok för grupparbete presenteras viktiga aspekter att tänka på vid arbete i grupp och vad som händer när arbetsformen används i undervisningen. I denna andra upplaga av boken har flera kapitel kompletterats och aktualiserats. Boken har exempelvis uppdaterats angående forskning om grupparbete och studenters erfarenheter av arbetsformen. Dessutom har kapitlen om konflikthantering samt grupparbete och mångfald utökats och vidareutvecklats. Boken vänder sig till alla som använder grupparbete som arbetsform, inom både universitet, högskola, skola och vuxenutbildning samt till dem som mer specifikt studerar grupprocesser inom olika utbildningsprogram. Även elever och studenter som ingår i någon form av studiegrupp, projektgrupp eller liknande kan ha stor glädje av bokens innehåll.

  • 109.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Hård af Segerstad, Helene
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Fusk och plagiat inom akademin2006In: Nya villkor för lärande och undervisning, 9:e universitetspedagogiska konferensen vid Linköpings universitet 17 oktober 2005,2005, Linköping: Linköpings universitet , 2006, p. 186-Conference paper (Refereed)
  • 110.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Sharing your Nuts2006In: Nya villkor för lärande och undervisning, 9:e universitetspedagogiska konferensen vid Linköpings universitet 17 oktober 2005,2005, Linköping: Linköpings universitet , 2006, p. 25-Conference paper (Refereed)
  • 111.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Sharing your Nuts – Teacher Collaboration in Groups as a Means for Competence2010In: International Journal of University Teaching and Faculty Development, ISSN 1949-4947, Vol. 1, no 2, p. 89-102Article in journal (Refereed)
    Abstract [en]

    The purpose of the study was to get teachers to collaborate in a group throughout acourse as an incentive for professional development as tutors in PBL. Data was gatheredthrough participant observation, written documents and informal interviews and analysedby means of a qualitative content analysis. Six informants participated in a three yearlong project. The results show that the tutors had mostly positive experiences and thatthis way of working helps make everyday work as a tutor easier, reduces uncertainty andenhances the tutors’ toolbox. Getting collegial support in the daily work to develop andimprove the skills required has been successful. One important aspect is that this issomething that takes place on a continuous basis and in direct contact with the actualwork, i.e. it has given the tutors an opportunity to stop acting as squirrels and insteadshare their nuts.

  • 112.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Sharing Your Nuts: Teacher Collaboration in Groups as a Means for Competence Development2012In: University Teaching and Faculty Development Research Compendium / [ed] Luis Miguel Villar Angulo; Olga María Alegre de la Rosa, New York: Nova Science Publishers, Inc , 2012, p. 289-Chapter in book (Other academic)
    Abstract [en]

    This book is concerned with teaching for students at a university level and faculty development. This book will look at how teaching and research can be brought into a closer relationship. This book welcomes research-based articles on the practice of higher education, specifically those manuscripts that span a wide range of teaching and faculty development issues and trends occurring internationally.

  • 113.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Sharing Your Nuts: Teacher Collaboration in Groups as a Means for Competence Development2012In: University Teaching and Faculty Development Research Compendium / [ed] Luis Miguel Villar Angulo; Olga María Alegre de la Rosa, New York: Nova Science Publishers, Inc , 2012, p. 89-102Chapter in book (Other academic)
    Abstract [en]

    This book is concerned with teaching for students at a university level and faculty development. This book will look at how teaching and research can be brought into a closer relationship. This book welcomes research-based articles on the practice of higher education, specifically those manuscripts that span a wide range of teaching and faculty development issues and trends occurring internationally.

  • 114.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Forslund Frykedal, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences. Högskolan Väst, Institutionen för Individ och Samhälle.
    An Educational Intervention to Increase Efficacy and Interdependence in Group Work2019In: Education Quarterly Reviews, ISSN 2621-5799, Vol. 2, no 2, p. 435-447Article in journal (Refereed)
    Abstract [en]

    This study investigated whether an intervention, in the form of short educational sessions, influenced pupils’experiences of group work or cooperative learning (CL). The hypothesis tested was that an intervention forteachers and pupils would lead to pupils’ increased (a) collective efficacy, (b) self-efficacy and, (c) positiveinterdependence, as well as (d) less negative interdependence. The participants were pupils from years 5 and 8 inthree compulsory schools in Sweden, working in 22 groups divided into one intervention group and one controlgroup (11 work groups in each condition). Data were collected through a questionnaire before and afterparticipation in the study and analysed using a repeated measure ANOVA and 2×2 ANOVA. The results showedan increased collective efficacy, self-efficacy and positive interdependence and a reduction of negativeinterdependence. The conclusion is that the intervention provided for teachers and pupils did have an effect, thuspromoting successful working as a group.

  • 115.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Wiggins, Sally
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Enhancing psychological literacy  through a group selection exercise.2018Other (Refereed)
    Download full text (pdf)
    Enhancing psychological literacy through a group selection exercise
  • 116.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Wiggins, Sally
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Forming groups: Enhancing psychological literacy through a group selection exercise2017Conference paper (Refereed)
    Abstract [en]

    Social and group psychology has much to offer in terms of applicable knowledge and the development of psychological literacy in students. One area that is particularly suited for application is the formation of groups: how we select group members, and how we understand how group roles can impact on the effectiveness of group work. In light of many university courses using group work as part of teaching and learning activities, this is an ideal opportunity in which to apply psychological knowledge to the students’ own learning practices. This paper reports on the use of a group selection exercise as part of a social/group psychology course at Linköping University. The students are enrolled in the psychologist programme - a five-year educational programme that results in students becoming licensed psychologists – which uses problem-based learning (PBL) throughout its entirety. PBL is a pedagogical approach that is based on problem-solving, self-directed learning and group interaction. The group selection exercise involves: a lecture, the group-selection exercise (in which students must allocate themselves into groups of 6-8 people on the basis of their existing knowledge of group psychology theory), a whole-class reflection and finally a focused reflection on the task in their newly formed groups. This paper will report on each part of this task and will discuss how it enables students to put their understanding of group psychological theory into practice.

  • 117.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Psychology.
    Sjovold, Endre
    Norwegian Univ Sci & Technol, Norway.
    Björnstjerna Hjelm, Alexandra
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Psychology.
    The effect of group-dynamics, collaboration and tutor style on the perception of profession-based stereotypes: a quasi-experimental pre- post-design on interdisciplinary tutorial groups2021In: BMC Medical Education, E-ISSN 1472-6920, Vol. 21, no 1, article id 379Article in journal (Refereed)
    Abstract [en]

    BackgroundGroup processes in inter-professional Problem-Based Learning (iPBL) groups have not yet been studied in the health-care educational context. In this paper we present findings on how group-dynamics, collaboration, and tutor style influence the perception of profession-based stereotypes of students collaborating in iPBL groups. Health-care students are trained in iPBL groups to increase their ability to collaborate with other healthcare professionals. Previous research focusing iPBL in healthcare implies that more systematic studies are desired, especially concerning the interaction between group processes and internalized professional stereotypes. The aim of this study is to investigate whether changes in group processes, collaboration, and tutor style, influence the perception of profession-based stereotypes of physician- and nursing-students.MethodsThe study is a quasi-experimental pre- post-design. The participants included 30 students from five different healthcare professions, mainly medicine and nursing. Other professions were physiotherapy, occupational therapy and speech therapy. The students were divided into four iPBL groups, each consisting of six to nine students and a tutor. Data were collected through systematic observation using four video-recorded tutorials. SPGR (Systematizing the Person Group Relation), a computer-supported method for direct and structured observation of behavior, was used to collect and analyze the data.ResultsTraditional stereotypical profession-based behaviors were identified in the first observed group meeting. Although the groups followed different paths of development, the group-dynamics changed in all groups over the 6 weeks of collaboration. Two of the groups became more cohesive, one became more fragmented and one became more polarized. Stereotypical behaviors became less frequent in all groups. Our findings indicate that tutor behavior has a strong influence on the development of the groups dynamics.ConclusionOur findings strongly suggest iPBL is a means of reducing stereotypical behaviors, and may positively increase members ability to engage in inter-professional collaboration. Although the pattern of dynamics took different forms in different groups, we argue that iPBL forces students to see the colleague behind his or her profession, thus breaking professional boundaries. The tutor style significantly influenced the iPBL groups development. This study contributes to our field by emphasizing the effect of group-processes in increasing mutual understanding across professions.

    Download full text (pdf)
    fulltext
  • 118.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Technology and Social Change.
    Sundin, Elisabeth
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Management and Economics, Business Administration.
    Den offentliga sektorns omvandling och kvinnligt företagande. Rapport från pilotprojekt1995Report (Other academic)
  • 119.
    Hammar Chiriac, Eva
    et al.
    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.
    Forsberg, Camilla
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Teachers´ perspectives on factors influencing their everyday efforts in facilitating and sustaining a positive school climate2022In: Education and involvement in precarious times. Abstract book. NERA confrence 2022 / [ed] Michael Dal, Reykjavik, 2022, p. 241-242Conference paper (Other academic)
    Abstract [en]

    Teachers with their unique key position in school, their everyday influence on school climate, and their professional responsibility to establish a positive and healthy school climate, possess crucial information for facilitating and sustaining a positive school climate. Previous research commonly describes the multidimensional features acting as precondition for the school climate in four domains: academic climate, community, safety, and institutional environment. Each domain contributes individually but also jointly to the school climate and how it is collectively experienced both from inside and outside the school. While teachers have a significant impact on the school climate, less is known about teachers’ perspectives on these matters. To better understand teachers’ everyday efforts in influencing the school climate, the aim of this study was to explore and analyse a) teachers’ perspectives on factors influencing the school climate and b) the teachers’ apprehension of their possibility to influence these factors 

    Bronfenbrenner’s social-ecological theory was adopted as a theoretical framework in the present study. Data were collected by means of 14 semi-structured focus groups interviews with 73 teachers from two compulsory schools in southeast Sweden. The analysis was guided by a constructivist grounded theory approach. 

    The results reveal that teachers experienced the school climate as both positively and negatively influenced by several internal and external factors perceived as either influenceable or uninfluenceable. According to how teachers reasoned, four types of factors affected the quality of the school climate and their everyday efforts in facilitating and sustaining a positive school climate: Social processes and values in school (i.e. influenceable internal factors), school premises and support structures (i.e. uninfluenceable internal factors impossible to influence), external relations (i.e. influenceable external factors) and external means of control (i.e. uninfluenceable external factors). The conclusion is that the teachers’ talked about school climate as a multidimensional and malleable phenomenon, emanated by a complex interplay across multiple agents and contexts both within and outside the school aligning with all domains and features acting as precondition for the school climate. 

     The findings are relevant to Nordic educational research and suggest that teachers try to accommodate desired school climate and work with the conditions that exist in a constructive way. Further, the findings shed light on a contemporary societal discussion about what characterises the responsibility of the school. Notwithstanding, highlighted in this study, there are factors outside the school influencing the school climate that are beyond the influence of the school and its teachers.

     

  • 120.
    Hempel, Anders
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Avslutning och kommentarer2020In: Handbok för grupparbete – att skapa fungerande grupparbeten i undervisning / [ed] E. Hammar Chiriac & A. Hempel, Lund: Studentlitteratur AB, 2020, 4, p. 307-328Chapter in book (Refereed)
    Abstract [sv]

    Redaktörerna Anders Hempel och Eva Hammar Chiriac avrundar boken med kapitel 13, Avslutning och kommentarer, där ett urval av teman som behandlats i boken lyfts fram och belyses ytterligare. Tanken är att det avslutande kapitlet ska bidra med ytterligare reflektioner som kan användas för att börja arbeta med att utveckla studiegrupper i utbildning.

  • 121.
    Hempel, Anders
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Grupputveckling och gruppkontrakt2020In: Handbok för grupparbete: att skapa fungerande grupparbeten i undervisning / [ed] Eva Hammar Chiriac, Anders Hempel, Lund: Studentlitteratur AB, 2020, 4, p. 135-157Chapter in book (Other academic)
    Abstract [sv]

    En av de saker som är gemensamma för olika typer av grupper som arbetar tillsammans inom undervisning, är att de existerar under en begränsad tid. Exempel på grupper för lärande kan vara projektgrupper, läsgrupper, examinationsgrupper, och så kallade basgrupper (se Inledning). Det begränsade tidsutrymmet gör att lärare kanske bortser från betydelsen av hur gruppen utvecklas. I grupplitteraturen (Jacobsson & Åkerlund, 2019; Jern, 2004, 2016; Olsson, 1998; Wheelan, 2005, 2013; Sjøvold, 2008, 2014, 2019a, 2020) redovisas olika teoretiska modeller för grupputveckling. I detta sammanhang är dels frågan om gruppens bildande, etablering, dels innebörden av utveckling av speciellt intresse. För att en grupp ska etableras och bli effektiv, behöver den träffas och lägga upp en plan för arbetet. Överenskommelsen kan sedan sammanfattas i en sorts kontrakt. I kapitlet som följer kommer frågor som hänger ihop med ovanstående att avhandlas, nämligen grupputveckling, gruppkontrakt, gruppklimat och etiska frågor i samband med gruppbaserat studiearbete.

  • 122.
    Liebech-Lien, Beathe
    et al.
    Department of Industrial Economics and Technology Management, Norwegian University of Science and Technology, Norway.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Davidson, Neil
    University of Maryland, USA.
    Teachers’ professional development for cooperative learning: A constructive controversy between long-term versus short-term professional development.2023In: Autonomy and responsibility journal of educational sciences, ISSN 2415-9484, Vol. 8, no 1, p. 65-82Article in journal (Refereed)
    Abstract [en]

    Previous scientific research has recognised the pedagogical model of cooperative learning (CL) as a best-practice pedagogy, which facilitates students’ academic and social learning. Teachers are crucial for implementing CL in the classroom. While they value the method, they often find it complex and challenging to use. Thus, it is crucial to support effective CL professional development (PD) for teachers. Various approaches, forms and lengths of PD in CL are available for teachers, and long- and short-term approaches have been debated in the literature. Based on the perspective of constructive controversy, the goal of this study is to examine teachers’ PD in CL, with a particular focus on long- and short-term PD. Drawing on our different perspectives and experiences with long- and short-term PD in CL, we aim to contribute knowledge that can support teachers’ learning and implementation of CL. To provide insights and reflections along with theoretical findings, we utilise a narrative approach, with one narrative on long-term PD and one on short-term PD. One issue that becomes clear is the lack of a consensus on what counts as PD for teachers, as PD is a holistic multidimensional construct. We propose four common characteristics that should be considered in developing successful PD regardless of the CL approach or the length of the PD: 1) It enables participating teachers to acquire a shared understanding and knowledge of the theoretical framework of CL; 2) It supports teachers in taking ownership of CL; 3) It involves collaboration (in different forms); and 4) It includes support structures. While both long- and short-term PD can support teacher learning, how the time is used is the most important factor for a successful outcome. Hence, short-term PD is better than no PD at all.

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  • 123.
    Rosander, Michael
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Forslund Frykedal, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences. Univ West, Sweden.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Attitudes towards being assessed in group work: The effects of self-efficacy and collective efficacy moderated by a short educational intervention2020In: Psychology in the schools (Print), ISSN 0033-3085, E-ISSN 1520-6807, Vol. 57, no 9, p. 1404-1416Article in journal (Refereed)
    Abstract [en]

    Being assessed in group work is a balance between cooperation and competition. Self-efficacy and collective efficacy are important concepts in understanding how group work progresses and what attitudes assessment evokes. The aim of the study was to investigate the effects of a short educational intervention on the association between efficacy beliefs and attitudes towards being assessed in group work. In a randomized, controlled study of 22 pupil work groups, half of them got a short educational intervention. The work groups were formed for this study. The pupils answered a questionnaire before the intervention and after doing group work for 3 to 6 weeks with a study-specific task. A moderated mediation analysis showed that attitudes towards being assessed in group work significantly are related to self-efficacy mediated through perceived collective efficacy and that this relationship is stronger in the intervention group. In the context of work group assessment, we have shown that self-efficacy and collective efficacy are two separate, but related concepts that are dependent on each other when it comes to pupil attitudes towards group work assessment, and that a relatively short educational intervention to teachers and pupils had an effect on the attitude. However, the older girls attitude towards group work assessment was the least positive of all, which may indicate that the intervention depends on gender and age.

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  • 124.
    Rosander, Michael
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    The purpose of tutorial groups: Social influence, and the group as means and objective2016In: Psychology Learning and Teaching, ISSN 14757257, Vol. 15, no 2, p. 155-167Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to investigate how first-year students view the purpose of tutorial groups in PBL. In all, 147 students from 24 groups participated, providing 399 statements. Data were analysed using thematic analysis. The results showed a focus on both learning and social influence. Learning involved the tutorial as both an objective and as a means. Social influence is important for a tutorial to become a well-functioning group, together with opportunities to use the group as an objective in and of itself to learn to work in a group, cooperate, solve problems, and communicate. Social support and feelings of togetherness create conditions for intrinsic motivation, as well as stronger identification with the group. A tutorial group as a well-functioning learning environment requires both the group as an objective and as a means.

  • 125.
    Swedberg, Lena
    et al.
    Karolinska Institutet, Sweden.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Tornkvist, Lena
    Karolinska Institutet, Sweden.
    Hylander, Ingrid
    Karolinska Institutet, Sweden.
    From risky to safer home care: health care assistants striving to overcome a lack of training, supervision, and support2013In: International Journal of Qualitative Studies on Health and Well-being, ISSN 1748-2623, E-ISSN 1748-2631, Vol. 8Article in journal (Refereed)
    Abstract [en]

    Patients receiving home care are becoming increasingly dependent upon competent caregivers’ 24-h availability due to their substantial care needs, often with advanced care and home care technology included. In Sweden, care is often carried out by municipality-employed paraprofessionals such as health care assistants (HC assistants) with limited or no health care training, performing advanced care without formal training or support. The aim of this study was to investigate the work experience of the HC assistants and to explore how they manage when delivering 24-h home care to patients with substantial care needs. Grounded theory methodology involving multiple data sources comprising interviews with HC assistants (n19) and field observations in patients’ homes was used to collect data and constant comparative analysis was used for analysis. The initial analysis revealed a number of barriers, competence gap; trapped in the home setting; poor supervision and unconnected to the patient care system, describing the risks associated with the situations of HC assistants working in home care, thus affecting their working conditions as well as the patient care. The core process identified was the HC assistants’ strivings to combine safe home care with good working conditions by using compensatory processes. The four identified compensatory processes were: day-by-day learning; balancing relations with the patient; self-managing; and navigating the patient care system. By actively employing the compensatory processes, the HC assistants could be said to adopt an inclusive approach, by compensating for their own barriers as well as those of their colleagues’ and taking overall responsibility for their workplace. In conclusion, the importance of supporting HC assistants in relation to their needs for training, supervision,and support from health care professionals must be addressed when organising 24-h home care to patients with substantial care needs in the future.

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  • 126.
    Swedberg, Lena
    et al.
    Karolinska institutet (KI), Institutionen för neurobiologi, vårdvetenskap och samhälle (NVS) .
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Törnkvist, Lena
    Karolinska institutet (KI), Institutionen för neurobiologi, vårdvetenskap och samhälle (NVS) .
    Hylander, Ingrid
    Karolinska institutet (KI), Institutionen för neurobiologi, vårdvetenskap och samhälle (NVS) .
    Patients in 24-hour home care striving for control and safety2012In: BMC Nursing, ISSN 1472-6955, E-ISSN 1472-6955, ISSN ISSN 1472-6955, Vol. 11, no 9, p. 2-12Article in journal (Refereed)
    Abstract [en]

    Background: This article concerns Swedish patients receiving 24-hour home care from health care assistants (HCassistants) employed by the municipality. Home care is a complex interactive process involving the patient, family,HC assistants as well as professional care providers. Previous studies exploring patient perspectives on home carehave been based mainly on patient interviews. In contrast, the present study took a broad perspective on patients’experiences and thoughts by combining field observations on care situations with patient and HC assistantinterviews. The aim of the study presented in this article was to promote a new and broadened understanding ofpatients receiving 24-hour home care by constructing a theoretical model to illuminate their main concern.Methods: Field observations and semi-structured interviews were conducted with four patients receiving 24-hourhome care and their HC assistants. Grounded theory methodology was used.Results: The core process identified was Grasping the lifeline, which describes compensatory processes throughwhich patients strived for control and safe care when experiencing a number of exposed states due to inadequatehome care. Patients tried to take control by selecting their own HC assistants and sought safe hands by instructinguntrained HC assistants in care procedures. When navigating the care system, the patients maintained contacts withprofessional care providers and coordinated their own care. When necessary, a devoted HC assistant could takeover the navigating role. The results are illuminated in a theoretical model.Conclusions: The results accentuate the importance to patients of participating in their own care, especially in theselection of HC assistants. The model illustrates some challenging areas for improvement within the organisation of24-hour home care, such as personnel continuity and competence, collaboration, and routines for acute care.Furthermore, it may be used as a basis for reflection during the planning of care for individual patients withinhome care.

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  • 127.
    Swedberg, Lena
    et al.
    Karolinska Institute, Sweden.
    Michelsen, Hans
    Karolinska Institute, Sweden.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Hylander, Ingrid
    Karolinska Institute, Sweden.
    On-the-job training makes the difference: healthcare assistants perceived competence and responsibility in the care of patients with home mechanical ventilation2015In: Scandinavian Journal of Caring Sciences, ISSN 0283-9318, E-ISSN 1471-6712, Vol. 29, no 2, p. 369-378Article in journal (Refereed)
    Abstract [en]

    ObjectivesTo describe and analyse perceived competence and perceived responsibility among healthcare assistants (HC assistants), caring for patients with home mechanical ventilation (HMV) and other advanced caring needs, adjusted for socio-demographic and workplace background factors. DesignA cross-sectional study was conducted including 128 HC assistants employed in Stockholm County, Sweden. MethodsThe HC assistants responded to a study-specific questionnaire on perceived competence and perceived responsibility, provided socio-demographic and workplace background data, as well as information on the patient characteristics for the understanding of their work situations. Descriptive statistics and logistic regression analyses were performed. ResultsEighty per cent of the HC assistants rated their perceived competence as high, and fifty-nine per cent rated their perceived responsibility as high. Fifty-five per cent lacked formal healthcare training, and only one in five of the HC assistants had a formal training equivalent with a licensed practical nurse (LPN) examination. Males lacked formal training to a greater extent than females and rated their competence accordingly. On-the-job training was significantly associated with high ratings on both perceived competence and perceived responsibility, and clinical supervision was associated with high rating on perceived responsibility. ConclusionsHC assistants with limited formal training self-reported their competence as high, and on-the-job training was found to be important. Also, clinical supervision was found important for their perception of high responsibility. In Sweden, HC assistants have a 24-hour responsibility for the care and safety of their patient with HMV and other advanced caring needs. The study results point out important issues for further research regarding formal training requirements as well as the needs for standardised workplace training and supervision of HC assistants. The consequences of transfer of responsibility by delegation from healthcare professionals to paraprofessionals within advanced home care also need further study.

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  • 128.
    Thornberg, Robert
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Forsberg, Camilla
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Teacher–student relationship quality and student engagement: A short-term longitudinal study2020Conference paper (Other academic)
  • 129.
    Thornberg, Robert
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Forsberg, Camilla
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Bjereld, Ylva
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Teacher-Student Relationship Quality and Student Engagement: A Sequential Explanatory Mixed-Methods Study2022In: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146, Vol. 37, no 6, p. 840-859Article in journal (Refereed)
    Abstract [en]

    The overall objective of this study was to examine the links between teacher-student relationship quality and student engagement, delimited to affective and behavioural engagement. We used a sequential explanatory mixed methods research approach that consisted of a quantitative phase, in which survey data were collected and analysed within a short-term longitudinal design, followed by a qualitative phase, in which focus group interviews and constructed grounded theory analysis were conducted. Participants included 234 students from two Swedish compulsory schools in the quantitative phase, and 120 in the qualitative phase. The quantitative findings revealed that teacher-student relationship quality predicted student engagement one year later, even when controlling for sex, age, and prior student engagement. The longitudinal association between teacher-student relationship quality and student engagement was unidirectional. The qualitative findings reported students own perspectives on what they considered to be a good teacher and their ideas of how their teachers and classroom setting influence their affective and behavioural engagement at school. Two significant categories emerged: teacher being and teacher doing.

  • 130.
    Thornberg, Robert
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Forsberg, Camilla
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Wänström, Linda
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    The association between student-teacher relationship quality and school liking: A small-scale 1-year longitudinal study2023In: Cogent Education, E-ISSN 2331-186X, Vol. 10, no 1, article id 2211466Article in journal (Refereed)
    Abstract [en]

    This 1-year longitudinal study examined the association between student-teacher relationship quality and school liking in a sample of 234 students from two public schools in Sweden, who completed an online questionnaire on two separate occasions. The age range was 9-15 years in Time 1 and 10-16 years in Time 2. A path analysis showed that students who were younger, liked their school more, and had more positive, warm, and supportive relationships with their teachers were more inclined to score high in school liking one year later. In addition, younger students and students who liked their school and had better relationships with their teachers at Time 1 were inclined to have better relationships with their teachers one year later.

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  • 131.
    Vestergren, Sara
    et al.
    School of Psychology, Keele University, UK..
    Drury, John
    University of Sussex, Brighton, UK..
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    How collective action produces psychological change and how that change endures over time: A case study of an environmental campaign.2018In: British Journal of Social Psychology, ISSN 0144-6665, E-ISSN 2044-8309, Vol. 57, no 4, p. 855-877Article in journal (Refereed)
    Abstract [en]

    Previous research on collective action has suggested that both intra- and intergroup interactions are important in producing psychological change. In this study, we examine how these two forms of interaction relate to each other over time. We present results from a longitudinal ethnographic study of participation in an environmental campaign, documenting endurance and prevalence of psychological change. Participants, locals (n = 14) and self-defined activists (n = 14), connected enduring psychological changes, such as changes in consumer behaviour and attitudes to their involvement in the environmental campaign. Thematic analysis of interviews suggested that participants linked the process of change to categorizing themselves in a new environmental-activist way that influenced their everyday lives beyond the immediate campaign. This recategorization was a result of a conflictual intergroup relationship with the police. The intergroup interaction produced supportive within-group relationships that facilitated the feasibility and sustainability of new world views that were maintained by staying active in the campaign. The data from the study support and extend previous research on collective action and are the basis of a model, suggesting that intragroup processes condition the effects of intergroup dynamics on sustained psychological change.less thanbr /greater than (© 2018 The Authors. British Journal of Social Psychology published by John Wiley and Sons Ltd on behalf of British Psychological Society.)

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  • 132.
    Vestergren, Sara
    et al.
    Keele Univ, England.
    Drury, John
    Univ Sussex, England.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    How Participation in Collective Action Changes Relationships, Behaviours, and Beliefs: An Interview Study of the Role of Inter- and Intragroup Processes2019In: The Journal of Social and Political Psychology, E-ISSN 2195-3325, JOURNAL OF SOCIAL AND POLITICAL PSYCHOLOGY, Vol. 7, no 1, p. 76-99Article in journal (Refereed)
    Abstract [en]

    Research has shown that numerous psychological changes can occur in and through collective action. Previous research on psychological consequences of participation in collective action has mainly focused on one change at a time and has rarely included a theoretical explanation for the change. The present study therefore investigates the range and possible connections between changes occurring in collective action. We interviewed participants (n = 28) involved in an environmental campaign in Sweden which included interaction with the police. Through thematic analysis of the data we found that the participants connected several psychological changes to aspects of their participation. Specifically, participants related these changes to two intertwined processes: intergroup interaction and intragroup interaction. We suggest that intergroup interaction (specifically conflict with the police outgroup) can affect intragroup processes (e.g., support and unity), which in turn can influence psychological change (e.g., empowerment and skills). Through the study, we develop and contribute to previous research by: 1) documenting a range of possible changes occurring through collective action participation, and 2) exploring the different psychological processes related to the changes. The implications of this research and future challenges are discussed in relation to developing the social identity approach.

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  • 133.
    Vestergren, Sara
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Drury, John
    University of Sussex, England.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    The biographical consequences of protest and activism: a systematic review and a new typology2017In: Social Movement Studies, ISSN 1474-2837, E-ISSN 1474-2829, Vol. 16, no 2, p. 203-221Article, review/survey (Refereed)
    Abstract [en]

    Most research on activist participation has aimed to explain motives to engage in protest and collective action or becoming an activist. The outcomes, for the individual, have been neglected. Therefore, we set out to systematically document and organize the psychological and behavioural changes associated with activism into a typology of change. The review contains 57 papers describing changes. Psychological changes identified in the literature can be classified into 19 main forms: marital status, children, relationship ties, work-life/career, extended involvement, consumer behaviour, identity, empowerment, radicalization/politicization, legitimacy, sustained commitment, self-esteem, general well-being, traits, self-confidence, religion, organizing, knowledge and home skills. Our analysis highlights the lack of analysis of the relation between type of protest and type of change, and lack of research into the processes behind the various psychological changes. What is needed now is more precise investigation of the relationship between types of protests, social and psychological processes, and psychological outcomes. Further, more longitudinal studies are required to explore the relationship.

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  • 134.
    Wiggins, Sally
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Ekstedt, Mattias
    Linköping University, Department of Medical and Health Sciences, Division of Cardiovascular Medicine. Linköping University, Faculty of Medicine and Health Sciences. Region Östergötland, Heart and Medicine Center, Department of Gastroentorology.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Larsson Torstensdotter, Gunvor
    Törnqvist, Tove
    Being a professional, or just being a student? A discursive analysis of video-recorded interprofessional learning tutorials in a medical faculty2018Conference paper (Other academic)
  • 135.
    Wiggins, Sally
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Ekstedt, Mattias
    Linköping University, Department of Medical and Health Sciences, Division of Cardiovascular Medicine. Linköping University, Faculty of Medicine and Health Sciences. Region Östergötland, Heart and Medicine Center, Department of Gastroentorology.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Larsson Torstensdotter, Gunvor
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Törnqvist, Tove
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    On doing ‘being a student amongst other kinds of students’: Managing academic identities in an interprofessional tutorial group2018Conference paper (Other academic)
  • 136.
    Wiggins, Sally
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Health, Medicine and Caring Sciences, Division of Society and Health. Linköping University, Faculty of Medicine and Health Sciences.
    Ekstedt, Mattias
    Linköping University, Department of Health, Medicine and Caring Sciences, Division of Diagnostics and Specialist Medicine. Linköping University, Faculty of Medicine and Health Sciences. Region Östergötland, Center for Surgery, Orthopaedics and Cancer Treatment, Mag- tarmmedicinska kliniken.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Törnqvist, Tove
    Linköping University, Department of Health, Medicine and Caring Sciences, Division of Society and Health. Linköping University, Faculty of Medicine and Health Sciences.
    Breaking the ice: how students present themselves to the group in an interprofessional problem-based learning context2020In: Interactional Research in Problem-Based Learning. / [ed] Susan M. Bridges, Rintaro Imafuku, West Lafayette: Purdue University Press, 2020, p. 197-222Chapter in book (Refereed)
    Abstract [en]

    The first time that students meet for a problem-based learning (PBL) tutorial is important for setting the framework for the rest of the PBL process (Hempel & Jern, 2000). This occasion typically involves introducing themselves, meeting the tutor, writing a group contract, and starting work on the first scenario or case. When students are working in interprofessional groups—with peers from other educational programmes—there is the additional complexity of establishing common ground while maintaining one’s own professional focus. It is within this context of interprofessional health education that the current chapter is based. We provide a discursive analysis of the early moments of the first tutorial in which students introduce themselves to their fellow group members. The research question is: How do students present themselves in the first tutorial of a new PBL group in which they come from different professional programmes? In the remainder of the introduction, we situate this work within a broader theoretical and empirical context of work on interprofessional learning and communication, group formation, and academic identities.

  • 137.
    Wiggins, Sally
    et al.
    School of Psychological Sciences and Health, University of Strathclyde, UK.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Larsson Abbad, Gunvor
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Pauli, Regina
    Department of Psychology, University of Roehampton, UK.
    Worell, Marcia
    School of Human and Social Sciences, University of West London, UK.
    Ask Not Only ‘What Can Problem-Based Learning Do For Psychology?’ But ‘What Can Psychology Do For Problem-Based Learning?’ A Review of The Relevance of Problem-Based Learning For Psychology Teaching and Research2016In: Psychology Learning & Teaching, ISSN 14757257, Vol. 15, no 2, p. 136-154Article in journal (Refereed)
    Abstract [en]

    Problem-based learning (PBL) is an internationally recognised pedagogical approach that is implemented within a number of disciplines. The relevance and uptake of PBL in psychology has to date, however,received very limited attention. The aim of this paper is therefore to review published accounts on how PBL is being used to deliver psychology curricula in higher education and to highlight psychological research that offers practical strategies for PBL theory and practice. The paper is divided into three sections. In the first, we discuss the principles of PBL and provide examples of how it can be used within psychology curricula, alongside a consideration of its advantages and disadvantages. In the second section,we outline the results of a systematic literature review of published examples of PBL used within psychology undergraduate and postgraduate courses. Finally, in the third section, we examine some of the ways in which psychological research can provide practical guidance for PBL teaching practice. We conclude this paper with some recommendations for future research across all these areas, and call forthe further development of PBL curricula in psychology higher education course provision.

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  • 138.
    Wiggins, Sally
    et al.
    School of Psychological Sciences and Health, University of Strathclyde.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Larsson Abbad, Gunvor
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Pauli, Regina
    Department of Psychology, Roehampton University.
    Worell, Marcia
    School of Human and Social Sciences, University of West London.
    PLAT 15(2) 2016: Introduction to the Special Issue on Problem-Based Learning and Psychology2016In: Psychology Learning and Teaching, ISSN 1475-7257, Vol. 15, no 2, p. 133-135Article in journal (Refereed)
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