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  • 51.
    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.

  • 52.
    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)
  • 53.
    Marengo, Davide
    et al.
    Univ Turin, Italy.
    Jungert, Tomas
    Lund Univ, Sweden.
    Iotti, Nathalie O.
    Univ Turin, Italy.
    Settanni, Michele
    Univ Turin, Italy.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Longobardi, Claudio
    Univ Turin, Italy.
    Conflictual student-teacher relationship, emotional and behavioral problems, prosocial behavior, and their associations with bullies, victims, and bullies/victims2018In: Educational Psychology, ISSN 0144-3410, E-ISSN 1469-5820, Vol. 38, no 9, p. 1201-1217Article in journal (Refereed)
    Abstract [en]

    This study investigated the links between students behavioral problems, student-teacher conflict, and students involvement in bully, victim, and bully/victim roles in adolescence. The role of student-teacher conflict as moderator of the association between students behavioral problems and their involvement in each bullying role was examined. Sample included 430 students from Italy (48.4% female; mean age 12.2 years; grades 6-8). Multinomial logistic regression analyses indicated that conduct problems positively predicted engagement in each bullying role, while peer-relationship problems predicted involvement in a victim role. Additionally, students experiencing higher student-teacher conflict were more likely of being victims and bully/victims, but not bullies. Finally, student-teacher conflict emerged as a moderator of the association between peer-relationship problems and both bully and victim roles, and between hyperactivity/inattention and victim role. These findings highlights the importance of considering students characteristics in relation to student-teacher relationship quality when investigating the factors influencing students involvement in bullying behaviors.

  • 54.
    Mazzone, Angela
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences. Anti-Bullying Research and Resource Centre, Dublin City University, Dublin, Ireland.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Stefanelli, Sara
    C.R.I.d.e.e, Department of Psychology, Catholic University of the Sacred Heart, Milan, Italy.
    Cadei, Livia
    Department of Pedagogy, Catholic University of the Sacred Heart, Milan, Italy.
    Caravita, Simona C. S.
    C.R.I.d.e.e, Department of Psychology, Catholic University of the Sacred Heart, Milan, Italy; Department of Psychology, Catholic University of the Sacred Heart, Brescia, Italy.
    “Judging by the cover”: A grounded theory study of bullying towards same-country and immigrant peers2018In: Children and youth services review, ISSN 0190-7409, E-ISSN 1873-7765, Vol. 91, p. 403-412Article in journal (Refereed)
    Abstract [en]

    This study investigated students perspectives about bullying towards same-country and immigrant peers. Thirty-five Italian and immigrant students (age range: 11-15) took part to the study. Participants were probed with two bullying scenarios, depicting respectively a new classmate from another Italian city and from a foreign country. A Grounded Theory approach was adopted to examine participants perspectives about the motives for bullying. Findings showed that a process of socializing deviance is at the core of both forms of bullying. This social process refers to a series of shared beliefs within the peer group about the victims deviant features. Three sub-categories related to both forms of bullying emerged from the core concept: (a) Rejecting the newcomer deviance, (b) Rejecting physical deviance, (c) and Rejecting personality deviance. These sub-categories were related to the sub-categories of bullying towards immigrant peers: (d) Rejecting cultural deviance, (e) and Learned racism. Findings are discussed in terms of their theoretical and practical relevance.

  • 55.
    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)
  • 56.
    Parris, Leandra
    et al.
    Illinois State Univ, IL 61790 USA.
    Jungert, Tomas
    Lund Univ, Sweden.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Varjas, Kris
    Georgia State Univ, GA 30303 USA.
    Meyers, Joel
    Georgia State Univ, GA 30303 USA.
    Grunewald, Stephanie
    Restorat Counseling, IL USA.
    Shriberg, David
    Indiana Univ, IN USA.
    Bullying bystander behaviors: The role of coping effectiveness and the moderating effect of gender2019In: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450Article in journal (Refereed)
    Abstract [en]

    Researchers have suggested that bystander behaviors and victim coping play an important role in counteracting the negative effects of bullying. The current study investigated the relationship between students ratings of coping effectiveness when addressing bullying and their behaviors as bystanders when witnessing bullying. Surveys were administered in a Midwestern, suburban school district. Some associations between perceptions of coping effectiveness and bystander behavior supported our hypotheses (e.g., constructive coping associated with defending bystander behaviors, externalizing associated with pro-bullying behaviors). However, some findings did not support hypothesized relationships. For example, higher ratings of effectiveness for cognitive distancing as a coping strategy were associated with increased defending behaviors as a bystander. Gender moderated some of these relationships. Pro-bullying bystander behavior was associated with increased ratings of cognitive distancing and decreased reports of constructive coping effectiveness for girls. Implications for future research and practice are discussed.

  • 57.
    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.

  • 58.
    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.

  • 59.
    Pozzoli, Tiziana
    et al.
    University of Padova.
    Gini, Gianluca
    University of Padova.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Misure esplicite e implicite di cognizione morale (Explicit and implicit measures of moral cognition): Quale relazione con i comportamenti di bullismo e difesa della vittima? (What is the relation with bullying and defending behavior?)2015Conference paper (Refereed)
  • 60.
    Runions, Kevin C.
    et al.
    Perth Childrens Hosp, Australia.
    Shaw, Therese
    Perth Childrens Hosp, Australia.
    Bussey, Kay
    Macquarie Univ, Australia.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Salmivalli, Christina
    Univ Turku, Finland.
    Cross, Donna S.
    Perth Childrens Hosp, Australia.
    Moral Disengagement of Pure Bullies and Bully/Victims: Shared and Distinct Mechanisms2019In: Journal of Youth and Adolescence, ISSN 0047-2891, E-ISSN 1573-6601, Vol. 48, no 9, p. 1835-1848Article in journal (Refereed)
    Abstract [en]

    The vast majority of adolescents recognize that bullying is morally wrong, yet bullying remains a problem in secondary schools, indicating young people may disengage from their moral values to engage in bullying. But it is unclear whether the same mechanisms enabling moral disengagement are active for bully/victims (who both bully and are bullied) as for pure bullies (who are not targets of bullying). This study tested the hypotheses that mechanisms of moral disengagement, including blaming the victim and minimizing the impact of bullying, may operate differently in bully/victims compared to pure bullies. From a sample of 1895 students from grades 7-9 (50.6% female; 83.4% from English speaking homes), 1870 provided self-reports on bullying involvement and mechanisms of moral disengagement associated with bullying. Two cut-offs were compared for bullying involvement (as perpetrator and as target of bullying) during the previous school term: a conservative cut-off (every few weeks or more often) and a liberal cut-off (once-or-twice). Using the conservative cut-off, both pure bullies and bully/victims enlisted moral disengagement mechanisms to justify bullying more than did uninvolved students and pure victims, with no significant difference in scores on any of the moral disengagement scales between pure bullies and bully/victims. For the liberal cut-off, bully/victims reported lower overall moral disengagement scores than did pure bullies, and specifically less distortion of consequences, diffusion of responsibility, and euphemistic labeling. This study advances bullying research by extending the role of moral disengagement in bullying episodes beyond pure bullies to victims, both pure victims and bully/victims. Examination of specific moral disengagement mechanisms and the extent of involvement in bullying enabled a more nuanced differentiation between the bullying groups. These results will inform future interventions aimed at reducing the use of moral disengagement mechanisms that sustain bullying and victimization. Targeted interventions are needed to challenge specific moral disengagement mechanisms from the perspectives of pure bullies and bully/victims.

  • 61.
    Sjögren, Björn
    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.
    Wänström, Linda
    Linköping University, Department of Computer and Information Science, Statistics. Linköping University, Faculty of Arts and Sciences.
    Gini, Gianluca
    University of Padova.
    Bjärehed, Marlene
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Associations between bystanders’ reactions to peer victimization and student-teacher relationship quality, moral disengagement, and defender self-efficacy: A structural equation approach2017Conference paper (Other academic)
  • 62.
    Sjögren, Björn
    et al.
    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, Statistics. Linköping University, Faculty of Arts and Sciences.
    Walid Alsaadi, Sarah
    Linköping University, Department of Computer and Information Science, Statistics. Linköping University, Faculty of Arts and Sciences.
    Bjärehed, Marlene
    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 role of moral disengagement, self-efficacy, and class climate in bystander behavior in bullying situations: a multivariate analysis2016Conference paper (Other academic)
  • 63.
    Strindberg, Joakim
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Horton, Paul
    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.
    Coolness and social vulnerability: Swedish pupils’ reflections on participant roles in school bullying2019In: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146, p. 1-20Article in journal (Refereed)
    Abstract [en]

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

  • 64.
    Strindberg, Joakim
    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.
    Protecting the social self: Swedish pupils’ reflections on participant roles in school bullying2017Conference paper (Refereed)
  • 65.
    Strindberg, Joakim
    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.
    Using school bullying vignettes in focus groups with children: Reflections from the field2017Conference paper (Refereed)
  • 66.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    A Categorisation of School Rules2008In: Educational Studies, ISSN 0013-1946, E-ISSN 1532-6993, Vol. 34, no 1, p. 25-33Article in journal (Refereed)
    Abstract [en]

    The aim of this paper is to investigate and describe the content in school rules by developing a category system of school rules, and thus making the logic behind different types of rules in school explicit. Data were derived from an ethnographic study conducted in two primary schools in Sweden. In order to analyse the data, grounded theory methodology was adapted. The analysis resulted in a category system of school rules, containing the following main categories: (a) relational rules, (b) structuring rules, (c), protecting rules, (d), personal rules and (e) etiquette rules. In the light of this categorisation, more consciously pedagogical and professional work with rules can be conducted. The category system can counteract vagueness and unreasonableness, as well as highlighting the content, logic and functions of different school rules.

  • 67.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    A classmate in distress: School children as bystanders and their reasons for how they act2006In: The Fifth National Open Conference on Group and Social Psychology GRASP,2006, 2006Conference paper (Refereed)
  • 68.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    A classmate in distress: schoolchildren as bystanders and their reasons for how they act2007In: Social Psychology of Education, ISSN 1381-2890, E-ISSN 1573-1928, ISSN 1573-1928 (Online), Vol. 10, no 1, p. 5-28Article in journal (Refereed)
    Abstract [en]

    Research has shown that bystanders more often fail to or are slower to help a victim in emergency when there are other bystanders than when there are not. The study presented in this paper is a qualitative case study with a focus on students’ own reasons why they do not help a classmate in emergency when there are other children witnessing the emergency situation in the real-life classroom case studied. Grounded theory methods were used to analyse the data. The individual conversations with the students indicated a variety of definitions of the specific distress situation when they recalled and talked about the classroom incident. During the process of the analysis seven concepts of definitions associated with passive or non-intervention bystander behaviour were constructed and grounded in the empirical material: trivialisation, dissociation, embarrassment association, busy working priority, compliance with a competitive norm, audience modelling, and responsibility transfer. Relations between these concepts of definitions were also analysed. However, this study is a first step and a first report from an ongoing study about school children as helper and bystander.

  • 69.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    A Grounded Theory of Collaborative Synchronizing in Relation to Challenging Students2012In: Urban education (Beverly Hills, Calif.), ISSN 0042-0859, E-ISSN 1552-8340, Vol. 47, no 1, p. 312-342Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to investigate multiprofessional collaboration as well as collaboration between professionals and challenging students and their parents in which the focus for these collaborations was on handling the challenging students’ academic and social behavior. A grounded theory study of collaboration between a prereferral resource team and teachers, principals, challenging students, and their parents was conducted. Qualitative interview and focus group methods were used. The findings presented a grounded theory of collaborative synchronizing in relation to challenging students around two ideal types, human resource synchronizing and human resource desynchronizing.

  • 70.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    A student in distress: Investigating bystander situations with ethnographic and grounded theory methods: In the poster symposium: Exploring core dimensions of moral competence in childhood and adolescence using qualitative and quantitative methods2013Conference paper (Refereed)
  • 71.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    A Student in Distress: Moral Frames and Bystander Behavior in School2010In: ELEMENTARY SCHOOL JOURNAL, ISSN 0013-5984, Vol. 110, no 4, p. 585-608Article in journal (Refereed)
    Abstract [en]

    The purpose of this study was to investigate and generate a grounded theory on how and why students behave as they do in school situations in which they witness another student in distress. Fieldwork and interviews were conducted in 2 Swedish elementary schools and guided by a grounded theory approach. The study resulted in a grounded theory of moral frames in bystander situations in school. In this study, 5 main moral frames of school have been identified: (a) the moral construction of the good student, (b) institutionalized moral disengagement, (c) tribe caring, (d) gentle caring-girl morality, and (e) social-hierarchy-dependent morality. The study highlights how moral action is generally inhibited by the conformity fostered in school settings and by moral dilemmas constructed by the moral frames. A revised model of bystander behavior adapted to the school context is also presented.

  • 72.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    A study of children's conceptions of school rules by investigating their judgements of transgressions in the absence of rules2010In: Educational Psychology, ISSN 0144-3410, E-ISSN 1469-5820, Vol. 30, no 5, p. 583-603Article in journal (Refereed)
    Abstract [en]

    This study investigated 202 elementary school childrens judgements and reasoning about transgressions when school rules regulating these transgressions have been removed in hypothetical school situations. As expected, moral transgressions were judged as more wrong and less accepted than structuring, protecting and etiquette transgressions. In turn, etiquette transgressions were judged as less wrong and more accepted than moral, structuring and protecting transgressions. Structuring transgressions were judged beyond expectations as more wrong and less accepted than protecting transgressions. Judgements and justifications made by the children showed that they discriminated between transgressions as a function of school-rule category (relational/moral rules, structuring rules, protecting rules and etiquette rules). The findings confirm as well as extend previous social-cognitive domain theory research on childrens socio-moral reasoning.

  • 73.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Att skilja på etik och etikett2004In: Skolans moraliska och demokratiska praktik:: Värdepedagogiska texter I / [ed] Gunnel Colnerud, Linköping: Linköpings universitet , 2004, p. 95-119Chapter in book (Other academic)
  • 74.
    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.
    Att skilja på etik och etikett - den domänteoretiska forskningen2003In: Liksom värden, typ: Moral och mening med fokus på skolan / [ed] Olof Franck, Malmö: Prinfo/Team Offset & Media , 2003, p. 158-172Chapter in book (Other (popular science, discussion, etc.))
  • 75.
    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.
    Avsiktlig och oavsiktlig värdepedagogik2003In: NFPF's 31 kongres,2003, 2003Conference paper (Other academic)
  • 76.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Bullying in school and children's conceptions of its causes2008In: Proceedings from The 6hNordic Conference on Group and Social Psychology, May 2008, Lund / [ed] From Jern, S. & Näslund, J, 2008Conference paper (Refereed)
    Abstract [en]

    The aim of this study is to explore how schoolchildren themselves explain why bullying takes place at school. Individual qualitative interviews were conducted with 56 schoolchildren, recruited from five elementary schools in Sweden. Grounded theory methods were used to analyse data. According to the findings, the schoolchildren appear to use at least seven constructions of bullying causes to explain bullying. 

  • 77.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Både individuella och sociala faktorer bakom mobbning2014In: Psykologtidningen, ISSN 0280-9702, no 4, p. 24-27Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Vid mobbning i skolmiljö !nns det, förutom de som initierar mobbning och de mobbade, även andra elever som på olika sätt är inblandade. För att förstå mobbning behöver man beakta och analysera såväl individuella som sociala och kontextuella faktorer, skriver här biträdande professor Robert "ornberg i del två i gästforskningsserien.

  • 78.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Consultation Barriers Between Teachers and External Consultants: A Grounded Theory of Change Resistance in School Consultation2014In: Journal of educational and psychological consultation, ISSN 1047-4412, E-ISSN 1532-768X, Vol. 24, no 3, p. 183-210Article in journal (Refereed)
    Abstract [en]

    The aim of this study, conducted in Sweden, was to investigate the cultural barriers between school personnel (teachers and principals) and nonschool personnel (a resource team), who were external to the school system, regarding consultation about challenging or difficult-to-teach students. Focus groups with teachers, principals, and the resource team as well as interviews with students and parents were conducted. The qualitative analysis resulted in a grounded theory of change resistance in the context of school consultation. Differences in professional assumptions led to conflicting professional main concerns. An intergroup conflict was inevitable in many cases and the professional cultural barriers that remained produced and reinforced professional ethnocentricity. This contributed to a lack of integration between external consultants and school personnel. Lack of integration contributed to the legitimacy loss and the maintenance of professional ethnocentricity. The basic social process of change resistance was centered in the interaction between professional ethnocentricity and lack of integration.

  • 79.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Det sociala livet i skolan: socialpsykologi för lärare2013 (ed. 2)Book (Other academic)
    Abstract [sv]

    Det sociala livet i skolan är en introduktion till socialpsykologi där kunskapsområdet relateras till skolans värld genom skildringar av vardagssituationer och resultat från forskning. Kapitlen handlar bland annat om grupper, grupputveckling, normer, lärarens roll som ledare och fostrare, social identitet, konflikter och mobbning.

    Att vara lärare innebär att möta, hantera, organisera, påverka och påverkas av grupper. Grupprocesser och social påverkan både i och utanför klassrummet har betydelse för det sociala klimatet och för hur elever och lärare uppträder. Läraren ska också arbeta aktivt med värden och normer. För att kunna påverka grupper på ett professionellt sätt är kunskaper i socialpsykologi en väsentlig grund.

    Boken erbjuder ett socialpsykologiskt kunskapsunderlag för reflektion, diskussion och handling när det gäller förhållanden i skolan, social påverkan och värdepedagogik eller "värdegrundsarbete". Den vänder sig i första hand till lärarstudenter och studenter i pedagogik och pedagogiskt arbete, men även till studenter i psykologi som intresserar sig för sociala processer i skolan. Boken är avsedd för kurser på högskolenivå.

    I denna nya upplaga har i synnerhet kapitlet om mobbning upp daterats och reviderats och presenterar nu fler perspektiv på mobbning. Även kapitlet om läraren som auktoritet har i betydande grad bearbetats genom att bland annat behandla forskning om lärar-elevrelationer. Boken har också uppdaterats när det gäller forskningsreferenser, och nya begrepp har tillkommit.

  • 80.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Det sociala livet i skolan: Socialpsykologi för lärare2006 (ed. 1)Book (Other academic)
    Abstract [sv]

    Både elever och lärare är intensivt involverade i sociala interaktioner och gruppsammanhang. Den här boken ger lärare underlag och redskap för att hantera grupper och belyser lärares värdepedagogiska praktik, dvs. arbetet med värden och normer och den påverkan de har på eleverna i detta avseende. Läs mer Boken behandlar områden som, Att förstå och hantera grupper, Läraren som auktoritet, Grupptryck, När beslutsfattanden i grupp går fel, Identitet och grupptillhörighet, Konflikter, Mobbning. Alla mycket centrala i lärarutbildning och- praktik.

  • 81.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Det sociale liv i skolen: socialpsykologi for lærare2008Book (Other academic)
    Abstract [da]

    ”Det sociale liv i skolen” henvender sig primært til lærer- og pædagogstuderende og giver en indføring i socialpsykologien generelt og relaterer teoretisk og forskningsmæssig viden om gruppeprocesser med konkrete eksempler fra skolens hverdag, bl.a. om mobning, gruppepres, konflikter og dannelse af social identitet hos børn og unge.Bogen rummer kapitler om bl.a. mobning, sociale mekanisker i og mellem grupper, gruppepres, konflikter og dannelse af socialt identitet samt lærerens rolle som leder og opdrager.Jeg finder derfor bogen meget interessant for sundhedsplejersker, der arbejder med skolebørn, særligt fordi den påminder os om vigtigheden af vi som voksne forstår værdien af den sociale indflydelse, gruppetilhørsforhold og gruppeprocessers betydning for skolebarnets trivsel.

  • 82.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Det sociale liv i skolen: Socialpsykologi for lærere2014 (ed. 2)Book (Other academic)
  • 83.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Discussant in the Symposium entitled "The possible long-term effects of the KiVa and the OBPP anti-bullying programs" (Salmivalli, C., Breivik, K., & Olweus, D.)2015Conference paper (Refereed)
  • 84.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Distressed bullies, social positioning, and odd victims: Young people's explanations of bullying2015In: Children & society, ISSN 0951-0605, E-ISSN 1099-0860, Vol. 29, no 1, p. 15-25Article in journal (Refereed)
    Abstract [en]

    The aim of the present study was to investigate to what degree teenagers agree with bullying explanation statements that could be categorised as the odd victim explanation, bully's social positioning explanation, or the distressed bully explanation. A second aim was to investigate how these types of bullying explanations might be associated with gender and self-reported prior bullying roles. Three hundred and fifty teenagers, attending three upper secondary schools in a medium-sized Swedish town, completed a questionnaire. Although the teenagers were prone to agree with all three types of bullying explanations, they were more inclined to think that bullying occurs because the bully wants power or status. Girls were more inclined than boys to think that bullying takes place because the bullies have their own problems. The more the teenagers thought that bullying occurs because the victims are odd, different or deviant, the more they have been involved in bullying situations as bullies or reinforcers. The more the teenagers thought that bullying occurs because the bully has psychosocial problems, the more they have been involved as defenders and the less as bullies or reinforcers in bullying situations.

  • 85.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Dunkla vrår i skolans värdepedagogiska praktik2004In: Skolans moraliska och demokratiska praktik.: Värdepedagogiska texter I / [ed] Gunnel Colnerud, Linköping: Linköpings universitet , 2004, p. 27-48Chapter in book (Other academic)
  • 86.
    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.
    Elevers röster om regler på skolan2006In: Grundskoletidningen, ISSN 1652-7844, no 5, p. 10-20Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

      

  • 87.
    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.
    Ett resursteams samverkan med skola, elever och föräldrar: förtjänster, hinder och utmaningar2009Report (Other academic)
    Abstract [sv]

    Under året 2006 slöt Omsorgsnämnden och Barn- och ungdomsnämnden i Linköpings kommun ett samverkansavtal som innebar ett inrättande av ett resursteam bestående av specialpedagoger och socialarbetare i syfte att utveckla och effektivisera kommunens insatser beträffande utformandet av olika former av stöd till barn, unga och deras föräldrar. Resursteamets främsta mål är att öka andelen elever som fullföljer sina studier inom den ordinarie skolan. Syftet med denna studie är att undersöka och beskriva resursteamets, lärares, rektorers, elevers och föräldrars föreställningar om vad som gynnar och missgynnar en framgångsrik samverkan och mot bakgrund av det generera en teoretisk modell om mångprofessionell samverkan mellan skolpersonal och resurspersoner i arbetet med elever som utmanar skolan. Sammanlagt 30 personer deltog i utvärderingen. Fyra elever i åldern 15-16 år samt sju föräldrar intervjuades. Åtta lärare och sju rektorer deltog i fokusgrupper. De fyra medarbetarna i resursteamet utgjorde en egen fokusgrupp. Bearbetning och analys av data genomfördes med hjälp av metoder och strategier från grundad teori.

    Medan elever, föräldrar och resursteamet har positiva representationer om utfallet så framträder dock en mer splittrad bild hos lärare och rektorer. Följande sociala representationer bland deltagarna om vad som missgynnar en framgångsrik samverkan har identifierats: missgynnande ramfaktorer, låg förankring, låg tillgänglighet, bristande kommunikation, professionskulturella hinder, negativt socialt samspel, ouppnådda förväntningar och brist på intersektoriellt nätverksarbete. Följande sociala representationer bland deltagarna om vad som gynnar en framgångsrik samverkan har identifierats: positivt socialt samspel, öppen kommunikation, hög tillgänglighet, konstruktiv konflikthantering, att arbeta mot gemensamma mål och framgång genom kompetens.

    Analysen resulterade i en grundad teori i form av en modell över synkronisering av resurser. Synkronisering hänvisar till processer som inkluderar och koordinerar olika resurser (dvs. individer, kunskaper, kompetenser och hjälp- och stödinsatser) så att de integreras och samverkar tillsammans för att utveckla elever positivt. Osynkronisering refererar till processer som motverkar integrering, samordning och koordinering av resurser i rörelse mot elevens positiva utveckling. Medan osynkronisering utgörs av statiska mål, ansvarsförskjutning, professionskulturell motverkan och aversiva relationer associerar modellen synkronisering med egenskaperna dynamiska mål, ansvarsdelning, professionskulturell samverkan och positiva relationer. Resultatet och modellen diskuteras bl.a. i relation till professionsfrågor, social identitetsteori, lärares betydelsefulla roll i processen, konsultation, forskning om lärar-elevrelationer samt det viktiga relationsarbetet med föräldrar.

  • 88.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Fitting into the peer landscape: A constructivist grounded theory on school bullying2017Conference paper (Refereed)
  • 89.
    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.
    Forskning om effektiva skolor2011In: Med ansiktet vänt mot Europa: perspektiv på skolutveckling / [ed] Robert Thornberg & Katina Thelin, Stockholm: Lärarförbundet , 2011, p. 38-66Chapter in book (Other (popular science, discussion, etc.))
  • 90.
    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.
    Förskolebarns konfliktstrategier: Situerad konflikthantering2002In: GRASP group and social psychology: The Group as a Paradox, 2002 / [ed] Svante Hovmark, Stockholm: Stockholms universitet, Psykologiska institutionen , 2002Conference paper (Refereed)
  • 91.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Grounded theory2017In: The BERA/SAGE handbook of educational research / [ed] Dominic Wyse, Neil Selwyn, Emma Smith, Larry E. Suter, London: Sage Publications, 2017, p. 355-375Chapter in book (Refereed)
  • 92.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Grounded theory2012In: Research methods & methodologies in education / [ed] James Arthur, Michael Waring, Robert Coe, Larry V. Hedges, London: Sage Publications , 2012, p. 85-93Chapter in book (Refereed)
    Abstract [en]

    Using a variety of methodological approaches and research techniques in education, this book sets out to provide students with the theoretical understandings, practical knowledge and skills which they need to carry out independent research. The editors bring together an array of international contributors, all of whom identify key research methodologies, data collection tools and analysis methods, and focus on the direct comparisons between them. Written in an accessible and jargon-free style, each chapter sets out the strengths and weaknesses of a key research method by: -identifying specific research designs; -presenting a series of relevant data collection tools; -highlighting the various analytical methods which can be used. The chapters cover the full range of methods and methodologies, including internet research, mixed methods research and the various modes of ethnographic research. 

    Online materials include tips on how to use the book, and links to useful websites, societies and research organizations. This is a key book for M-level students and other post-graduates within Education and Educational Research Methods courses.James Arthur is Head of School and Professor of Education and Civic Engagement at the University of Birmingham, UK. Michael J. Waring is a Senior Lecturer in the School of Sport, Exercise and Human Sciences at Loughborough University, UK. Robert Coe is Professor in the School of Education and Director of the Centre for Evaluation and Monitoring (CEM), Durham University, UK. Larry V. Hedges (PhD) is Board of Trustees Professor of Statistics and Social Policy, at the Institute for Policy Research, Northwestern University, US.

  • 93.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Grupprocesser och social påverkan: Socialpsykologi med fokus på skolan2004Report (Other academic)
    Abstract [sv]

    Att vara lärare innebär att i stor utsträckning möta, hantera, organisera, påverka och påverkas av individer sammansatta i grupper. Grupprocesser och social påverkan är en naturlig del av det sociala livet, så även i skolan. Denna rapport handlar om socialpsykologi och vänder sig i första hand till lärarstudenter och studenter i pedagogik och pedagogiskt arbete. Rapporten har två syften. Det första syftet är att ge en översikt eller introduktion till socialpsykologin med ett särskilt fokus på grupprocesser och social influens eller social påverkan. Intentionen är att presentera ett antal användbara socialpsykologiska begrepp som kan ge läsaren möjlighet att vidga eller bredda sin repertoar av möjliga sätt att se och förstå sociala situationer och fenomen i det vardagliga skollivet, både i och utanför klassrummet - en sådan socialpsykologisk perspektivisering av praktiken bidrar med analytiska redskap som kan hjälpa pedagoger att förstå, diskutera och hantera grupper i den pedagogiska verksamheten. Det andra syftet är att belysa lärares värdepedagogiska praktik, dvs frågor som rör normer och värden, mobbning, fostran, värdepåverkan och elevinflytande i skolan, utifrån ett socialpsykologiskt perspektiv. Rapporten behandlar bl a gruppbegreppet, olika slags grupper, grupprocesser, värden, attityder och normer i relation till det sociala livet i skolan, grupputveckling, gruppsocialisation, mobbning, värdepedagogik, läraren som ledare och fostrare, grupptryck, groupthink, social jämförelse mellan grupper som bl a påverkar individers identitet och som kan resultera i negativa stereotypa föreställningar om andra, konkurrens och konflikter mellan grupper.

  • 94.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Hushing as a moral dilemma in the classroom2006In: Journal of Moral Education, ISSN 0305-7240, E-ISSN 1465-3877, Vol. 35, no 1, p. 89-104Article in journal (Refereed)
    Abstract [en]

    Life in the classroom is governed by a variety of rules. One typical classroom rule is the rule of silence or low noise. Teachers often deal with students' noise-making and conversations by hushing them. This article reports an investigation of how hushing can create moral dilemmas for students at their desks in the classroom. This study is part of a larger ethnographic research project on values education in the daily life of school, conducted in two primary schools in Sweden. The findings show that students think that by hushing, teachers are now and then acting in the wrong way and, in consequence, the students are forced to go against the teacher to act in accordance with their own moral standards, or to give up, in order to avoid the risk of getting a reprimand. The analyses revealed three categories of moral dilemmas or conflicts with rules: indiscriminate hushing as (a) a conflict between morality and social conventions; (b) a pure moral conflict; and (c) a conflict between morality and authority.

  • 95.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    "I know it sounds a bit cruel, but she actually has herself to blame": A field study of school bullying2014Conference paper (Refereed)
  • 96.
    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.
    Important values in values education2005In: the 33rd Congress of Nordic Educational Research Association,2005, 2005Conference paper (Other academic)
  • 97.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Inconsistencies in everyday patterns of school rules2014In: Grounded theory and situational analysis: Vol. 3: Grounded theory exemplars across disciplines / [ed] A. E. Clarke, & K. Charmaz, Thousand Oaks: Sage Publications, 2014Chapter in book (Refereed)
  • 98.
    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.
    Inconsistencies in everyday patterns of school rules2007In: Nordic Educational Research Association NERA/NFPF, 2007, 2007Conference paper (Other academic)
  • 99.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Inconsistencies in everyday patterns of school rules2007In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 2, no 3, p. 401-416Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to investigate and explain inconsistencies within the social constructions of school rules as they take shape in everyday interactions between teachers and students, and to explore how students interpret these inconsistencies. An ethnographic study is conducted in two primary schools in Sweden. According to the findings, implicit rules, i.e., unarticulated supplements or exceptions, can, at least in part, explain inconsistencies in teachers’ efforts to uphold explicit school rules to the explicit rules. Nevertheless, rule inconsistency and unarticulated implicit rules appear to create rule diffusion, which, in turn, creates a prediction loss among students. They cannot always predict what will be appropriate behaviour in particular situations, and how teachers will react to their behaviour. Furthermore, this appears to result in a negotiation loss for students. They cannot openly discuss and negotiate on rules if they are unaware of such rules.

  • 100.
    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.
    Informed grounded theory2012In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 56, no 3, p. 243-259Article in journal (Refereed)
    Abstract [en]

    There is a widespread idea that in grounded theory (GT) research, the researcher has to delay the literature review until the end of the analysis to avoid contamination - a dictum that might turn educational researchers away from GT. Nevertheless, in this article the author (a) problematizes the dictum of delaying a literature review in classic grounded theory, (b) presents arguments for using extant literature in the substantive field within a constructivist grounded theory, and (c) suggests data sensitizing principles in using literature, which are: theoretical agnosticism, theoretical pluralism, theoretical sampling of literature, staying grounded, theoretical playfulness, memoing extant knowledge associations, and constant reflexivity.

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