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  • 1.
    Alm, Fredrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Jungert, Tomas
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Academic commitment and self-determination among teacher students2011Conference paper (Refereed)
  • 2.
    Alm, Fredrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Jungert, Tomas
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Nyantagna lärarstudenters motiv, motivation, självtillit och akademiska engagemang2014Report (Other academic)
    Abstract [sv]

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

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

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

  • 3.
    Bjärehed, Marlene
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. 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.
    Wänström, Linda
    Linköping University, Department of Computer and Information Science, The Division of Statistics and Machine Learning. Linköping University, Faculty of Arts and Sciences.
    Gini, Gianluca
    University of Padua, Italy.
    Mechanisms of Moral Disengagement and their Associations with Indirect Bullying, and Pro-Aggressive Bystander Behavior2019In: Journal of Early Adolescence, ISSN 0272-4316, E-ISSN 1552-5449Article in journal (Refereed)
    Abstract [en]

    This study examined the links between seven specific mechanisms of moral disengagement and indirect bullying, direct bullying, and pro-aggressive bystander behavior. In addition, the moderating role of gender on these associations was examined. Participants were 317 Swedish students in Grades 4 to 8 (𝑋⎯⎯⎯age=12.6X¯age=12.6, SD = 1.35; 62% girls). Multivariate multiple regression analyses showed that indirect bullying was predicted by gender and victim attribution. Direct bullying was predicted by moral justification, and for girls, by victim attribution. Pro-aggressive bystander behavior was predicted by diffusion of responsibility, victim attribution, gender, and age. That is, boys and younger students were more prone to take the aggressor’s side compared with girls and older students. Furthermore, the relation between pro-aggressive bystander behavior and distortion of consequences appeared stronger in boys than in girls. These results highlight the relative importance of specific moral disengagement mechanisms and may have implications for interventions targeting bullying.

  • 4.
    Bouchard, Karen
    et al.
    Faculty of Education, University of Ottawa, Ottawa, Canada.
    Forsberg, Camilla
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Smith, David J
    Faculty of Education, University of Ottawa, Ottawa, Canada.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Showing friendship. fighting back, and getting even: resisting bullying victimisation within adolescent girls´friendships2018In: Journal of Youth Studies, ISSN 1367-6261, E-ISSN 1469-9680, Vol. 21, no 9, p. 1141-1158Article in journal (Refereed)
    Abstract [en]

    Research suggests that about a quarter of bullying incidences occur within friendships. Yet little attention is given to the underlying social processes and wider macro-system forces that shape friendship victimization experiences. Guided by constructivist grounded theory and Wade's work on resistance, this research explored the phenomenon of victimization within adolescent girls’ friendships. Canadian women reflecting on their school-based victimization experiences were interviewed for this study. Results suggest that participants resisted victimization in important ways but that their resistance strategies were negotiated within gender expectations and ambient discursive constructions of resistance and victimization. Our findings illuminate the ways that discourses concealing women's resistance and privileging overt responses to bullying run counter to gendered expectations for resistance, leaving women in a double bind. Consequently, we found that retaliatory relational aggression allowed girls to deny their victim status while complying with gendered expectations for resistance but led to their bullying experiences being normalized and overlooked.

  • 5.
    Brüggemann, Adrianus Jelmer
    et al.
    Linköping University, Department of Clinical and Experimental Medicine. Linköping University, Department of Thematic Studies, Technology and Social Change. 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.
    Colnerud, Gunnel
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Wijma, Barbro
    Linköping University, Department of Clinical and Experimental Medicine, Division of Children's and Women's health. Linköping University, Faculty of Medicine and Health Sciences. Region Östergötland, Center of Paediatrics and Gynaecology and Obstetrics, Department of Gynaecology and Obstetrics in Linköping.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Bystander passivity in health care and school settings: Moral disengagement, moral distress, and opportunities for moral education2019In: Journal of Moral Education, ISSN 0305-7240, E-ISSN 1465-3877, Vol. 48, no 2, p. 199-213Article in journal (Refereed)
    Abstract [en]

    Bystander passivity has received increased attention in the prevention of interpersonal harm, but it is poorly understood in many settings. In this article we explore bystander passivity in three settings based on existing literature: patient abuse in health care; bullying among schoolchildren; and oppressive treatment of students by teachers. Throughout the article we develop a theoretical approach that connects Obermann's unconcerned and guiltybystanders to theories of moral disengagement and moral distress respectively. Despite differences between the three settings, we show striking similarities between processes of disengagement, indicators of distress, and the constraints for intervention that bystanders identify. In relation to this, we discuss moral educational efforts that aim to strengthen bystanders’ moral agency in health care and school settings. Many efforts emphasize shared problem descriptions and collective responsibilities. As challenging as such efforts may be, there can be much to gain in terms of welfare and justice.

  • 6.
    Brüggemann, Jelmer
    et al.
    Linköping University, Department of Thematic Studies, Technology and Social Change. Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Clinical and Experimental Medicine, Division of Children's and Women's health. Linköping University, Faculty of Medicine and Health Sciences.
    Forsberg, Camilla
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences. Linköping University, Department of Clinical and Experimental Medicine, Division of Children's and Women's health. Linköping University, Faculty of Medicine and Health Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Re-negotiating agency: patients using comics to reflect upon acting in situations of abuse in health care2019In: BMC Health Services Research, ISSN 1472-6963, E-ISSN 1472-6963, Vol. 19, no 1, article id 58Article in journal (Refereed)
    Abstract [en]

    Background

    There is a growing body of international research that displays the prevalence and character of abuse in health care. Even though most of these studies are conducted from a patient perspective little is known about how patients conceptualize their agency in relation to such situations. This study aimed to explore how patients reason about their potential to act in abusive situations.

    Methods

    Qualitative interviews were conducted with thirteen patients in Sweden. Central in the interviews were three comics, inspired by Boal’s Forum Theatre and part of an earlier online intervention study in which the informants had participated. Each comic showed a situation in which a patient feels abused, and on the opposite side were suggestions for how the patient could act in response. Informants were asked to reflect about situations of abuse and in specific upon the comics. We used the methodology of constructivist grounded theory throughout the study, including the analysis.

    Results

    It appeared that the informants constantly re-negotiated their and other patients’ agency in relation to the specifics of the event, patients’ and staff’s responsibilities, and the patients’ needs and values. This process questions views of agency as fixed and self-evident, and can be understood as part of changing discourses about patients’ social role and possibilities to organize their care. Using a feminist theory of power we expected the informants to elicit instances of resistance to domination, which is central to the comics. While doing that, the informants also hinted at parallel stories of empowerment and less visible forms of agency in spite of domination.

    Conclusion

    The current analysis showed different ways in which the informants constantly re-negotiated their agency in potentially abusive situations. Not only did the informants engage in reflections about immediate responses to these untoward situations, they also engaged in thoughts about strategies that could protect them and counteract abuse in health care over the long-term. This opens up for future research into ways patients organize their care and identify threats and barriers to the care they need, which could be valuable knowledge for care quality improvement.

  • 7.
    Charmaz, Kathy
    et al.
    Sonoma State University, USA.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Keane, Elaine
    National University of Ireland, Ireland.
    Evolving grounded theory and social justice inquiry2017In: The SAGE handbook of qualitative research / [ed] Norman K. Denzin & Yvonna S. Lincoln, Thousand Oaks, CA: Sage Publications, 2017, 5Chapter in book (Refereed)
  • 8.
    Colnerud, Gunnel
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Elvstrand, Helene
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Olsson, Maria
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Department of Behavioural Sciences and Learning, Developmental Psychology.
    Szklarski, Andrzej
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Skolans moraliska och demokratiska praktik: Värdepedagogiska texter I2004Report (Other academic)
  • 9.
    Colnerud, Gunnel
    et al.
    Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Värdepedagogik i internationell belysning2003Book (Other academic)
    Abstract [en]

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

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

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

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

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

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

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

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

    Norrköping och Linköping, oktober 2013

    Helene, Karin, Marcus & Robert

  • 11.
    Espelage, Dorothy L.
    et al.
    University of Illinois, IL USA.
    Sung Hong, Jun
    Wayne State University, MI 48202 USA.
    Rao, Mrinalini A.
    Yale University, CT 06520 USA.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Understanding Ecological Factors Associated With Bullying Across the Elementary to Middle School Transition in the United States2015In: Violence and Victims, ISSN 0886-6708, E-ISSN 1945-7073, Vol. 30, no 3, p. 470-487Article in journal (Refereed)
    Abstract [en]

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

  • 12.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Thornberg, RobertLinköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Handbok i kvalitativ analys2009Collection (editor) (Other academic)
    Abstract [sv]

    Detta är en oumbärlig handbok för dig som ska skriva en akademisk uppsats baserad på kvalitativ datainsamling som exempelvis kvalitativa intervjuer, detaljerade observationer av samtal, textdokument eller fältstudier. Här får du konkreta råd och en gedigen genomgång av grundläggande aspekter av kvalitativ forskning samt redskap för att analysera data. Boken redogör för olika former av kvalitativ analys och går därutöver även igenom forskarens roll, forskningsprocessen, metoder för datainsamling samt vilken metodansats som kan vara lämplig att välja.

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

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

    Detta är en oumbärlig handbok för dig som ska skriva en akademisk uppsats baserad på kvalitativ datainsamling som exempelvis kvalitativa intervjuer, detaljerade observationer av samtal, textdokument eller fältstudier. Här får du konkreta råd och en gedigen genomgång av grundläggande aspekter av kvalitativ forskning samt redskap för att analysera data. Boken redogör för olika former av kvalitativ analys och går därutöver även igenom forskarens roll, forskningsprocessen, metoder för datainsamling samt vilken metodansats som kan vara lämplig att välja.

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

  • 14.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Kvalitativ forskning och kvalitativ analys2009In: Handbok i kvalitativ analys / [ed] Andreas Fejes och Robert Thornberg, Stockholm: Liber , 2009, 1, p. 13-37Chapter in book (Other academic)
    Abstract [sv]

    Detta är en oumbärlig handbok för dig som ska skriva en akademisk uppsats baserad på kvalitativ datainsamling som exempelvis kvalitativa intervjuer, detaljerade observationer av samtal, textdokument eller fältstudier. Här får du konkreta råd och en gedigen genomgång av grundläggande aspekter av kvalitativ forskning samt redskap för att analysera data. Boken redogör för olika former av kvalitativ analys och går därutöver även igenom forskarens roll, forskningsprocessen, metoder för datainsamling samt vilken metodansats som kan vara lämplig att välja.

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

  • 15.
    Forsberg, Camilla
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Rosenbaum, Laura
    Georgia State University.
    Smith, Jennifer
    Georgia State University.
    Varjas, Kristen
    Georgia State University.
    Meyers, Joel
    Georgia State University.
    Jungert, Tomas
    Lunds universitet.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    A cross-cultural study on students' reasons for defending or not defending as a bystander to bullying2014Conference paper (Refereed)
  • 16.
    Forsberg, Camilla
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Bystanders to bullying: Fourth- to seventh-grade students' perspectives on their reactions2014In: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146, Vol. 29, no 5, p. 557-576Article in journal (Refereed)
    Abstract [en]

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

  • 17.
    Forsberg, Camilla
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Educational Sciences.
    The social ordering of belonging: children’s perspectives on bullying2016In: International Journal of Educational Research, ISSN 0883-0355, E-ISSN 1873-538X, Vol. 78, p. 13-23Article in journal (Refereed)
    Abstract [en]

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

  • 18.
    Forsberg, Camilla
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    The social ordering of belonging: Students’ perspectives on bullying.2016Conference paper (Other academic)
  • 19.
    Forsberg, Camilla
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Fourth- to seventh grade students' perspectives on bystander roles and bullying situations2013Conference paper (Refereed)
  • 20.
    Forsberg, Camilla
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Wood, Laura
    Georgia state university, USA.
    Smith, Jennifer
    Georgia state university, USA.
    Varjas, Kris
    Georgia state university, USA.
    Jungert, Tomas
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Students’ views of factors affecting their bystander behaviors in response to school bullying: A cross-collaborative conceptual qualitative analysisManuscript (preprint) (Other academic)
    Abstract [en]

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

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

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

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

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

  • 22.
    Halldin, Karolina
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    The construction of victim in school bullying: A grounded theory of victimizing2010Conference paper (Refereed)
  • 23.
    Hellberg, Kristina
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Bullying in school from the view of students with neuropsychiatric diagnoses2012Conference paper (Other academic)
  • 24.
    Hufstetler, Schell
    et al.
    Georgia State University.
    Henrich, Christopher
    Georgia State University.
    Meyers, Joel
    Georgia State University.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Varjas, Kristen
    Georgia State University.
    Confirmatory factor analysis of Thornberg and Jungert's Moral Disengagement in Bullying Scale2015Conference paper (Refereed)
  • 25.
    Johansson, Eva
    et al.
    Universitetet i Stavanger, Norge.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    En mångfacetterad bild av värdepedagogisk forskning2014In: Värdepedagogik: Etik och demokrati i förskola och skola / [ed] Eva Johansson, Robert Thornberg, Stockholm: Liber, 2014, 1, p. 9-18Chapter in book (Other academic)
  • 26.
    Johansson, Eva
    et al.
    Universitetet i Stavanger, Norge.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Perspektiv på barns och ungas moral: En översikt2014In: Värdepedagogik: Etik och demokrati i förskola och skola / [ed] Eva Johansson, Robert Thornberg, Stockholm: Liber, 2014, 1, p. 53-66Chapter in book (Other academic)
  • 27.
    Johansson, Eva
    et al.
    Universitetet i Stavanger, Norge.
    Thornberg, RobertLinköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Värdepedagogik: Etik och demokrati i förskola och skola2014Collection (editor) (Other academic)
    Abstract [sv]

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

  • 28.
    Jungert, Tomas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Alm, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Motives for becoming a teacher and their relations to academic engagement and dropout among student teachers2014In: Journal of Education for Teaching, ISSN 0260-7476, E-ISSN 1360-0540, Vol. 40, no 2, p. 173-185Article in journal (Refereed)
    Abstract [en]

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

  • 29.
    Jungert, Tomas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Alm, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Motives to become a teacher, self-efficacy and self-determination among first-year students in teacher education2010Conference paper (Refereed)
  • 30.
    Jungert, Tomas
    et al.
    Lunds universitet.
    Meyers, Joel
    Georgia State University.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Varjas, Kristen
    Georgia State University.
    Grundewald, Stephanie
    Loyal University Chicago.
    The relationships between students’ roles in bullying situations and their use of coping strategies2013Conference paper (Refereed)
  • 31.
    Jungert, Tomas
    et al.
    Lunds universitet.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Callous-unemotional traits, moral reasoning, anti-bullying attitudes and bullying among early adolescents2015Conference paper (Refereed)
  • 32.
    Jungert, Tomas
    et al.
    Lunds universitet.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Birberg Thornberg, Ulrika
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Department of Behavioural Sciences and Learning, Developmental Psychology. Linköping University, Faculty of Arts and Sciences.
    Alamaa, Rebecka
    Linköping University, Department of Behavioural Sciences and Learning.
    Daud, Noor
    Linköping University, Department of Behavioural Sciences and Learning.
    Psychopathy, morality, and bullying among pre-adolescents2014Conference paper (Refereed)
  • 33.
    Lindqvist, Henrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Weurlander, Maria
    Department of Learning in Engineering Sciences, KTH Royal Institute of Technology, Stockholm, Sweden; CLINTEC, Karolinska Institutet, Stockholm, Sweden.
    Wernerson, Annika
    CLINTEC, Karolinska Institutet, Stockholm, Sweden.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Boundaries as a coping strategy: emotional labour and relationship maintenance in distressing teacher education situations2019In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928Article in journal (Refereed)
    Abstract [en]

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

  • 34.
    Lindqvist, Henrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Weurlander, Maria
    Karolinska Institutet, CLINTEC, Stockholm, Sweden / Department of Learning in Engineering Sciences, KTH Royal Institute of Technology, Stockholm, Sweden.
    Wernerson, Annika
    Department of Learning in Engineering Sciences, KTH Royal Institute of Technology, Stockholm, Sweden.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Conflicts viewed through the micro-political lens: beginning teachers’ coping strategies for emotionally challenging situations2019In: Research Papers in Education, ISSN 0267-1522, p. 1-20Article in journal (Refereed)
    Abstract [en]

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

  • 35.
    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.

  • 36.
    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)
  • 37.
    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)
  • 38.
    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.

  • 39.
    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.

  • 40.
    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)
  • 41.
    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.

  • 42.
    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.

  • 43.
    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)
  • 44.
    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.

  • 45.
    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.

  • 46.
    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)
  • 47.
    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.))
  • 48.
    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)
  • 49.
    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. 

  • 50.
    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.

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