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  • 1.
    Beckman, Linda
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för hälsovetenskaper.
    Hagquist, Curt
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för forskning om barns och ungdomars psykiska hälsa. Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för hälsovetenskaper.
    Hellström, Lisa
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper.
    Discrepant gender patterns for cyberbullying and traditional bullying - An analysis of Swedish adolescent data (vol 29, pg 1896, 2013)2014Ingår i: Computers in human behavior, ISSN 0747-5632, E-ISSN 1873-7692, Vol. 34, s. 353-353Artikel i tidskrift (Refereegranskat)
  • 2.
    Beckman, Linda
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för forskning om barns och ungdomars psykiska hälsa (from 2013).
    Hagquist, Curt
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för forskning om barns och ungdomars psykiska hälsa (from 2013).
    Hellström, Lisa
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för forskning om barns och ungdomars psykiska hälsa (from 2013).
    Discrepant gender patterns for cyberbullying and traditional bullying: An analysis of Swedish adolescent data2013Ingår i: Computers in human behavior, ISSN 0747-5632, E-ISSN 1873-7692, Vol. 29, nr 5, s. 1896-1903Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In the wake of the rapid development of modern IT technology, cyberspace bullying has emerged among adolescents. The aim of the present study was to examine gender differences among adolescents involved in traditional bullying and cyberbullying. Cross-sectional data from 2989 Swedish students aged 13–15 were analyzed using logistic regression analysis. The results show discrepant gender patterns of involvement in traditional bullying and cyberbullying. First, although there were only minimal gender differences among traditional victims, girls are more likely than boys to be cybervictims when occasional cyberbullying is used as a cut-off point. Second, whereas boys are more likely to be traditional bullies, girls are as likely as boys to be cyberbullies. In conclusion, compared to traditional bullying, girls are generally more involved in cyberbullying relative to boys. We discuss these results in the light of adolescents’ usage of computerized devices.

  • 3.
    Beckman, Linda
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Centrum för forskning om barns och ungdomars psykiska hälsa.
    Hagquist, Curt
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Centrum för forskning om barns och ungdomars psykiska hälsa.
    Hellström, Lisa
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Centrum för forskning om barns och ungdomars psykiska hälsa.
    Does the association with psychosomatic health problems differ between cyberbullying and traditional bullying?2012Ingår i: Emotional and Behavioural Difficulties, ISSN 1363-2752, E-ISSN 1741-2692, Vol. 17, nr 3-4, s. 421-434Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The association between mental health problems and traditional bullying is well known,whereas the strength of the association in cyberbullying is less known. This study aimedto compare the association between mutually exclusive groups of bullying involvementand psychosomatic problems as measured by the PsychoSomatic Problems scale. Thesample comprised 3820 students (13–16 years old) in Sweden. The results indicate anassociation between bullying and psychosomatic problems, regardless of type of bullyinginvolvement. No statistically significant differences in psychosomatic problemswere found between cyberbullying and traditional bullying, either for victims or forbullies. The results do not confirm the hypothesis that the association between bullyingand mental health is stronger for cyberbullying than for traditional bullying. Anotherimportant finding is that cyberbullies seem as likely as cybervictims to be at risk formental health problems.

  • 4.
    Beckman, Linda
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för forskning om barns och ungdomars psykiska hälsa.
    Hellström, Lisa
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för forskning om barns och ungdomars psykiska hälsa.
    Traditional bullying and cyberbullying2011Konferensbidrag (Övrigt vetenskapligt)
  • 5.
    Hagquist, Curt
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Centrum för forskning om barns och ungdomars psykiska hälsa.
    Beckman, Linda
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Centrum för forskning om barns och ungdomars psykiska hälsa.
    Bergh, Daniel
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Centrum för forskning om barns och ungdomars psykiska hälsa.
    Hellström, Lisa
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Centrum för forskning om barns och ungdomars psykiska hälsa.
    Skolmiljö, psykisk hälsa och skolprestationer: En komparativ kommunstudie 2005-2011 med fokus på Karlstad och projektet Skolan förebygger2012Rapport (Övrigt vetenskapligt)
  • 6.
    Hagquist, Curt
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Centrum för forskning om barns och ungdomars psykiska hälsa.
    Beckman, Linda
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Centrum för forskning om barns och ungdomars psykiska hälsa.
    Bergh, Daniel
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Centrum för forskning om barns och ungdomars psykiska hälsa.
    Hellström, Lisa
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Centrum för forskning om barns och ungdomars psykiska hälsa.
    Persson, Louise
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Centrum för forskning om barns och ungdomars psykiska hälsa.
    Främjande av psykisk hälsa och förebyggande av mobbning bland barn och unga, samverkansprojekt mellan Karlstads kommun och Karlstads universitet2012Rapport (Refereegranskat)
  • 7.
    Hagquist, Curt
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för forskning om barns och ungdomars psykiska hälsa.
    Hellström, Lisa
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för forskning om barns och ungdomars psykiska hälsa.
    The Psychometric Properties of the Early Development Instrument: A Rasch Analysis Based on Swedish Pilot Data2014Ingår i: Social Indicators Research, ISSN 0303-8300, E-ISSN 1573-0921, Vol. 117, nr 1, s. 301-317Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The Early Development Instrument (EDI) is a population measure and an indicator of children’s developmental health before entering the school system. EDI-Sweden was translated and adapted from EDI-Canada. In 2011 a pilot study was conducted, as a first step of the preparations for nationwide implementation of EDI in Sweden. The purpose of the study is to analyse the psychometric properties of EDI-Sweden. Data about 116 5-year-old children were collected at ten preschools in two municipalities. EDI consists of 104 core items in five domains: physical health and well-being, social competence, emotional maturity, language and cognitive development, communication skills and general knowledge. Preschool teachers completed a web based questionnaire for each child. The data were analysed using the unidimensional Rasch model. With exception for the domain of physical health and well-being the Rasch analysis showed satisfying psychometric properties of EDI after removal of some misfitting items. In these four domains no items showed disordered thresholds and the reliability was good, indicated by person separation index values of 0.73 or higher. Tentative analyses of Differential Item Functioning (DIF) showed that some items didn’t work invariantly across genders, suggesting that the DIF-items should be split into gender specific items. Due to the relatively small sample size the results can’t provide definite answers but tentative indications of the psychometric properties of the EDI-Sweden. As a whole the Rasch analysis provides ground for cautious optimism for large scale assessment of EDI-Sweden enabling more thorough and finer level analysis of the instrument.

  • 8.
    Hellström, Lisa
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för hälsovetenskaper.
    Measuring peer victimization and school leadership: A study of definitions, measurement methods and associations with psychosomatic health2015Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    The aim of this thesis is to explore methods for assessing peer victimization and pedagogical leadership in school.

    The thesis includes four studies. Study I and II are based on web-based questionnaires among 2, 568 students in grades 7, 8 and 9. Study III is based on a questionnaire (n=128) and four focus group interviews (n=21) among students in grades 7 and 9. Study IV is based on a web-based questionnaire including 344 teachers.

    The results from Study I showed that among students who experienced peer victimization 13% were captured by a bullying measure, 44% by a measure of repeated peer aggression, and 43% by both measures, i.e. the two measures captured partly different pupils. Study II showed that the two measures captured the same proportion of adolescents with psychosomatic problems and showed no significant differences in mean values on the Psychosomatic Problems (PSP) scale. In Study III it was shown that besides the traditional criteria the adolescents definition of bullying also included a criterion based on the health consequences of bullying. That is, a single but hurtful or harmful incident could also be considered bullying irrespective of whether the traditional criteria were fulfilled or not. The Rasch analysis in Study IV indicated two sub dimensions of the Pedagogical and Social Climate (PESOC-PLP) scale; direct pedagogical leadership and indirect pedagogical leadership. Satisfying psychometric properties indicated that the PESOC-PLP scale could be used to measure pedagogical leadership of the principal.

    This thesis highlights problems with how bullying and school leadership is currently defined and measured. By strengthening the understanding of measurement methods of peer victimization and school leadership the aim is that the results from this thesis will contribute in providing a safe and positive school experience for children and adolescence and that it can be used as a valuable tool to combat peer victimization.

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  • 9.
    Hellström, Lisa
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för forskning om barns och ungdomars psykiska hälsa.
    Beckman, Linda
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för forskning om barns och ungdomars psykiska hälsa.
    Hagquist, Curt
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för forskning om barns och ungdomars psykiska hälsa.
    Does the Strength of the Association Between Peer Victimization and Psychosomatic Health Problems Depend on Whether Bullying or Peer Aggression is Measured?2017Ingår i: Child Indicators Research, ISSN 1874-897X, E-ISSN 1874-8988, Vol. 10, nr 2, s. 447-459Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study aimed to analyze to what extent the strength of the previously established association between peer victimization and psychosomatic problems depends on which of two measures is being used, a measure of bullying and a measure of peer aggression. The study included 2568 Swedish adolescents aged 13–15 years. An Ordinary Least Square regression showed that all regressors representing bullying and peer aggression revealed significant effects on psychosomatic health using no peer victimization as the reference category. An ANOVA showed no significant differences in mean values on the Psychosomatic Problems Scale captured by the two measures. Given that both measures of peer victimization show strong associations with psychosomatic health, using only one of the two measures is therefore likely not just to underestimate the overall prevalence of peer victimization but also the number of children experiencing psychosomatic problems in relation with peer victimization.

  • 10.
    Hellström, Lisa
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för forskning om barns och ungdomars psykiska hälsa.
    Beckman, Linda
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för forskning om barns och ungdomars psykiska hälsa.
    Hagquist, Curt
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för forskning om barns och ungdomars psykiska hälsa.
    Self-reported peer victimization: Concordance and discordance between measures of bullying and peer aggresion among Swedish adolescents2013Ingår i: Journal of School Violence, ISSN 1538-8220, E-ISSN 1538-8239, Vol. 12, nr 4, s. 395-413Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The current study examined concordance and discordance

    between a measure of bullying and measures of peer aggression

    with respect to the number of students identified as victims.

    Swedish adolescents (N

    = 1,760) completed a web-based questionnaire.

    A measure of bullying and measures of peer aggression

    were compared in order to elucidate the unique contribution of

    each measure as well as the overlap: 13% of students who experienced

    peer victimization reported only bullying, 44% reported only

    repeated peer aggression, and 43% reported both. Concordance

    was further elucidated by phi-square coefficient tests revealing that

    18% of the variance in either measure was accounted for by the

    other measure. Given recent research showing similar associations

    with mental health for bullying and peer aggression victimization,

    it is suggested that questions about peer aggression as well

    as bullying should be used simultaneously in order to capture the

    prevalence and full magnitude of peer victimization.

  • 11.
    Hellström, Lisa
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för forskning om barns och ungdomars psykiska hälsa.
    Hagquist, Curt
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för forskning om barns och ungdomars psykiska hälsa. Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för hälsovetenskaper.
    Psychometric properties of the PESOC-PLP scale, a Swedish teacher instrument measuring pedagogical leadership: A Rasch analysisManuskript (preprint) (Övrigt vetenskapligt)
  • 12.
    Hellström, Lisa
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för forskning om barns och ungdomars psykiska hälsa (from 2013). Malmö University, Sweden.
    Hagquist, Curt
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för forskning om barns och ungdomars psykiska hälsa (from 2013).
    School effectiveness in Sweden: psychometric properties of an instrument to measure pedagogical and social climate (PESOC) focusing on pedagogical leadership2019Ingår i: International Journal of Leadership in Education, ISSN 1360-3124, E-ISSN 1464-5092, s. 1-21Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Improving school effectiveness is a priority for many countries. The Swedish instrument Pedagogical and Social Climate in School (PESOC) has been widely used for measurement of school improvement. Since pedagogical leadership is an important component of school effectiveness, this study aimed to describe the psychometric properties of the PESOC subscale of pedagogical leadership (PESOC-PLP). Participants were 344 teachers from 30 schools in Karlstad, Sweden. Rasch analysis indicated two subdimensions of the scale, corresponding to academic and social objectives. Analysis showed that the instrument worked invariantly across different sub groups and that the response categories functioned as intended. Small, if any, within-school response dependence was noted. PESOC-PLP may be a useful tool for school leaders when evaluating their success in fulfilling academic and social objectives. Given the global demand for measurement of school leadership, also researchers and educators outside Sweden may have interest in translating and adapting the PESOC-PLP scale. © 2019, © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

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  • 13.
    Hellström, Lisa
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för forskning om barns och ungdomars psykiska hälsa (from 2013).
    Persson, Louise
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för forskning om barns och ungdomars psykiska hälsa (from 2013).
    Hagquist, Curt
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för forskning om barns och ungdomars psykiska hälsa (from 2013).
    Understanding and defining bullying - adolescents' own views2015Ingår i: Archives of Public Health, ISSN 0778-7367, E-ISSN 2049-3258, Vol. 73, s. 1-9, artikel-id 4Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background

    The negative consequences of peer-victimization on children and adolescents are major public health concerns which have been subjected to extensive research. Given all efforts made to analyze and estimate the social and health consequences of peer-victimization, the adolescents' own experiences and understandings have had surprisingly little impact on the definition of bullying. Therefore, the aim of the current study is to explore adolescents' definitions of bullying.

    Methods

    A questionnaire study (n = 128) and four focus group interviews (n = 21) were conducted among students aged 13 and 15. First, gender and age differences were analyzed with respect to what behaviors are considered bullying (questionnaire data). Second, analysis of what bullying is (focus group interviews) was conducted using qualitative content analysis.

    Results

    The adolescents own understanding and definition of bullying didn't just include the traditional criteria of repetition and power imbalance, but also a criterion based on the health consequences of bullying. The results showed that a single but hurtful or harmful incident also could be considered bullying irrespective of whether the traditional criteria were fulfilled or not. Further, girls and older students had a more inclusive view of bullying and reported more types of behaviors as bullying compared to boys and younger students.

    Conclusions

    The results of the current study adds to the existing literature by showing that adolescents consider the victim's experience of hurt and harm as a criterion for defining bullying and not only as consequences of bullying. This may be of special relevance for the identification and classification of bullying incidents on the internet where devastating consequences have been reported from single incidents and the use of the traditional criteria of intent, repetition and power imbalance may not be as relevant as for traditional bullying. It implies that the traditional criteria included in most definitions of bullying may not fully reflect adolescents' understanding and definition of bullying. Assessments of bullying behaviors that ask adolescents to strictly adhere to the traditional definition of bullying might not identify all adolescents experiencing peer victimization and therefore not provide estimates of prevalence rates reflecting adolescents' own understanding of bullying.

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