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  • 6601.
    Weidner, Marie
    et al.
    Halmstad University, School of Social and Health Sciences (HOS).
    Lindqvist, Marie
    Halmstad University, School of Social and Health Sciences (HOS).
    Bojen - verksamheten som håller dig flytande tills du simmar själv2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats handlar om hur den kommunala verksamheten Bojen kan påverka livskvalitén för familjer som har barn med neuropsykiatriska funktionsnedsättningar så som ADHD och Asperger syndrom. Intervjuer har genomförts med ungdomar och föräldrar som är knutna till verksamheten. Därefter har materialet analyserats med hjälp av teoretiska begrepp som KASAM (känsla av sammanhang), socialt stöd/sociala nätverk och empowerment. Resultatet visar på vilken betydelse verksamheten har för den enskilda individens livssituation, samt hur förbättrade förutsättningar kan göra skillnad för ungdomarnas framtid. Exempelvis kan utvecklade färdigheter och rätt verktyg gynna Bojens deltagare för att klara sig även i sociala sammanhang som inte är anpassade till deras svårigheter.

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    Bojen-uppsats
  • 6602.
    Weiland,, Sara,
    et al.
    Halmstad University, School of Teacher Education (LUT).
    Tioukalia, Vaia
    Halmstad University, School of Teacher Education (LUT).
    'Jag vill kunna klara mig själv': en studie om mobbning via elektroniska medier bland gymnasister2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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    FULLTEXT01
  • 6603.
    Weissenbilder, Marcus
    et al.
    Halmstad University, School of Social and Health Sciences (HOS).
    Müntzing, Fredrik
    Halmstad University, School of Social and Health Sciences (HOS).
    Den europeiska offentliga sfären: En kritisk litteraturstudie2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The public sphere is a term which historically has been defined in various ways. This has caused the literature on the European public sphere (EPS) to take on many different viewpoints. As shown by previous studies, the literature on this subject has several flaws as well in its operationalization’s as in its conceptualization’s. This bachelor’s thesis sets out to, through a literature review, explore the different conceptualizations of the EPS as well as review whether the field of research has improved in the various areas.

     

    Our findings conclude that many methodological and conceptual issues remain in EPS research and there also seems to be a general lack of discussion and critique against the research’s own approaches. We would also argue that the Habermasian perspective, as well as research with a focus on mass media and an empirical perspective, is too dominant.

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    Den europeiska offentliga sfären
  • 6604.
    Weissenbilder, Ronja
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Sahlsten, Joakim
    Halmstad University, School of Education, Humanities and Social Science.
    Mänskliga och icke-mänskliga aktörers medskapande: En studie om pojkars subjektskapande på förskolegården2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med föreliggande arbete är att med utgångspunkt i ett posthumanistiskt perspektivstudera hur pojkar blir till i nätverk av mänskliga och icke-mänskliga aktörer påförskolegården. Ett posthumanistiskt perspektiv och en normkritisk teori är utgångspunkterför studien. Vårt empiriska material har insamlats genom videoinspelningar och observationergenom observationsschema. Vi har genomfört studien på en förskolegård under tre tillfällen,total har 4,5 timmes empirisk material samlats in. Resultatet belyser tre teman som viuppmärksammat som återkommande i det empiriska materialet. Dessa tre teman är:Tafattlekar, Stoppande och Makt i leken. Pojkarna leker tafattlekar på förskolegården ochförhåller sig till det material som framkommer på förskolegården. De mänskliga och ickemänskligaaktörerna är med och påverkar vilka pojkarna blir i en situation. Det har ävenuppmärksammats att pojkarna blir stoppade i deras lek på förskolegården. Många gångeranses pojkarnas lek för stökig och stoppas. Det belyses även att pojkarna intar maktpositioneri leken när de förhåller sig till vissa materialiteter.

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    fulltext
  • 6605.
    Welin, Sophie
    et al.
    Halmstad University, School of Health and Welfare.
    Sunqqvist, Frida
    Halmstad University, School of Health and Welfare.
    Kompetensutveckling och upplevd anställningsbarhet2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Employees today have greater responsibility for their own employability, and several researchers claim that competence development and learning are crucial for an individual's perceived employability. Competence development has been a prevailing topic in the construction sector since the 21st century. The construction sector generally has a lower educational level compared with the labor market as whole. The purpose of this survey is to study how competence development can be structured for officials in the construction sector and how competence development can affect their perceived employability. The purpose is made concrete by three questions; How does employees perceive that the responsibility for competence development is distributed between employees and managers, does the employees perceive responsibility for their competence development and do the employees perceive being employable. The empirical material is obtained through qualitative interviews with ten officials from a large construction company in the private sector. The purpose is answered based on respondents' perceptions of the impact of competence development on their perceived employability. The result shows that the majority of employees consider that competence development is frequent and regular, and that they are offered both mandatory and voluntary programs. All respondents think that they are employable and that competence development to some extent affects their employability. 

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    Kompetensutveckling och upplevd anställningsbarhet
  • 6606.
    Weman Josefsson, Karin
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI). University of Gothenburg, Gothenburg, Sweden.
    Digital Interventions in Self-Determined Exercise Motivation2013In: Book of Abstracts: ENYSSP 9th Workshop: 25-26th October 2013, Gothenburg, Sweden / [ed] Jonsson, Linus, 2013, p. 6-6Conference paper (Refereed)
    Abstract [en]

    Research confirming the beneficial effects of physical activity and warns about the risks of sedentary behavior are abundant in contemporary literature. Yet, humans have probably never been as sedentary as we are now. Nothing is more than a click away, we do not even have to leave the couch – food is delivered to our doors and we are able to both work and socialize digitally. Despite a huge amount and variety of health information available, it is obvious that a lot of people do not lead as healthy lives as they could. Most people are generally aware that regular exercise habits are beneficial from a health perspective, but apparently that knowledge is not enough to incorporate the behaviour into lifestyle routines. Exercise research has for the past 30 years steadily shown that as much as 50 per cent of exercise initiators drop out within 3-6 months. Hence, not even good intentions don’t seem to be sufficient for people to be able to adhere to exercise behaviours.

    Exercise adherence therefore seems to be a considerable challenge, and since adherence is closely related to motivational aspects it is important to understand how to construct interventions promoting motivation and commitment. Traditional exercise interventions and promotion programs often lack sound theory foundations, hence also falling short in terms of structure and adequate evaluation systems.  Theory based work enable a deeper analysis of the underlying (psychological) processes, providing a more profound understanding of why some behavior changes are successful and some are not. It also generates structure and content to the intervention and enables identification of contributing factors and in which part of the process each factor is significant. These aspects are not only important for face to face programs but also in e-health, in terms of how we design tools and services, thereby placing high demands on our ability in applying theory to practice. Theory can also help us tailor personalized tools and services in our interventions, e.g. by identifying stage of change, facilitating motivational climate and autonomy support or managing barriers and drop-out.

    In this project modern research in exercise motivation and behaviour change guides the design in developing a digital intervention package for the health industry (Tappa Service AB and Health Profile Institute AB). The main aims are to enhance knowledge about the psychological processes behind exercise adherence and to develop and test a theory based digital tool to support durable behavior change.

  • 6607.
    Weman Josefsson, Karin
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI). Göteborgs universitet, Göteborg, Sverige.
    FaR oförtjänt på onödiga listan - vad händer nu?2015In: Läkartidningen, ISSN 0023-7205, E-ISSN 1652-7518, Vol. 112, no 10, p. 476-476Article in journal (Refereed)
  • 6608.
    Weman Josefsson, Karin
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI). University of Gothenburg, Gothenburg, Sweden.
    Mechanisms in Self-Determined Exercise Motivation. A PhD Thesis Summary.2016In: International Journal of Women's Health and Wellness, ISSN 2474-1353, Vol. 2, no 5, article id 2:033Article in journal (Refereed)
    Abstract [en]

    Regular physical activity and exercise bring about recognized health benefits and most Western countries have developed health recommendations, targeted information and programs to promote these behaviors. In spite of this, a large amount of the Western populations do not reach recommended levels of physical activity and exercise [1]. Because people in general are most likely aware of these benefits, one way to understand the modest uptake would be to study motivational aspects of these behaviors. This short communication paper is a summary of a PhD thesis entitled: “You don’t have to love it - Exploring the mechanisms of exercise motivation using self-determination theory in a digital context.

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    fulltext
  • 6609.
    Weman Josefsson, Karin
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Motivational profiles in exercise and physical activity behavior2017In: Sport Psychology: Linking theory to practice: Proceedings of the XIV ISSP World Congress of Sport Psychology / [ed] Gangyan, S., Cruz, J. & Jaenes, J.C., Sevilla: International Society of Sport Psychology , 2017, p. 318-318Conference paper (Refereed)
    Abstract [en]

    From a self-determination theory (SDT; Deci & Ryan 1985; Ryan & Deci, 2002) perspective, the nature of motivation is dynamic and the quite recent concept of “motivational soup” suggest that different types of motivational regulations coexist within people and that these within-person patterns in turn will produce different patterns of behavior. Instead of using traditional approaches focusing on variable centered analyses and between-person patterns, the relatively new trend (within this area) of using person-centered statistical analyses permit insights and understanding in how motivational regulations interact within persons and how these interactions relate to behavior. Such knowledge would provide a valuable contribution to the tailoring of interventions aimed to target specific groups of people using potent psychographic profiles as moderators instead of more blunted demographic variables (Hardcastle & Hagger, 2015). This symposium brings together European researchers from four different universities to discuss new insights on within-person relationships in different steps of the SDT process model. The first presenter will look into the associations between behavioral regulation profiles and exercisers’ emotional response in a large sample of health clubs members. The second presenter will discuss exercise motivational profiles of obese patients and how these relate to exercise behavior 6-months post-discharge. The third presenter will describe a model with four motivation profiles for exercise professionals in relationship to multiple continuous outcomes such as work satisfaction, emotional exhaustion and depersonalization. The fourth presenter will share results from a latent transition analysis on a three-wave longitudinal study in a digital context. The following discussion will then be focused on overlapping and specific motivational profiles in relation to exercise and physical activity promotion and strategies for future research and applications.

  • 6610.
    Weman Josefsson, Karin
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    The value of motivational theory in education2019In: The IAFOR Conference series 2019: Independence & Interdependence, Programme & Abstract Book, 2019, p. 58-58Conference paper (Refereed)
    Abstract [en]

    Motivation is the driving force behind all behaviors, from posting cat pictures on Facebook to finishing an exam on time - and motivation determines how much, how often and how passionately we do it. Besides providing expertise and knowledge, teachers can create good opportunities for commitment, learning and development among their learners – or the opposite – by influencing the motivational climate.  Self-determination theory (SDT) describes how teachers’ communication style can affect motivation, which in turn affects learning, achievement, development and commitment among learners. SDT also provides reliable methods based on the significance of basic psychological needs considered essential for motivation and self-regulation in all humans; autonomy, competence and relatedness. The need for autonomy involves volition and self-determination, the need for competence is about feeling effective and capable, and the need for relatedness is about feeling affiliated to other people. Social contexts that satisfy these needs nourish personal involvement, sustainable motivation and wellbeing. When the needs contrarily are thwarted, e.g. by using punishments, force or guilt, learners will feel controlled, incapable and excluded, which is related to cheating, nonattendance and boredom. To inspire interest and dedication teachers could therefore benefit from applying SDT in the classroom to stimulate a favorable motivational environment where learners have the opportunity to grow and thrive, not only within the specific subject, but also as a person. Such a social climate will also loop back and influence the teacher’s own experience, basic need satisfaction and motivation; constituting the dependence and interdependence of classroom dynamics. 

  • 6611.
    Weman Josefsson, Karin
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Ebbesson, Esbjörn
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    Halila, Fawzi
    Halmstad University, School of Business, Engineering and Science, Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Johnson, Urban
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), Sport Health and Physical activity.
    Lund, Jesper
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    Wickström, Nicholas
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), CAISR - Center for Applied Intelligent Systems Research.
    Wärnestål, Pontus
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    Application of self-determination theory in the e-health industry – promoting sustainable exercise motivation2015In: Proceeding: 14th European Congress of Sport Psychology: Sport Psychology: Theories and Applications for Performance, Health and Humanity: 14-19 July 2015, Bern, Switzerland / [ed] Olivier Schmid & Roland Seiler, Bern: University of Bern , 2015, p. 372-372Conference paper (Refereed)
    Abstract [en]

    Developing tailored digital interventions for exercise motivation by applying behavioral theory into existing web services in cooperation with the e-health industry could create a mutual base for experience exchange and practical implications. It could also add higher standards to e-health business by providing a scientifically sound and trustworthy foundation for digital solutions. This project aims to design an interactive tool grounded in sport and exercise psychology and combined with the latest expertise from information technology and innovation science, considering e-health industrial requirements and user needs. A main objective is to test the efficacy of using Self-Determination Theory (SDT) in designing, constructing and evaluating an exercise intervention. The digital intervention is based on a literature review mapping exercise motivation related to self-determination theory, complemented by qualitative cross-disciplinary interaction design methodologies, such as qualitative analysis of interviews and contextual observation capturing participant goals, behaviour, preferences, attitudes and frustrations. Intervention contents are essentially autonomy supportive structures, goal-setting support and relapse prevention, self-regulation structures, health information and web links. In February 2015 the intervention prototype will be pilot tested in a randomized controlled trial (RCT), involving existing members and clients (N > 10 000) of two health service companies. Outcomes relate to self-determined exercise motivation (The Basic Psychological Needs in Exercise Scale and The Behavioral Regulation in Exercise Questionnaire-2) and exercise behaviour, measured both by self-report measures (Godin Leisure-Time Exercise Questionnaire) and step counters. The RCT contains three measure points in order to allow advanced analyses of change and mechanisms based on the SDT-process model and motivational profiles. Latent growth curve and structural equation models will primarily be used to analyse data. This pilot study will create a baseline for elaboration into a second phase, were the digital tool will be further developed and longitudinally tested and evaluated over a nine months period. © 2015 University of Bern, Institut of Sport Science 

  • 6612.
    Weman Josefsson, Karin
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI). University of Gothenburg, Gothenburg, Sweden.
    Fröberg, Kristina
    Department of Psychology, University of Gothenburg, Gothenburg, Sweden.
    Karlsson, Sara
    Department of Psychology, University of Gothenburg, Gothenburg, Sweden.
    Lindwall, Magnus
    University of Gothenburg, Gothenburg, Sweden.
    Mechanisms in Self-Determined Exercise Motivation: Effects of a Theory Informed Pilot Intervention2017In: Current psychology (New Brunswick, N.J.), ISSN 1046-1310, E-ISSN 1936-4733, Vol. 36, no 1, p. 90-100Article in journal (Refereed)
    Abstract [en]

    The purpose was to examine the effects of an exercise pilot intervention informed by Self-determination theory. The 64 participants were randomized into experimental and control group. The main questions were whether the intervention would influence (a) exercise level, (b) motivation quality, and (c) autonomy and competence need satisfaction. We also examined the indirect effects of self-determined motivation on exercise. Significant intervention effects were found regarding exercise level and motivation quality. Also, intervention effect on exercise was found to be mediated by motivation quality and identified regulation. The results provide interesting information about the underlying mechanisms involved in exercise behaviour change. © Springer Science+Business Media New York 2015

  • 6613.
    Weman Josefsson, Karin
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Halila, Fawzi
    Halmstad University, School of Business, Engineering and Science, Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Johnson, Urban
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), Sport Health and Physical activity.
    Wickström, Nicholas
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), CAISR - Center for Applied Intelligent Systems Research.
    Wärnestål, Pontus
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    Digital interventions in self-determined exercise motivation – interdisciplinary innovations2015In: ISBNPA 2015: Advancing Behavior Change Science : 3rd – 6th June 2015: Abstract Book, 2015, p. 592-592Conference paper (Refereed)
    Abstract [en]

    Purpose:There is a need for scientifically sound and theory based tools and services in e-health. In this project knowledge from the field of psychology will be complemented by expertise in information technology and innovation science in designing a digital intervention based on Self-determination theory (SDT) aiming to facilitate exercise motivation.

    Methods:The intervention will be tested by a three wave RCT design in a population of e-health clients (n = 200) in a web based exercise service. Sensors (step counters) and self-reports (Godin Leisure-Time Exercise Questionnaire) will be used to measure objective and subjective exercise behavior while instruments based on SDT (Basic Psychological Needs in Exercise Scale and Behavioral Regulation in Exercise Questionnaire-2 ) will measure factors related to motivation.  Advanced mediation variable analyses (MVA) and latent growth curve models (LGCM) will be used to explore motivational processes, changes and profiles in relation to exercise behavior.

    Expected Results:Based on the SDT process model, it is hypothesized that a (digital) environment supporting basic psychological need satisfaction will facilitate internalization and enhanced self-determined motivation, which in turn will have a positive effect on exercise behavior.

    Conclusions:Clarifying mechanisms and indirect effects provide knowledge of how intervention effects could be interpreted and understood. Combining high level research design like RCT and advanced analyses as MVA provides valuable contributions to the understanding of theoretical mechanisms of motivation that could inform the tailoring of effective interventions promoting healthy exercise behaviours.  In addition, the project might form a prosperous interdisciplinary fusion generating innovative and theory based digital solutions for e-health.

  • 6614.
    Weman Josefsson, Karin
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Ivarsson, Andreas
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Johnson, Urban
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Lindwall, Magnus
    University of Gothenburg, Gothenburg, Sweden.
    Effects of a digital intervention program on motivational regulation patterns in an exercise context: A latent transition analysis of the “motivational soup”2017In: Sport Psychology: Linking theory to practice: Proceedings of the XIV ISSP World Congress of Sport Psychology / [ed] Gangyan, S., Cruz, J. & Jaenes, J.C., Sevilla: International Society of Sport Psychology , 2017, p. 319-320Conference paper (Refereed)
    Abstract [en]

    Within the self-determination theory of motivation the concept “motivational soup” refers to motivational regulations forming profiles of accumulated drives towards behavior. Few studies have examined the probability of intervention effects to change such motivational profiles over time, knowledge that might inform future program design to promote sustainable exercise motivation. Participants (N=318) were 279 women and 40 men, aged 23-67 years (Mage=46.7; SD=9.4) consisting of adult members of a web-based step contest provided by their employers. Of the 166 individuals randomly assigned to the experimental group, 85 logged in to the digital intervention platform at least once and were considered treated as intended. This group had access to a web-based digital exercise motivation intervention based on SDT for three weeks. The trial had three measure points; T1 baseline, T2 (3 weeks) and a follow up T3 (6 weeks). To investigate the potential effect of the intervention on the odds of participants to change motivational profiles between T1 and T3 we used Latent Transition Analysis. The intervention had positive main effects on exercise level. A four profile solution showed good quality of classification into the separate profiles (entropy = .92). The profiles were labeled high-high (n=262), high-low (n=26), low-high (n=8), and low-low (n=12), where the label high reflected a more autonomous regulation pattern (missing n=10). Participants in the autonomous profile at T1 had high probabilities of remaining there at T3, but slightly lower probability in the control (82%) than the intervention (95%) condition. Participants in the control condition also had a statistically significant increased probability to belong to the profile with a decreased level autonomy T3 (high-low profile) (OR=4.0, p=.008).These results indicate that this digital exercise motivation intervention can increase the likelihood for participants to sustain autonomous motivation profiles over time.

  • 6615.
    Weman Josefsson, Karin
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Johnson, Urban
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Lindwall, Magnus
    Department of Psychology, University of Gothenburg, Gothenburg, Sweden.
    Short report: moderations in exercise motivation – gender and age moderates the relations of motivation quality and exercise behavior2018In: Health Psychology and Behavioral Medicine, E-ISSN 2164-2850, Vol. 6, no 1, p. 93-103Article in journal (Refereed)
    Abstract [en]

    Aims: Self-determined motivation has been found to be an important predictor of exercise behavior. Findings on gender and age differences are however mixed and previous research has called for studies to examine gender and age as potential moderating factors as they might influence how motivation quality affects exercise behavior.

    Methods: Embedded in a controlled trial of a digital intervention aiming to promote exercise motivation, this study examined specific (longitudinal) pathways related to motivation quality, psychological need satisfaction and exercise behavior within the self-determination theory (SDT) process model in a sample of 318 adult employees. The participants completed web-based versions of Basic Psychological Needs in Exercise Scale, Behavioural Regulations in Exercise Questionnaire-2, and Leisure Time Exercise Questionnaire three times during a six weeks period.

    Results: Moderation analyses revealed significant gender and age differences in the associations of motivation quality, basic psychological needs and exercise behavior over time. Several paths in the SDT-process model, linking psychological needs and motivation quality to exercise behavior, were moderated by gender and age. The stipulated mechanisms between exercise, motivation and psychological need satisfaction in the SDT-processmodel revealed to be stronger for women than for men, and stronger for older adults than for younger and middle-aged adults. The effect of amotivation on exercise was also significantly moderated by age in the full sample, by positively predicting light exercise for younger adults.

    Conclusions: Future recommendations are related to the examination of potential differences in opportunities of autonomy support in the social context based on factors such as gender and age, and also to further examine these factors as potential moderators instead of statistically controlling them as default.

  • 6616.
    Weman Josefsson, Karin
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Johnson, Urban
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Lindwall, Magnus
    University of Gothenburg, Gothenburg, Sweden.
    Zooming in on the effects – Psychological need satisfaction mediates the effects of a digital exercise intervention on motivational regulations and exercise behavior2017In: Sport Psychology: Linking theory to practice: Proceedings of the XIV ISSP World Congress of Sport Psychology / [ed] Gangyan, S., Cruz, J. & Jaenes, J.C., Sevilla: International Society of Sport Psychology , 2017, p. 309-310Conference paper (Refereed)
    Abstract [en]

    Examination of the mediating mechanisms within the self-determination theory process model will provide deeper insight in the mechanisms of motivational regulations and psychological need satisfaction. Optimally, such studies should also include examination of action theory links and conceptual theory links to consider theory capacity (Cerin & MacKinnon, 2009). We studied 318 participants (aged 23-67 years) included in a controlled trial testing a digital intervention tool aiming to promote self-determined exercise motivation using 3 wave measurement over the course of 6 weeks. The participants (279 women and 40 men) were randomized into experimental and control group and completed a web-based test battery with the SDT-related measures (Psychological needs in exercise scale, Behavioral regulations in exercise scale -2, and Leisure time exercise questionnaire) at baseline, post intervention (3 weeks) and follow up (6 weeks). Mediation analyses were conducted using the SPSS macro Process by Hayes (2013). Results showed indirect effects of psychological need satisfaction regarding the effect of the intervention on motivation and exercise behavior at follow up measures. In the group of participants exposed to the intervention, higher levels of autonomy need satisfaction at follow-up predicted lower levels of amotivation and external regulation. In these models we found positive significant action theory links and negative conceptual theory links, showing the intervention to impact autonomy in positive direction, while higher autonomy need satisfaction in turn decreased controlled motivation and amotivation. Higher scores of autonomy need satisfaction at follow-up also predicted higher scores of identified regulation, intrinsic regulation and autonomous motivation. Lower levels of amotivation were linked with higher levels of total exercise. In sum, the results reflect expectations from a a self-determination theory perspective and are in favor of intervention efficacy.

  • 6617.
    Weman Josefsson, Karin
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI). Department of Psychology, University of Gothenburg, Gothenburg, Sweden.
    Johnson, Urban
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Lindwall, Magnus
    Department of Psychology, University of Gothenburg, Gothenburg, Sweden.
    Zooming in on the Effects: a Controlled Trial on Motivation and Exercise Behaviour in a Digital Context2018In: Current psychology (New Brunswick, N.J.), ISSN 1046-1310, E-ISSN 1936-4733, Vol. 37, no 1, p. 250-262Article in journal (Refereed)
    Abstract [en]

    This study is a description of a short-term digital exercise intervention based on the theoretical framework self-determination theory and tested in a controlled trial. The sample consisted of 318 adult women (n = 279) and men (n = 40) aged 23–67 years (M = 46.7; SD = 9.4) participating in a digital step contest provided by their employer. All participants completed study baseline measures via validated web-based versions of the following instruments: Basic Psychological Needs in Exercise Scale, Behavioural Regulations in Exercise Questionnaire-2, and Leisure Time Exercise Questionnaire. These measures were repeated twice, 3 weeks (post-intervention) and 6 weeks (follow-up) after study baseline. The experimental group had access to the intervention platform for three weeks. Data were analysed by analyses of covariance and mediation variable analysis. Results showed the intervention to affect exercise level and intensity as well as basic psychological need satisfaction and behavioural regulations. Intervention effects on amotivation post-intervention were found to mediate total exercise behaviour at follow-up. Moderation analyses showed intervention effects on light exercise to be stronger for those participants engaging in moderate or high levels of light activities at study baseline. Also, the effect on identified regulation was stronger for those with low levels of identified regulation at study baseline. This study adds to the knowledge on exercise motivation based on short-term intervention effects on level and intensity of exercise and physical activity. The use of mediating and moderating analyses uncover processes underlying the main intervention effects. Findings are discussed in relation to self-determination theory and previous research. © 2016 Springer Science+Business Media New York

  • 6618.
    Weman Josefsson, Karin
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Jonsson, Linus
    Göteborgs universitet, Göteborg, Sverige.
    Motivation inom idrotten2018In: Idrottens Ledarskap, Stockholm: SISU Idrottsböcker , 2018, p. 61-81Chapter in book (Refereed)
  • 6619.
    Weman Josefsson, Karin
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), Sport Health and Physical activity.
    Lindwall, Magnus
    University of Gothenburg, Gothenburg, Sweden.
    Fröberg, Kristina
    University of Gothenburg, Gothenburg, Sweden.
    Karlsson, Sara
    University of Gothenburg, Gothenburg, Sweden.
    Exercise Motivation and Behaviour: A Brief Theory-based Intervention2014In: Book of Abstracts of the 19th Annual Congress of the European College of Sport Science – 2nd - 5th July 2014, Amsterdam – The Netherlands / [ed] De Haan, A., De Ruiter, C. J., Tsolakidis, E., Cologne: European College of Sport Science , 2014, p. 501-501Conference paper (Refereed)
    Abstract [en]

    Introduction

    The need for adequately designed and well-delivered interventions successfully increasing physical activity and exercise has long been highlighted [1]. Furthermore, interventions based on adequate theory and examined by proper analyses enable researchers to identify central mechanisms of change [2], important for successful intervention design [3].

    Methods

    The present study examined potential effects of a short theory based intervention on exercise motivation and behaviour in a randomized controlled trial design. Self-Determination Theory, Cognitive Behavioural Therapy, Motivational Interviewing and Relapse-Prevention Model were used as guiding frameworks. The research questions concerned whether the intervention would influence (a) exercise level and intensity, (b) motivation quality, (c) autonomy and competence need satisfaction, and (d) potential indirect effects of self-determined motivation on exercise were also examined. The participants (N=64) completed self-reported measures of exercise level and intensity (Leisure Time Exercise Questionnaire; LTEQ), of motivational quality (Behavioral Regulations in Exercise Questionnaire-2; BREQ-2) and of autonomy and competence need satisfaction (Psychological Needs in Exercise Scale; PNSE) at baseline and after the six weeks of intervention.

    Results

    The results showed significant intervention effects for both exercise level and intensity, as well as in motivation quality. Furthermore, the effect of the intervention on exercise was   mediated by motivational profile, in particular identified regulation.

    Discussion

    Despite the short-term and small scale nature of the intervention, effects were found on exercise behaviour and this effect was mediated by self-determined motivation. The results are generally in line with theoretical expectations from an SDT perspective. Furthermore, the study adds interesting findings of potential mechanisms behind exercise behaviour and motivation. Future research should further explore the theoretical mechanisms of behaviour change in order to facilitate tailoring of effective exercise interventions and enhancing motivation.

    References

    1. WHO, Global recommendations on physical activity for health. 2010, World Health Organization.: Geneva.
    2. Rhodes, R.E. and L.A. Pfaeffli, Mediators of physical activity behaviour change among adult non-clinical populations: a review update. Int J Behav Nutr Phys Act, 2010. 7: p. 37.
    3. Fortier, M.S., et al., Promoting physical activity: development and testing of self-determination theory-based interventions. International Journal of Behavioral Nutrition and Physical Activity 2012. 9(20).
  • 6620.
    Weman Josefsson, Karin
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), Sport Health and Physical activity. University of Gothenburg, Gothenburg, Sweden.
    Lindwall, Magnus
    University of Gothenburg, Gothenburg, Sweden.
    Ivarsson, Andreas
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Considering moderators and mediators in self-determined motivation and exercise behaviour2014In: Association for Applied Sport Psychology – 2014 Conference Proceedings & Program / [ed] Daniel Weigand, Indianapolis, IN: Association for Applied Sport Psychology , 2014, p. 75-76Conference paper (Refereed)
    Abstract [en]

    In order to successfully enhance exercise motivation and behaviour change, it is of particular importance to explore and understand theoretical mechanisms underpinning exercise behaviours. Research based on adequate theory and using appropriate mediating variable analyses (MVA) could inform practice by identifying the active ingredients of successful exercise promotion intervention designs and distinguishing elements that could (or should) be excluded. Such an approach could not only promote cost-effectiveness, but also contribute to the understanding of sustainable behavior change and provide valuable practical implications for intervention design. This study aimed to examine the abovementioned mechanisms based on Self-Determination Theory (SDT; Deci & Ryan, 1985; 2000). Adult active members of an Internet-based exercise program (n = 1,091) between 18 and 78 years of age completed a test battery including the Basic Psychological Needs in Exercise Scale (BPNES); the Behavioural Regulation in Exercise Questionnaire-2 (BREQ-2) and Leisure Time Exercise Questionnaire (LTEQ). Data was analysed by structural equation modelling (SEM) and mediation analyses using bootstrapping resampling approach. Mplus version 7.1 was used to analyse the data with the maximum likelihood (ML) and robust maximum likelihood (MLM) estimators. Need satisfaction was found to predict self-determined motivation, which in turn predicted exercise, especially for women. Self-determined motivation mediated the association between need satisfaction and exercise, and these associations were moderated by gender and age. The results highlight the potential impact of considering moderating effects for a better understanding of how and for whom exercise interventions could influence behavioural outcomes. Future research would benefit practice by further exploration of underlying mechanisms in terms of mediating and moderating effects in order to be able to make adequate recommendations on how to tailor SDT intervention designs, e.g. by addressing age and gender issues.

  • 6621.
    Weman Josefsson, Karin
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Lindwall, Magnus
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Ivarsson, Andreas
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), Sport Health and Physical activity.
    Examining patterns of change in self-determined exercise motivation using latent growth curve models2015Conference paper (Refereed)
    Abstract [en]

    Few previous studies have targeted how self-determined motivation changes within persons across shorter periods of time (e.g., weeks). Latent growth curve models allow study of within-person change and between-person differences in within-person change over time. The purpose of the study was to study within-person change and between-person differences in change in exercise and motivation in a sample of 2797 exercisers in a natural course of events (i.e. no intervention) over a period of eight weeks. Motivational variables related to self-determination theory were measured by the Basic Psychological Needs in Exercise Scale (BPNES) and the Behavioral Regulation in Exercise Questionnaire-2 (BREQ-2) and Godin Leisure-Time Exercise Questionnaire (GLTEQ) was used to assess self-reported exercise level and intensity. The data was analyzed by latent growth curve models in Mplus. The results show significant increase in the average change (mean slope) of psychological need satisfaction whereas there was significant decrease in amotivation. Furthermore, the slopes of variance were significant for all variables except for autonomy, competence and intrinsic motivation, indicating a pattern of heterogeneity in terms of within-person change. No significant changes were detected in exercise level or intensity (METS). The results will be used as reference data in a future intervention study aiming to enhance self-determined exercise motivation in a comparable population.

  • 6622.
    Weman Josefsson, Karin
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), Sport Health and Physical activity.
    Lindwall, Magnus
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Sebire, Simon J.
    University of Bristol, Bristol, United Kingdom.
    Standage, Martyn
    University of Bath, Bath, United Kingdom.
    Viewing exercise goal content through a person-oriented lens: A self-determination perspective2016In: Psychology of Sport And Exercise, ISSN 1469-0292, E-ISSN 1878-5476, no 27, p. 85-92Article in journal (Refereed)
    Abstract [en]

    The present study examined profiles of exercise goal content and the associations with need satisfaction, motivation regulation and exercise behavior, combining variable-centered and person-centered analytical approaches. The participants were 1084 (279 men and 805 women) Swedish adults, aged between 18 and 78 years, that were all active members of an Internet-based exercise program. Latent profile analysis (LPA) and structural equation modeling (SEM) were used to analyze the data. In SEM analysis intrinsic goals were related to need satisfaction and autonomous motivation, whereas extrinsic goals were most strongly associated with controlled motivation. LPA revealed five unique latent classes of goal content. These five classes differed in need satisfaction, motivation regulation and exercise behavior, with classes being characterized by more intrinsic goal profiles reporting higher need satisfaction and autonomous motivation. The results are discussed from a self-determination theory perspective and the benefits of using both variable and person-centered analytical approaches are highlighted. © 2016 Elsevier Ltd. All rights reserved

  • 6623.
    Weman Josefsson, Karin
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Lindwall, Magnus
    University of Gothenburg, Gothenburg, Sweden.
    Sebire, Simon
    University of Bristol, Bristol, UK.
    Standage, Martyn
    University of Bath, Bath, UK.
    A latent profile analysis of goal content in exercise2015In: ISBNPA 2015: Advancing Behaviour Change Science : 3rd – 6th June 2015, 2015, p. 142-142Conference paper (Refereed)
    Abstract [en]

    Purpose: Drawing from Self-determination theory, the main aim is to examine if there are different homogenous subgroups of people with similar latent profiles (that differ from other subgroups) regarding goal content in the exercise domain.

    Methods: Active members (n=1084) of an internet-based exercise program between 18 and 78 years of age (279 men and 805 women) completed a web survey including the Goal Content for Exercise Questionnaire (GCEQ; Sebire, Standage & Vansteenkiste, 2008). The five variables measured by the GCEQ, social affiliation (SA), health management (HM),skill development (SD), social recognition (SR) and image (IM) were used as input variables in latent profile analysis (LPA) in Mplus. Variables related to Self- determination theory, basic psychological needs and motivational regulations, as well as exercise behavior were used as distal outcome variables.

    Results: A five class model constituted the most statistically suitable and theoretically meaningful solution. Class 1 score low on all GCEQ five variables. Class 2 also scores relatively low on all variables aside from HM which was average. Class 3 is primarily driven by high scores on the external goals IM and SR. Class 4 show a reversed profile compared to class 3 with high scores on SA and SD and IM and SR being below average. Finally class 5 display high scores on all variables, in particular on SA, SR and SD. The five classes also differed in terms of distal outcome variables linked to the self-determination theory, such as basic psychological need satisfaction, motivational regulations and exercise behavior.

    Conclusions: Several unique latent profiles of goal content in exercise were detected. Significant differences across these latent profiles in basic needs, motivational regulations and exercise behavior were also found. Person-centered analyses, such as LPA, may reveal interesting patterns of complex interactions that are hard to identify using traditional variable centered analyses.

  • 6624.
    Weman-Josefsson, Karin Anna
    Psykologiska Institutionen Göteborgs Universitet.
    EXPLORING MOTIVATIONAL MECHANISMS IN EXERCISE BEHAVIOUR: Applying Self-determination theory in a person-centred approach2014Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    Involvement in physical activity (PA) and exercise behaviour is multifaceted and depends on bidirectional correlations between multiple factors; one avenue to increase the understanding of sustainable exercise behaviours would be to employ a motivational perspective. In this thesis, this was done by placing the primary focus on Self-determination theory (SDT) as a person-centred approach to study the motivational mechanisms believed to impact exercise behaviour based on the SDT process model. Study 1, conducted in a cross-sectional design, included 1,091 members of a web-based exercise service. Based on sophisticated mediation analysis, the results support the hypothesized associations between latent constructs and exercise behaviour in the related steps of the SDT process model. Moreover, moderating effects were discovered, demonstrating that these associations could differ in different subgroups based on gender and age. The results of Study 1 thereby represent a first indication that exercise intervention design might benefit from slightly different approaches when addressing different demographical groups like gender and age. Study 2 was conducted in a two-wave RCT design to test an SDT-informed intervention on 64 voluntary participants. Components of Motivational interviewing (MI), the Relapse prevention model (RPM) and Cognitive behavioural therapy (CBT) were used as practical application guidelines to deliver the intervention content. Results showed intervention effects on exercise level, exercise intensity and motivation quality as well as mediating effects of the RAI (Relative Autonomy Index; an index of the degree of self-determination), and identified regulation in relation to exercise behaviour. The experimental group also demonstrated significantly lower levels of extrinsic motivation than the control group post-intervention. Besides strong support for applying the basic tenets of SDT in the exercise domain, there are some main findings in this thesis. First of all, self-determined motivation was found to act as a mediating variable in the relationship between psychological need satisfaction and exercise, and these patterns of indirect effects differed across age and gender. This indicates that mechanisms in the SDT process model could vary (qualitatively) depending on subgroup, which carries potential implications for practice. Second, the results of Study 2 also provide evidence that the mediating mechanisms of the process model could be manipulated in an intervention, e.g. by creating need-supportive environments facilitating internalization and subsequent exercise behaviour. Furthermore, both studies demonstrated that identified regulation plays a prominent role in the motivational processes, supporting the significance of promoting internalization in activities like exercise. Finally, this thesis represents prospective value for the utility of employing a polytheoretical approach in exercise intervention design, more specifically regarding the prosperous outlooks in combining SDT with other theories and methods.

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  • 6625.
    Weman-Josefsson, Karin Anna
    Göteborgs universitet, Göteborg, Sverige.
    Motionspsykologi ur ett historiskt perspektiv2013In: Årsbok 2013: Svensk idrottspsykologisk förening, SIPF / [ed] Mattias Johansson, Stefan Wagnsson & Henrik Gustafsson, Svensk idrottspsykologisk förening (SIPF) , 2013, p. 7-13Chapter in book (Refereed)
  • 6626.
    Weman-Josefsson, Karin Anna
    et al.
    Halmstad University, School of Social and Health Sciences (HOS), Centre of Research on Welfare, Health and Sport (CVHI).
    Berggren, Tomas
    Halmstad University, School of Social and Health Sciences (HOS), Centre of Research on Welfare, Health and Sport (CVHI).
    Psykosocial arbetsmiljö och hälsa2013Book (Other academic)
    Abstract [sv]

    Psykosociala aspekter av arbetet påverkar vår upplevelse av tillfredsställelse och välbefinnande i arbetslivet. Eftersom vi tillbringar en stor del av vårt vuxna liv på arbetet har dessa förhållanden följaktligen en betydande inverkan på vår hälsa. Syftet med den här boken är att samla, systematisera och integrera den kunskap som finns om psykosocial arbetsmiljö och hälsa och ge en överblick över hur arbetsmiljöarbete har utvecklats historiskt och hur det ser ut idag. Likaså behandlas konkreta strategier för att förbättra den psykosociala arbetsmiljön på olika sätt, samt vilka utmaningar som det moderna arbetslivet kan ge upphov till i framtiden.Boken riktar sig främst till studenter i högre utbildning inom arbets- och organisationspsykologi, men är även tänkt att fungera i utbildning på andra nivåer och i praktisk verksamhet ute på arbetsplatser.Det är en lärd bok i ordets goda betydelse. Lugnt och sansat serveras studenterna en översikt över hur tänkandet, forskandet och handlandet kring arbetsmiljö har utvecklat sig och ser ut idag ? Det finns alla förutsättningar för att denna bok ska väcka nyfikenhet och forskningslust hos studenterna. Det förtjänar arbetsmiljön som är en så viktig del av de flesta vuxna människors liv. (Ur professor emeritus Töres Theorells förord)

  • 6627.
    Weman-Josefsson, Karin Anna
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), Sport Health and Physical activity. University of Gothenburg, Gothenburg, Sweden.
    Lindwall, Magnus
    University of Gothenburg, Gothenburg, Sweden.
    Ivarsson, Andreas
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), Sport Health and Physical activity.
    Need satisfaction, motivational regulations and exercise: moderation and mediation effects2015In: International Journal of Behavioral Nutrition and Physical Activity, ISSN 1479-5868, E-ISSN 1479-5868, Vol. 12, no 1, p. 1-11, article id 67Article in journal (Refereed)
    Abstract [en]

    Background: Based on the Self-determination theory process model, this study aimed to explore relationships between the latent constructs of psychological need satisfaction, autonomous motivation and exercise behaviour; the mediational role of autonomous motivation in the association of psychological need satisfaction with exercise behaviour; as well as gender and age differences in the aforementioned associations.

    Methods: Adult active members of an Internet-based exercise program (n = 1,091) between 18 and 78 years of age completed a test battery on motivational aspects based on Self-determination theory. The Basic Psychological Needs in Exercise Scale and the Behavioural Regulation in Exercise Questionnaire-2 were used to measure need satisfaction and type of motivation and the Leisure Time Exercise Questionnaire to measure self-reported exercise.

    Results: Need satisfaction predicted autonomous motivation, which in turn predicted exercise, especially for women. Autonomous motivation was found to mediate the association between need satisfaction and exercise. Age and gender moderated several of the paths in the model linking need satisfaction with motivation and exercise.

    Conclusions: The results demonstrated gender and age differences in the proposed sequential mechanisms between autonomous motivation and exercise in the process model. This study thus highlights a potential value in considering moderating factors and the need to further examine the underlying mechanisms between needs, autonomous motivation, and exercise behaviour. 

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  • 6628.
    Weman-Josefsson, Karin
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI). University of Gothenburg, Gothenburg, Sweden.
    Lindwall, Magnus
    University of Gothenburg, Gothenburg, Sweden.
    Ivarsson, Andreas
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    The Role of Psychological Need Satisfaction and Self-Determined Motivation for Physical Activity and Self-Esteem2013In: Nordic Advances in Health Care Sciences Research: November 13-14, 2013 in Lund: Abstract book, 2013, p. 9-9Conference paper (Refereed)
    Abstract [en]

    Regular exercise habits has proven to benefit human health. According to Self-determination Theory (SDT; Deci & Ryan, 1985, 2000; Ryan & Deci, 2002), self-determined motivation has been hypothesized to mediate the link between psychological need fulfillment and behavioral outcomes in exercise behavior. This study aimed to examine a) theoretically derived hypotheses about the relations between the latent constructs of psychological needs, self-determined motivation, physical activity behaviour and self-esteem b) the mediational role of self-determined motivation in association with psychological needs with exercise and self-esteem c) gender and age differences in the aforementioned associations.

    In a Cross-sectional design, adult active members (N=1091) of an internet-based physical activity program between 18 and 78 years of age completed a test battery consisting of The Basic Psychological Needs in Exercise Scale (BPNES; Vlachopoulos & Michailidou, 2006), The Behavioral Regulation in Exercise Questionnaire-2 (BREQ-2; Markland & Tobin, 2004), Leisure-Time Exercise Questionnaire (LTEQ; Godin & Shephard, 1985) and five positively worded items from Rosenberg Self-Esteem Inventory (Rosenberg, 1989).

    Need satisfaction predicted self-determined motivation which in turn predicted exercise and self-esteem as outcomes, especially for women and older adults. Self-determined motivation mediated the association between need satisfaction and outcomes, and this mediation effect was stronger for women and older adults.

    The results confirm the hypotheses regarding mediation and contribute to the on-going discussion of the complexity of exercise motivation and behavioural and affective outcomes.  A valuable implication is that it seems important to consider moderating factors (e.g. gender and age) when designing exercise interventions. Such findings may not only bring important information to the more theoretical understanding of SDT based models of exercise but also serve as an informative compass or guide to increase adherence in exercise and lifestyle interventions for specific populations (e.g., younger women, older adults).

  • 6629.
    Wenander, Clara
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Tegge, Viktoria
    Halmstad University, School of Education, Humanities and Social Science.
    Influencers kommunikativa trovärdighet: Tillhör framtiden Lil Miquela?: En kvalitativ studie om unga vuxnas uppfattningar kring avsändarens betydelse för den kommunikativa trovärdigheten på Instagram2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine the sender’s credibility on the social media platform Instagram since the new phenomenon robot-influencer has begun to interact on the platform. The purpose of the study is to increase the knowledge of the sender's communicative credibility based on the young adults' view on Instagram's different influences, human as robot. The robot-influencer that is used in this study’s survey is Lil Miquela and the human influencer Lovette via the account action4humanity_se. A qualitative research method consisting of two group interviews is used to clarify seven participants different personal and private views on the sender's importance on Instagram. The theoretical concepts used in the study are digital intimacy, including concepts of mediated quasi-interaction, symbolic power and the theory of trust. Our study shows that the personal perspective is important for what the participants consider as a credible sender. The participants consider that the communication of a robot-influencer is credible in collaboration with companies or organizations but not credible in human domains such as skin care.

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  • 6630.
    Wendt, Eva K.
    et al.
    Research and Development Unit, Primary Health Care, General Practice and Public Health, Falkenberg, Sweden.
    Lidell, Evy A. S.
    Halmstad University, School of Social and Health Sciences (HOS), Centre of Research on Welfare, Health and Sport (CVHI).
    Westerståhl, Anna K.E.
    Department of Public Health and Community Medicine, Göteborg University, Göteborg, Sweden.
    Marklund, Bertil R.G.
    Research and Development Unit, Primary Health Care, General Practice and Public Health, Falkenberg, Sweden.
    Hildingh, Cathrine I.
    Halmstad University, School of Social and Health Sciences (HOS), Centre of Research on Welfare, Health and Sport (CVHI).
    Young women's perceptions of being asked questions about sexuality and sexual abuse: a content analysis2011In: Midwifery, ISSN 0266-6138, E-ISSN 1532-3099, Vol. 27, no 2, p. 250-256Article in journal (Refereed)
    Abstract [en]

    OBJECTIVE: to describe young women's perceptions of being asked questions by midwives or doctors pertaining to sexuality and sexual abuse in connection with visits for gynaecological examination. DESIGN: a qualitative study. Data comprised responses to open-ended questions in a questionnaire and were analysed by qualitative content analysis. SETTING: a county in the south-west of Sweden. PARTICIPANTS: all of the 23-, 26- and 29-year-old women who attended eight midwife and youth centres for cervical screening during the period between March and July 2006 were invited to participate. The open-ended question about sexuality was answered by 413 women, and 409 women answered the question about sexual abuse, representing approximately 84% of the women who answered the questionnaire as a whole. FINDINGS: the data resulted in a total of eight categories and 31 codes, which showed the women's perceptions of being asked questions about sexuality and sexual abuse. Six of the categories dealt with why it was considered natural to be questioned. Health professionals can be trusted and questions can open up a dialogue as well as clarify the woman's situation. The context of a visit for a gynaecological examination is relevant and questions will make it possible for the professionals to strengthen the woman. Another reason was that sexuality is an essential part of life. Those women who felt that it would not feel natural to be asked questions about sexuality and sexual abuse considered that the context is wrong and that such questions will encroach on the woman's personal sphere. KEY CONCLUSIONS AND IMPLICATIONS FOR PRACTICE: women's responses indicate that there are good reasons for midwives and doctors to raise questions about sexuality and sexual abuse when they meet young women. Taking opportunity to find those who have sexual problems and/or experience of sexual abuse could reduce the suffering of these women and lead to an economic gain to society. The provision of training and supervision for midwives and doctors is important to enhance the quality of conversations about sexual matters. In order to deal with such issues, it is necessary to have knowledge of sexual health, relationships and violence, as well as a professional stance and a good conversational technique.

  • 6631.
    Wendt, Victoria
    Halmstad University, School of Business, Engineering and Science.
    How users learn about crowdfunding platforms2017Student paper other, 5 credits / 7,5 HE creditsStudent thesis
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  • 6632.
    Wendt, Victoria
    Halmstad University, School of Business, Engineering and Science.
    The role of the leader in a case study discussion2017Student paper other, 5 credits / 7,5 HE creditsStudent thesis
    Abstract [en]

    The purpose of this paper is to study how the leader’s role in a case study discussion is. In a case study it is the way to the best and the most convincing solution that is important. To be able to do that, it is in common to have a case study discussion where the participants exchange thoughts and ideas about the case with each other. A good case study discussion should lead to more understanding of the case and new approaches for the participants. Case study discussions are often perceived as confused, which is not the idea, therefore it is important that a leader is present during the case study discussion. To lead a discussion that both engages and enhances the understanding is a challenge for the leader. The leader’s role and tasks vary in a case study discussion. The leader’s role depends much on how the group is and behaves and also a lot on how the leader’s personality is. It is also important for the leader to feel how the group interacts together and if the group is used to work with case study discussions or not. The leader’s role may either be highly conductive and driving with a clear structure throughout the discussion, or can the leader take a more supportive role and ask a lot of questions to the participants or can the leader take a passive role and allow the group to drive and structure the discussion forward. The most important task for the leader is to ensure that the discussion is as rewarding as possible for all the participants.

    Keywords: Case Study, Discussion, Communication, The Leader, Roles 

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  • 6633.
    Wengelin, Åsa
    Halmstad University, School of Social and Health Sciences (HOS), Centre of Research on Welfare, Health and Sport (CVHI).
    The disabling state of an active society2011In: Disability & Society, ISSN 0968-7599, E-ISSN 1360-0508, Vol. 26, no 3, p. 381-383Article, book review (Refereed)
  • 6634.
    Wengelin, Åsa
    et al.
    Lunds universitet, Lund, Sverige.
    Strömqvist, Sven
    Lunds universitet, Lund, Sverige.
    Från tanke till text hos personer med och utan läs- och skrivsvårigheter2008In: Dyslexi : aktuellt om läs- och skrivsvårigheter, ISSN 1401-2480, Vol. 13, no 3, p. 18-21Article in journal (Other (popular science, discussion, etc.))
  • 6635.
    Wennergren, Ann-Christine
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Att verbalisera sitt lyssnande: en väg till delaktighet?2008Conference paper (Refereed)
  • 6636.
    Wennergren, Ann-Christine
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Between two stories: assessment of and for learning2011In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 26, no 4, p. 541-550Article in journal (Refereed)
    Abstract [en]

    The study was conducted in a school for special education with small classes of six to 12 students. The aim was to illuminate how students’ understanding of written assessments could be related to assessment for learning. Twenty-nine students were asked to describe their understanding of written assessment in three different subjects and, further, to describe their perceptions in follow-up interviews. The two-step analysis first focused on individual understanding. Thereafter Vygotsky’s zone of proximal development (ZPD) was used as analytical tool. In the first analysis three categories were identified. Students’ understandings were related to subject matter knowledge, generic skills and attitudes. The findings of the second analysis indicated that written assessment often lacked formative features and cannot be seen as learning in the ZPD. Difficulties with schoolwork were seen as problems of the individual and the measures were directed towards the student. Even though the guidelines ask for a relational perspective a categorical perspective sometimes was adopted in the assessments. The implications of the study relate to the ways teacher’s assessment competences can encompass students’ understanding and how this can be translated into action.

  • 6637.
    Wennergren, Ann-Christine
    Musikhögskolan i Piteå, Luleå University of Technology, Luleå, Sweden.
    Communication quality for hard of hearing students in learning situations2004Conference paper (Refereed)
    Abstract [en]

    The overall aim of this action research study was to investigate how communication quality could be improved for hard of hearing students in a classroom setting. The study focused on changes of the technical system, the arrangement of furniture and teachers’ attitudes towards teaching and learning. All changes were intended to create a learning situation with a high learning potential. Eight hard of hearing students, ages 13-16, were involved in the study over a period of three years. The empirical material was generated from group interviews and individual evaluations. It was found that most important factors regarding the technology were mobility, flexibility and the ability to handle background noise. With these changes, it is possible for these students to participate actively in the dialogue, to co-operate and to learn together. The results show how important it is for hard of hearing students to participate in more “natural” conversations.

  • 6638.
    Wennergren, Ann-Christine
    Luleå University.
    Communicative Support as Part of the Action Research Process2005Conference paper (Refereed)
  • 6639.
    Wennergren, Ann-Christine
    Institutionen för musik och medier, Luleå Tekniska Universitet, Luleå, Sverige.
    Delaktighet i klassrumskommunikation för elever i hörselklass2006In: Dövhet och hörselnedsättning: Specialpedagogiska perspektiv / [ed] Carin Roos, Siv Fischbein, Lund: Studentlitteratur, 2006, 1, p. 145-168Chapter in book (Refereed)
  • 6640.
    Wennergren, Ann-Christine
    Luleå tekniska universitet, Piteå, Sverige.
    Dialogkompetens i skolans vardag: En aktionsforskningsstudie i hörselklassmiljö 2007Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    In classes for hard-of-hearing pupils there are children and young people with different degrees of impaired hearing, all of whom need hearing aids and technical equipment inthe environment. The initial problem area of the present thesis concerned the pattern of communication in the classroom. Previous research has shown that such communication is strongly affected by the chosen technical solution. The research questions developed successively from the assumption that it is only the teachers that can change the learning environment. In order to achieve a combination of scientific results and improvement,this study has an action research study approach. The overall aim was to illuminate and describe dialogues between different actors in a national school improvement project. Actors in the context were teachers, their pupils and the researcher. The thesis is based on improvement work in which the researcher cooperated with fifty teachers from five schools located in different parts of Sweden. This work involved parallel processes of change, for the pupils in the classrooms and for the participating teachers. The thesis comprises three substudies, two of which are focused on the teachers’ dialogues and one on the pupils’ listening environments. In the last-mentioned substudy, 165 pupils were asked to draw and describe their best listening environment at school. The result showed that the listening role required different environmental conditions, such as a cleaned upsound environment, visual support, conversation rules and comfortable surroundings. A central conclusion was that pupils need to be offered opportunities to verbalise their individual needs in the school environment. The result further showed that the teachers worked in different ways to improve the learning environment and that they introduced structures to support the dialogue between pupils. This happened at the same time as the teachers were trying out tools for their own learning in order to take part in dialogues with colleagues based on confirmations and challenges. Tools used in the learning processes were a logbook, shadowing, facilitating and a net-based dialogue. The analyses showed explicit differences between using the tools and learning through them in the zone of proximal development. In their improvement processes the teachers depended on critical friends in order to be challenged as knowledge developers. Difficulties in giving a balanced response were evident from the net-based forum in which the teachers reported different attempts at change. The study has drawn on sociocultural perspectives on learning in which dialogue competence have been central to learning in the classroom and in the teachers’ occasional communities of practice. The results indicate that teachers, for their professional improvement, require critical friends in alternative forms of learning processes and that pupils as actors require alternative listening environments.

  • 6641.
    Wennergren, Ann-Christine
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Dialogue competence: a necessity for school improvement?2008Conference paper (Refereed)
    Abstract [en]

    The aim of this paper is to describe how tools used in action research can promote learning in relation to Vygotsky’s concept of the zone of proximal development (zpd). In the study, Vygotsky’s (2001) theory of the zone of proximal development was used to describe how knowledge development can be manifested in a work of change. The data production took place in a school improvement project where fifty teachers participated over a period of three years. Tools for data production, and at the same time tools for learning, were: facilitation, shadowing and individual log book writing. The tools were initially analysed from three aspects: as used individually, as used in pairs or in a group, and in relation to the zone of proximal development. The responses were divided into confirmations and challenges. Although the participants expressed a need for challenges, they were in practice more prone to confirm one another. This gap showed the importance of analysing and openly talking about the difference between confirmation and challenge in zpd. In the joint analysis work, differences were elucidated between using tools outside zpd and learning through tools within zpd. Knowledge was developed in both situations but at different levels of reflection. In relation to zpd, the importance of colleagues was emphasised. In her/his competence development, a teacher is dependent on one or several critical friends (cf Handal, 2007) to be challenged as a knowledge developer. Giving response proved more difficult in virtual meetings than in physical meetings.

  • 6642.
    Wennergren, Ann-Christine
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Elever som aktörer2008In: Grundskoletidningen, ISSN 1652-7844, Vol. 2, p. 10-15Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Begreppet en skola för alla har kommit att bli ett slagord för den inkluderande skolan, ett uppdrag som gäller i svenska skolor, likväl som i andra länder. Rektor har huvudansvaret. Men pedagoger och specialpedagoger har ansvaret för att konkretisera och omsätta olika former av inkluderade arbetssätt tillsammans med eleverna.

  • 6643.
    Wennergren, Ann-Christine
    Institutionen för musik och medier, Luleå Tekniska Universitet.
    Flerstämmiga hörselklassrum: utopi eller verklighet?2005In: Nordisk tidskrift för hörsel- och dövundervisning NTD, ISSN 1651-6036, no 3, p. 11-14Article in journal (Refereed)
  • 6644.
    Wennergren, Ann-Christine
    Institutionen för musik och medier, Luleå Tekniska Universitet, Piteå, Sverige.
    Nätbaserade utvecklingsdialoger2006In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 11, no 4, p. 241-265Article in journal (Refereed)
    Abstract [sv]

    I fem regioner i Sverige samlas elever med hörselnedsättning i hörselskolor där en kommun står som värd för elever från flera kommuner. Dessa geografiskt utspridda praktiker är beroende av hörselteknisk utrustning, vilket till viss del bidragit till ett specifikt och envägsbaserat kommunikationsmönster i klassrummet. För att bedriva skolutveckling i samverkan mellan dessa skolor startades ett nationellt projekt som planerades med en aktionsforskningsinriktad ansats. Olika förändringsförsök genomfördes och kommunicerades mellan skolorna i fysiska och nätbaserade möten. Syftet med denna artikel är att belysa den kommunikation som utvecklades via nätet när en skolutvecklingsgrupp skriftligt utbytte erfarenheter gällande klassrumsbaserade förändringsförsök. Resultat visar att alla deltagare var aktiva på olika sätt och att det relationella och det professionella utbytet varit ömsesidigt beroende av varandra. De inledande inläggen visade på låg grad av mottagarmedvetenhet som dock utvecklades över tid. Som redskap för denna praxisgemenskap har skrivandet synliggjort en potential för lärande och utveckling där tid, motivation, mottagarkompetens och stödstrukturer har påverkat utfallet.

  • 6645.
    Wennergren, Ann-Christine
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Professionella identiteter2019In: Didaktisk utvecklingsdialog: Lärares och skolledares professionella utveckling / [ed] A. Olin, J. Almqvist, K. Harimza & L. Gyllander Torkildsen, Lund: Studentlitteratur AB, 2019, 1:1, p. 221-223Chapter in book (Other (popular science, discussion, etc.))
  • 6646.
    Wennergren, Ann-Christine
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    På spaning efter en kritisk vän2012In: Aktionsforskning i praktiken: Förskolan och skola på vetenskaplig grund / [ed] Karin Rönnerman, Lund: Studentlitteratur, 2012, 2, p. 71-88Chapter in book (Other (popular science, discussion, etc.))
  • 6647.
    Wennergren, Ann-Christine
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Skolutveckling: En självklar del av läraruppdraget2018In: Att bli lärare / [ed] Eva Insulander & Staffan Selander, Stockholm: Liber, 2018, p. 292-297Chapter in book (Other (popular science, discussion, etc.))
  • 6648.
    Wennergren, Ann-Christine
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Skuggning för dokumentation och kritisk granskning av undervisningspraktiker2016In: Skolnära forskningsmetoder / [ed] Elsie Anderberg, Lund: Studentlitteratur AB, 2016, 1, p. 89-109Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Detta kapitel handlar om skuggning som en interaktiv observationsmetod. Intresset för att dokumentera och kritiskt granska den egna praktiken startade på 1990-talet när jag fick möjlighet att arbeta i partnerskap med en kollega på grundskolan. Det visade sig dock i våra kollegiala samtal att vi ofta hade olika bilder av samma undervisning. Successivt började vi inse vinsten med systematisk dokumentation och att använda varandra som kritiska vänner. I mitt nuvarande arbete som lärarutbildare och aktionsforskare är skuggning en användbar metod för utveckling och forskning med lärare. Det är dock inte tillräckligt med dokumentation för att utveckla praktiker, en kritisk vän är oumbärlig för att ny kunskap även ska kunna omsättas i handling.

  • 6649.
    Wennergren, Ann-Christine
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Teachers as learners – with a little help from a critical friend2016In: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074, Vol. 24, no 2, p. 260-279Article in journal (Refereed)
    Abstract [en]

    Professional learning is intended to improve teaching, benefit student learning and in the longer term improve achievement of targets in schools. When teachers take responsibility not only for their own learning but also for their colleagues’, it can lead to a shift in attitudes towards collaborative learning. This study presents an example of a professional learning community (PLC) based on teachers’ engagement in systematic inquiries. The aim of the study was to explore crucial factors during the process of critical friendship that could be related to a PLC. The research context was a series of shadowing sessions where teachers were expected to document teaching and provide feedback. The analyses are mainly based on documentation, in the form of shadowing logs produced when teachers study each other in action. Findings indicate that the role of critical friend was hard to internalise and that most of the teachers did not use it to its full potential for learning, according to the Vygotskian concept of the Zone of Proximal Development (ZPD). Three crucial factors for learning in a PLC are addressed: Active choices related to teachers’ and students’ learning during different phases in the inquiry, the complexity of mastering several skills in action research at the same time, and the teachers’ attitudes to professional learning. © 2015 Educational Action Research

  • 6650.
    Wennergren, Ann-Christine
    Institutionen för musik och medier, Luleå Tekniska Universitet, Luleå, Sverige.
    Textseminarier baserade på skriftlig respons2007In: Skrive for nåtid og framtid. : 2, Skriving og rettleiing i høgre utdanning / [ed] Synnøve Matre & Torlaug Løkensgard Hoel, Trondheim: Tapir Akademisk Forlag, 2007, p. 117-129Chapter in book (Refereed)
    Abstract [sv]

    Denna artikel beskriver genomförandet av ett utvecklingsprojekt där fokus legat på responsarbete i anknytning till textbaserade seminarier inom en forskningsmiljö. Utifrån teorier om dialog, samspel och lärande utarbetades ett arbetssätt med sikte på gemensam förståelse, delaktighet, bekräftelse och utmaning. Arbetssättet innebar att texter skickades ut till deltagarna minst en vecka i förväg. Alla deltagare gav skriftlig respons via e-post enligt en gemensamt utarbetad struktur. Inför seminariet sammanställde och bearbetade författaren responsen och valde ut vad som skulle diskuteras. Genom att reflektera över arbetet har processen fångats upp. Reflektionerna förmedlade en ökad medvetenhet om de olika rollerna, responsgivare och mottagare, vilket upplevs ha bidragit till att deltagare utvecklat sin responskompetens. Slutligen diskuteras deltagandet som en lärande praxisgemenskap där ökad medvetenhet och delaktighet varit tydliga komponenter i utvecklingsarbetet.

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