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The Significance of Coach Type and Personality Traits for Perceived Usefulness: : An Experimental Vignette Study on Human Versus AI-Based Coaching
No full textSyftet med denna studie var att undersöka hur coachtyp (AI-baserad kontra mänsklig) och personlighetsdrag påverkade den upplevda användbarheten (PU) av coachningstjänster. En experimentell vinjettstudie genomfördes med 205 deltagare för att undersöka skillnader i PU och personlighetens roll för acceptans. På grund av otillräcklig begreppslig differentiering mellan upplevd användbarhet och upplevd användarvänlighet inom det hypotetiska scenariot, exkluderades upplevd användarvänlighet (PEU) för att bibehålla validiteten. Resultaten visade att den mänskliga coachen skattades som signifikant mer användbar än AI-coachen, vilket stöder en preferens för mänsklig coachning i detta sammanhang. Högre nivåer av extraversion predicerade ökad upplevd användbarhet av coachning generellt, medan inga modererande effekter av personlighet på coachtyp hittades. Resultaten tyder på att den mänskliga faktorn förblir central för upplevd nytta i socialt förankrade tjänster, och att modeller för teknikacceptans kan behöva inkludera relationella aspekter för att bättre fånga användarupplevelser av AI-baserad coachning.The aim of this study was to examine how coach type (AI-based versus human) and personality traits influenced perceived usefulness (PU) of coaching services. An experimental vignette design was used with 205 participants to investigate differences in PU and the role of personality in acceptance. Due to insufficient conceptual differentiation between perceived usefulness and perceived ease of use within the hypothetical scenario, perceived ease of use (PEU) was excluded to maintain validity. The results showed that the human coach was rated as significantly more useful than the AI coach, supporting a preference for human coaching in this context. Higher levels of extraversion predicted greater perceived usefulness of coaching overall, while no moderating effects of personality on coach type were found. The findings suggest that the human factor remains central to perceived usefulness in socially embedded services, and that technology acceptance models may need to incorporate relational aspects to better capture user experiences of AI-based professional support
One voice among many : A qualitative study in family law investigations followed by the new law of violation of a child's integrity
No full textThe purpose of this study is to examine how social workers within the field of family law perceive and apply the newly introduced law of violation of a child’s integrity when a parent has been convicted of such offense. Specifically, the study explores how social workers investigate and make recommendations to the court regarding agreement on contact. The aim is a deeper understanding of how law of violation of a child’s integrity is interpreted and constructed within the context of family law investigations. The study is based on semi-structured qualitative interviews with eight social workers who, in their roles as street-level bureaucrats, conduct investigations and make recommendations concerning agreement on contact between children and parents convicted of violation of a child’s integrity. The analysis is grounded in a social constructivist theoretical framework, drawing on theories of professional discretion and childhood sociology, particularly the Lundy model. Findings highlights how professional discretion leads to variations in interpretations, implementation, and assessment practices. The scope of discretion also affects the extent to which children’s agency is acknowledged during investigation. Furthermore, the study reveals that professionals’ views on violence significantly shape their perceptions and action. These factors may ultimately pose risks to legal certainty and the principle of fairness
The profession’s dual role : A qualitative study of social workers’ experiences of balancing care and control in decisions about consensual placements
No full text The aim of this study is to investigate how social workers engaged in child welfare investigations experience and manage the balance between care and control in their interactions with the child and the child’s guardians when making decisions about consensual placements. Although the intervention is formally consensual, it is characterized by an asymmetrical power relationship and a latent threat of coercive measures. The study was conducted using a qualitative method and is based on semi-structured interviews with seven social workers employed in child and family social services in two Swedish municipalities. The collected empirical material was analyzed with the theoretical concept and theories of street-level bureaucracy, professional discretion and pastoral power. The results of this study demonstrates that relational work is central to the creation of trust and the enabling of cooperation. At the same time it enables intrusive decisions when the child’s situation so requires. Furthermore, this study suggests that guardians' consent is rarely understood as entirely consensual. Instead, it is shaped through motivational work, repeated information and relationship-building conversations, within a context in which compulsory care constitutes a latent threat. Moreover, social workers' professional discretion is influenced by organizational structures such as time constraints and documentation requirements. Finally, the study results illustrate how consensual placements are formed through a complex interplay between relational work, professional responsibility and the exercise of power. In social workers’ professional practice, care and control appear as mutually dependent
Vad betyder frutas? : Language choices in the teaching of Spanish as a foreign language in Swedish compulsory education: an analysis of L1 and L2 use in years 6 and 9
No full textEste estudio analiza el uso del español como lengua meta (L2) y del sueco como lengua de instrucción (L1) por parte de un profesor en la enseñanza de español como lengua extranjera en la educación secundaria obligatoria en Suecia (6.º y 9.º curso). El objetivo es examinar en qué situaciones de la comunicación oral en el aula se utilizan ambas lenguas y qué funciones didácticas cumplen dichas elecciones lingüísticas. El material empírico se basa en observaciones sistemáticas de clases en dos grupos de distinto nivel. Los resultados muestran que el uso de las lenguas está estrechamente vinculado a las diferentes fases de la sesión. El español se emplea principalmente en los momentos iniciales, donde cumple una función comunicativa y de modelado al crear un contexto lingüístico y proporcionar exposición a la lengua meta. El sueco, en cambio, predomina en los momentos dirigidos por el profesor, en las interacciones espontáneas relacionadas con la organización del aula y en las fases finales de la sesión. La comparación entre el 6.º y el 9.º curso indica que el español se utiliza con mayor frecuencia en el curso superior, aunque las diferencias entre los niveles son relativamente limitadas. Esto sugiere que la elección lingüística del profesorado no depende únicamente del nivel de competencia del alumnado, sino también de factores situacionales y organizativos. Asimismo, el estudio muestra que el español y el sueco cumplen funciones didácticas complementarias en la interacción oral del aula. Mientras que el español favorece el input comprensible y el desarrollo lingüístico, el sueco actúa como una herramienta de apoyo que facilita la comprensión, el andamiaje y la gestión del aula. El cambio de código se presenta como una estrategia didáctica consciente para equilibrar la exposición a la lengua meta con la necesidad de claridad y seguridad por parte del alumnado. Aunque el estudio se limita a un único caso, contribuye a una comprensión más profunda de las elecciones lingüísticas del profesorado y pone de relieve el potencial de un uso más sistemático de la L2 en la interacción cotidiana del aula.This study investigates how a teacher uses Spanish as the target language (L2) and Swedish as the language of instruction (L1) in the teaching of Spanish as a foreign language in Swedish compulsory education (years 6 and 9). The study focuses on the situations in which each language is used in oral classroom communication, as well as the didactic functions these language choices fulfil. The data consist of systematic classroom observations conducted in two groups at different educational levels. The analysis shows that the teacher’s language use is closely related to the different phases of the lesson. Spanish is used primarily in the introductory parts of the lessons, where it serves a communicative and modelling function by creating a linguistic context and providing exposure to the target language. Swedish, by contrast, dominates in teacher-led activities, spontaneous interactions related to classroom management, and in the closing phases of the lessons. The comparison between year 6 and year 9 indicates that Spanish is used somewhat more frequently in the higher year group; however, the differences between the two levels are relatively limited. This suggests that the choice of language is influenced not only by the pupils’ proficiency level, but also by situational and organisational factors. The study further shows that Spanish and Swedish fulfil complementary didactic functions in classroom interaction. While Spanish provides comprehensible input and opportunities for language development, Swedish functions as a supportive tool that facilitates understanding, scaffolding and classroom organisation. Code-switching emerges as a conscious didactic strategy used to balance exposure to the target language with pupils’ need for clarity and security. Although the study is limited to a single case, it contributes to a deeper understanding of teachers’ language choices in the foreign language classroom and highlights a potential for increased and more systematic use of the target language in everyday classroom interaction
Pedagogiska roller och organisatoriska hinder : Gymnasiebibliotekariers samarbete med lärare inom medie- och informationskunnighet (MIK)
No full textThe purpose of this study is to examine which pedagogical roles school librarians take on when collaborating with teachers in media and information literacy (MIL) education. The study also examines factors that affect this collaboration, such as support from school management, and perceived territoriality on the part of teachers. Media and information literacy is an essential competence for active participation in contemporary society, both at a societal and an individual level, and therefore constitutes an important area of instruction in schools. Effective teaching in this area requires cooperation between teachers and school librarians. The study is based on a quantitative online survey distributed to school librarians working in upper secondary schools in Sweden. The analysis is based on the pedagogical roles defined by Carol C. Kuhlthau, as well as role theory and theories of professions. The findings indicate that school librarians often assume multiple pedagogical roles. The results also show that support from school management is an important factor for collaboration to function. Furthermore, the findings suggest that perceived territoriality among teachers is generally low, but that it can still affect collaboration between teachers and school librarians
The Significance of Coach Type and Personality Traits for Perceived Usefulness: : An Experimental Vignette Study on Human Versus AI-Based Coaching.
No full textDenna studie syftade till att fördjupa förståelsen av hur yrkesverksamma vuxna upplever välmående och hanterar stress i vardagen. Data samlades in genom sex semistrukturerade intervjuer med deltagare i åldern 30-50 år och analyserades med reflexiv tematisk analys. Fem huvudteman identifierades: Att skapa utrymme för egen styrka, Att navigera stress och kontrollbehov, Självinsikt som redskap för utveckling, Med kroppen som verktyg samt Relationer och omsorg som pelare för stöd och mening. Resultaten visar att deltagarna använder både individuella resurser, socialt stöd och rutiner för att främja balans, återhämtning och meningsfullhet i vardagen. Temana kan kopplas till centrala begrepp inom positiv psykologi, vilket visar hur individer aktivt främjar välmående och hanterar stress med fokus på styrkor, resurser och personlig utveckling. Studien ger insikt i hur individer medvetet reflekterar över sina beteenden och använder strategier för hållbart välmående, samt bidrar till förståelsen av praktiska tillämpningar av positiv psykologi i vardagslivet.This study aimed to deepen the understanding of how working adults experience well-being and manage stress in everyday life. Data was collected through six semi-structured interviews with participants aged 30-50 years and analyzed using reflexive thematic analysis. Five main themes were identified: Creating space for your own strength, Navigating stress and need for control, Self-awareness as a tool for development, Using the body as a tool, and Relationships and care as pillars of support and meaning. The results show that the participants use both individual resources, social support, and routines to promote balance, recovery, and meaning in everyday life. The themes can be linked to central concepts in positive psychology, which show how individuals actively promote well-being and manage stress with a focus on strengths, resources, and personal development. The study provides insight into how individuals consciously reflect on their behaviors and use strategies for sustainable well-being, and contributes to the understanding of practical applications of positive psychology in everyday life
On the Utilization and Characterization of External Biotransformation Systems in In Vitro Toxicology : A Critical Review of the Scientific Literature with Guidance Recommendations
No full textIncorporating biotransformation capabilities into in vitro assays represents one of the most critical challenges in toxicology, facilitating the transition from in vivo models to integrated in vitro strategies. Although emerging technologies show promise, their current limitations in scalability hinder their high-throughput applications. In the short to mid term, externally added biotransformation systems ("BTS": S9 and microsomal liver fractions) used together with in vitro assays offer viable alternatives. However, despite over 50 years of use, BTS are marred by reproducibility issues, raising concerns about their reliability and raising the question: Are BTS inherently unreliable, or has their reputation been flawed by methodological oversights? This review critically evaluates BTS' methodological rigor, applying a deep statistical analysis of the scientific literature. We employed Boolean operator searches across scientific literature repositories to curate a database on BTS research in conjunction with relevant in vitro assays, focusing on endocrine disruption, mutagenicity, and genotoxicity end points. Through systematic searches, screening, and eligibility criteria, we identified 229 bibliographic records. Data parametrization and extraction were conducted across 24 domains of BTS relevance and reliability. Methodological reporting rigor was assessed via scoring (reported vs nonreported data items) and revealed a lack of reproducible standards. Numerical measures associated with principal BTS reaction components were subjected to meta-regression analyses. Within the aggregated data set, no statistically significant correlations were found for BTS and related cofactor concentration-response relationships or time-related elements. Finally, descriptive statistics, multiple correspondence analysis, and Apriori algorithm-based relational networks identified qualitative patterns of methodological reporting robustness and deficiencies. In conclusion, these results emphasize shortcomings across the scientific literature in complying with appropriate methodological reporting. We offer evidence-based recommendations, in the form of a conceptual regulatory guidance framework, to enhance research practices, quality, and reproducibility of BTS applications, designed to strengthen the robustness of BTS research and its integration into regulatory-relevant hazard and risk assessment of chemicals
Resource Strategies and Sustainability : A Study of Women Cultural Entrepreneurs in Central Uganda
No full textThis study investigates the interplay between cultural heritage and commercial enterprise for women entrepreneurs in Central Uganda, a region with one of the world's highest rates of female self-employment. Despite their significant socioeconomic contributions, these women-led businesses often operate at a marginal level, facing institutional barriers and a 'cultural resource paradox' that complicates the balance between authenticity and commercialization. Addressing a notable gap in the literature, this research explores how these entrepreneurs leverage tangible and intangible resources to sustain their businesses while preserving cultural identity. Employing a qualitative, multi-case study approach, we conducted remote semi- structured interviews with Ugandan women cultural entrepreneurs. Thematic analysis of their narratives reveals that traditional knowledge, specialized crafting skills, and robust social networks are critical intangible resources. These assets are vital for enhancing business resilience and maintaining cultural authenticity amidst commercial pressures. Our findings provide empirical support for the Resource-Based View and Social Capital Theory in this unique context. The study offers practical insights for policymakers to design initiatives that foster women's economic empowerment and heritage preservation, in alignment with the Sustainable Development Goals
Security zones : A qualitative study on concerns and benefits
No full textÅr 2024 infördes säkerhetszonslagen i Sverige som möttes av starka reaktioner från många olika håll. Syftet med införandet av en säkerhetszon är enligt både regeringen och Polisen att förhindra en sprängning eller skjutning från att ske i ett särskilt område samt att även öka tryggheten i det aktuella området med ökad polisnärvaro. Då de påverkade områdena är några av Sveriges mest socialt och ekonomiskt eftersatta har en stor del av den negativa kritik som riktats mot lagen framför allt i media handlat om risken för vidare stigmatisering. Jag har granskat myndigheters remissvar på förslaget om säkerhetszoner där det visades att majoriteten var för lagen trots att åsikterna överlag var väldigt blandade. Strax över hälften av de som tog ställning ansåg att lagen var nödvändig medan de som avstyrkte bland annat framhöll att den medförde oacceptabla risker för diskriminering. Genom en medieanalys har jag även undersökt den mediala diskursen kring lagen där åsikterna igen var mycket splittrade men lutade mer positivt. Det är trots de uttalade riskperspektiven ett viktigt nytt verktyg för att hantera eskalerande situationer och bekämpa organiserad våldsbrottslighet samtidigt som det också måste arbetas mer långsiktigt med de utsatta områdena. Det behövs bestående förändringar och säkerhetszoner är enbart tillfälliga lösningar
Differentiation in teaching about rate of change and derivatives : A qualitative study about how mathematics education may be differentiated in upper secondary school
No full textDet finns en mängd olika elever med unika behov och förutsättningar som undervisas om derivata samt ändringskvot och differentiering kan användas för att möta de olikheterna i matematikundervisningen. Studien visar att differentierad undervisning kan bedrivas på olika sätt och arbetet handlar specifikt om hur det kan se ut i verkliga situationer. Arbetet kan bidra till en ökad förståelse för hur undervisning om derivata och ändringskvot kan differentieras vilket är betydelsefullt då ämnesområdet är komplext och abstrakt. Studien syftar till att undersöka vilken form av differentiering som kan observeras när det undervisas om derivata och ändringskvot. Undersökningen inleddes med observationer av relevanta lektioner och följdes upp med intervjuer med de observerade lärarna. Det insamlade materialet kodades och analyserades med syftet att identifiera mönster i hur differentieringen tar plats i undervisning om derivata och ändringskvot. I resultatkapitlet framgår det också hur undervisningen differentierades hos alla de observerade lärarna. I linje med relevant tidigare forskning kategoriseras den differentierade undervisningen i de fem aspekterna innehåll, process, lärmiljö, bedömningsform samt lärarroll. Detta betyder att framtida undervisning inom ämnet kan förbättras med de aspekterna i åtanke. Exempelvis kan differentieringen av undervisningen planeras på förhand genom att läraren resonerar kring vilken aspekt som är bäst lämpad för att differentieras för en specifik elev.