Publikationer från Mälardalens högskola
Not a member yet
16964 research outputs found
Sort by
Kopplingar mellan personlighet och emotionell intelligens : Könsskillnader och ordningseffekter
No full textEmotionell intelligens (EI) och femfaktormodellen är väletablerade koncept inom personlighetspsykologin där tidigare forskning identifierat samband samt könsskillnader mellan dessa. Syftet med denna studie var att ytterligare undersöka samband mellan personlighetsdrag enligt femfaktormodellen och trait emotional intelligence (TEI), samt undersöka könsskillnader inom dessa dimensioner och effekten av enkäternas mätordning i resultaten. I studien deltog 88 unga vuxna varav 59 kvinnor och 29 män. Enkäten utgjordes av två demografiska frågor och 30 påståenden för att mäta emotionell intelligens samt 20 påståenden för att mäta personlighet enligt femfaktormodellen. Via analysen visade Pearson korrelationer att personlighetsdragen inom femfaktormodellen, särskilt Samvetsgrannhet och Extraversion korrelerade signifikant med Självkontroll och Sociabilitet. Neuroticism hade ett negativt samband till Självkontroll. Signifikant könsskillnad identifierades via t-tester i dimensionen Neuroticism, där kvinnor skattade högre. Mätordningen som undersöktes via t-tester visade en signifikant effekt på dimensionerna Emotion och Självkontroll, där de deltagare som besvarade enkäten innehållande TEI först rapporterade högre poäng.
Corpus-Based Reflective Practice for Professional Development : A Collaborative Micro Auto-Ethnography
No full textRecent research underscores the significance of data-led and collaborative reflection in enhancing teaching practices and professional development of teachers. While video-based reflections have been extensively studied, the potential of corpus-based methods remains underexplored. We address this gap in two ways. Firstly, we describe a research and development project in which we employed a corpus linguistic tool to analyse and reflect on our own lectures, with the ulterior aim of promoting a corpus-based reflective practice (CBRP) model that would help other teachers do the same. Secondly, we introduce collaborative micro auto-ethnography (CMAE) to illustrate how our model can facilitate the noticing of different aspects of teacher talk and lead to, what we call, snowball reflections (i.e., a sequence of reflective talk that extends a topic and spreads from one participant to the next). Our approach shows that corpus analysis, coupled with collaborative reflections, has the potential to not only enhance language use but also stimulate broader and deeper pedagogical discussions on and insights into teaching styles and student engagement, going beyond analyses of single words and lexico-grammatical patterns in teacher talk. We argue that there should be institutional support for developing new corpus-based professional development initiatives and that researchers can benefit from using ethnographic data together with detailed analyses of interactions
A Model-Based Test Script Generation Framework and Industrial Insight
No full textModel-based testing (MBT) generates test cases through a model representing the software under test (SUT). The generated abstract test cases need to be transformed into concrete or executable test scripts. Despite the benefits offered by MBT, its industrial adoption is slow. This paper aims to propose a Model-Based Test scrIpt GenEration fRamework (TIGER) based on GraphWalker (GW), an open-source MBT tool, to evaluate the accuracy of generated test scripts to reflect real-world scenarios defined by the model, and to report on the findings of an industrial survey on MBT adoption. We have validated the robustness of the TIGER using an industrial case study from Alstom Rail AB, Sweden. We have injected faults into the model of the SUT based on three mutation operators to generate faulty test scripts. The aim of generating faulty test scripts is to produce failing test steps and to guarantee the absence of faults in the SUT. Moreover, we have also generated the test scripts using the correct version of the model and executed them to analyze the behavior of the generated test scripts in comparison with manually written test scripts. The experimental results show that the generated test scripts are executable, provide 100% requirements coverage, and can be used to uncover faults at the software-in-the-loop simulation level of system testing. Additionally, the analysis of the survey data reveals that MBT can address most of the identified testing challenges, but there remain certain barriers to its adoption
A review on generative AI models for synthetic medical text, time series, and longitudinal data
No full textThis paper presents the results of a novel scoping review on the practical models for generating three different types of synthetic health records (SHRs): medical text, time series, and longitudinal data. The innovative aspects of the review, which incorporate study objectives, data modality, and research methodology of the reviewed studies, uncover the importance and the scope of the topic for the digital medicine context. In total, 52 publications met the eligibility criteria for generating medical time series (22), longitudinal data (17), and medical text (13). Privacy preservation was found to be the main research objective of the studied papers, along with class imbalance, data scarcity, and data imputation as the other objectives. The adversarial network-based, probabilistic, and large language models exhibited superiority for generating synthetic longitudinal data, time series, and medical texts, respectively. Finding a reliable performance measure to quantify SHR re-identification risk is the major research gap of the topic
Associations Between Taq1A/C957T Polymorphic Variants and Autonomic Responsivity in a Slot Machine Task : Influence of Real-Life Gambling Exposure and Sex
No full textMonetary reward processing during gambling is associated with dopaminergic functioning. Emotional reactivity to different gambling stimuli can be indexed by autonomic nervous system (ANS) responses measured by skin conductance responses (SCR) and heart rate (HR). Genetic markers regulating neural dopaminergic activity, such as the D2 dopamine receptor, might confer differential sensitivity to gambling stimuli, which may also be modulated by previous exposure to gambling. To date, no previous studies have explored the relationship between genetic markers of the D2 dopamine receptor, real-life gambling exposure and ANS responses during gambling. Hence, this study explored associations and interactions between DRD2 C957T (rs6277) and ANKK1 Taq1A (rs1800497) genotypes, real-life gambling frequency and autonomic responses during reward anticipation and outcome delivery in a slot machine task producing wins, near-misses and full-misses. Participants (n = 270) performed a computerized slot machine task with recordings of SCRs and HR responses during gambling performance and provided saliva samples for DNA extraction. Taq1A A1 carriers showed increased SCRs and HR responses during reward anticipation and to wins. Greater responsivity during anticipation, as well as to wins and full-misses, was also observed in C957T heterozygotes. Regarding real-life gambling involvement, higher gambling frequency among Taq1A A1 carriers was associated with decreased HR responses during anticipation and to wins. Results suggest that polymorphic variants of the D2 dopamine receptor may confer differential sensitivity to different gambling stimuli which may further be modulated by real-life gambling exposures. However, further studies are needed in well powered samples of gamblers and control subjects
Matematikundervisningsängslan hos lärare : Orsaker, konsekvenser och strategier för att övervinna den
No full textDenna studie undersöker matematikundervisningsängslan hos lärare, med fokus på bakomliggande orsaker, konsekvenser för undervisning och elevers lärande samt strategier för att hantera denna ängslan. Studien genomfördes som en systematisk litteraturstudie där vetenskapliga artiklar från databaserna ERIC och Scopus analyserades med tematisk analys.Resultatet visar att matematikundervisningsängslan ofta kan relateras till negativa erfarenheter av matematik, låg självtillit samt samhälleliga normer och förväntningar. Ängslan kan påverka undervisningens utformning genom mer försiktiga och mindre elevaktiva arbetssätt, vilket kan ha betydelse för elevers motivation och lärande. Vidare identifieras flera strategier för att hantera matematikundervisningsängslan, bland annat fortbildning som stärker ämneskunskaper och didaktisk trygghet samt emotionella och kognitiva stödinsatser.Studiens slutsats visar att tematikundervisningsängslan är ett komplext fenomen som behöver uppmärksammas på både individ- och organisationsnivå
Skrivutveckling i lågstadiet – med fokus på ordförråd och andra påverkande faktorer : En kvalitativ studie om hur lärare arbetar med att utöka elevers ordkunskap för att stärka skrivförmågan i lågstadiet
No full textSyftet med studien är att undersöka lågstadielärares beskrivningar av elevers ordförråd samt skrivutveckling och deras uppfattningar om faktorer som påverkar det. Studien utgår från tidigare forskning om ordförrådets betydelse för skrivutvecklingen, faktorer som påverkar dess omfattning samt tidiga stadier i skrivutvecklingen. Studiens genomfördes med hjälp av en kvalitativ analys baserad på intervjuer med åtta verksamma lågstadielärare. Resultatet visar att ordförrådet uppfattas som en central faktor för elevers möjligheter att utveckla sitt skrivande. Lärarna använder olika stödstrategier, såsom modellering, bildstöd, ordlistor och digitala verktyg, för att främja elevers lärande kopplat till både ordförråd och skrivande. Vidare framkommer att socioekonomisk bakgrund och flerspråkighet upplevs som de främsta orsakerna till variationer i ordförrådets omfattning. Slutsatsen är att ordförråd och skrivutveckling upplevs som nära sammankopplade. Studien visar att lärarna uppfattar att elevers språkutveckling stärks när undervisningen anpassas, en trygg språkmiljö etableras och stöd balanseras med självständighet, särskilt vid användning av digitala verktyg
Being Open to a Process of Learning : The Meaning of Joint Activities With Patients as Narrated by Nursing Staff in Psychiatric Inpatient Care
No full textForming therapeutic relationships is considered important within psychiatric and mental health nursing. One way of achieving this is through social interaction when engaging in joint activities. However, introducing and using nursing interventions based on joint activities in psychiatric inpatient care has proven challenging. Since staff motivation is important, researching the meaning of engaging in joint activities from the nursing professional's point of view can provide information that is relevant in this area. This study aims to illuminate the meaning of participating in joint activities with patients as narrated by nursing professionals in psychiatric inpatient care. Narrative interviews with 14 nursing professionals with experience from psychiatric inpatient care were conducted. Data were analysed using phenomenological hermeneutics and reported following the consolidated criteria for reporting qualitative research (COREQ) guidelines. Results illuminate that engaging in joint activities means being open to a process of learning. Four themes contributed to this understanding: Struggling with uncertainty, discovering aspects of the other, unfolding paths to self-fulfilment and sharing personhood. Being open to a process of learning means being willing to face uncertainty when engaging in activities as well as being open to learning about oneself as well as the other. Through openness to this process of learning, a sharing of personhood can be achieved, where the nursing professional and the patient approach becoming two persons. Illuminating the meaning of joint activities from the nursing professionals' perspective may provide valuable insights related to introducing and using interventions focusing on joint activities
PERSONCENTRERAD VÅRD TILL ÄLDRE MED DEMENSSJUKDOM : En litteraturöversikt ur sjuksköterskors perspektiv
No full textBakgrund: Demenssjukdomar, såsom Alzheimers sjukdom, vaskulär- och frontotemporal demens utgör en växande hälsoutmaning i takt med att befolkningen åldras. Det framhävs att demenssjukdomar påverkar runt 150 000 personer i Sverige, där siffran tycks fördubblas till år 2050. Symtombilden har stor variation och sjukdomen är progressiv, vilket ställer höga krav på sjuksköterskor och deras möjlighet att ge en personcentrerad vård till äldre personer med en demenssjukdom. Syfte: Att beskriva sjuksköterskors erfarenheter av att ge personcentrerad vård till äldre personer med demenssjukdom, där äldre definieras som individer från 60 år och uppåt. Metod: En allmän litteraturöversikt av 13 vetenskapliga artiklar, där nio av dem hade kvalitativ ansats, tre var kvantitativa och den sista studien använde en blandad metodansats, där kvantitativa data analyserades och att en kvalitativ tematisk innehållsanalys genomfördes. Resultat: I resultatet framkom tre centrala teman: Att se människan bakom diagnosen, Organisatoriska villkor, Kunskapens betydelse för personcentrerad vård. Slutsats: Examensarbetet visar att det finns ett behov av strukturellt och kompetensmässigt stöd, vilket skulle bidra till sjuksköterskors utveckling kring demenssjukdom. Det anses hjälpa sjuksköterskor att förbättra sin kompetens och leda till en kvalitativ och mer personcentrerad vård till den ökande patientgruppen med demens
Planering pågår: Läraragens och didaktisk transformering i mellanstadiets kemiundervisning
No full textThis thesis explores teacher agency in the transformation of policy within middle school chemistry education. Previous research is presented in two strands: (1) Previous research on transformation of teaching content, and (2) Previous studies on teachers' work with transformation, development of pre-service teachers participation in transformation during teacher education, and teacher agency in transformation. The ecological model of teacher agency is used as theoretical framework, which is rooted in a pragmatic understanding of teacher agency and directed towards the school environment. The ecological model emphasises agency as a temporal phenomenon that is expressed in a specific situation, and that agency is enacted through the interaction between personal capacity and the environment. This thesis is based on four sub-studies. Study I is a literature review with data from 64 journal articles and highlights how an ecological model of teacher agency has been used in previous research, and how the model has been used in model development. Study II is an interview study with nine teachers who teach chemistry in middle school and highlights how agency is expressed in conversations about the transformation of content of chemistry teaching. Study III consists of case-studies with four teachers and highlights how teachers shape chemistry teaching using the material resource Science and Technology for All (NTA). Study IV is based on focus group discussions with nine preservice teachers, and highlights questions that emerge during collaborative lesson planning and the forms of agency achieved in the planning of chemistry teaching. The thesis highlights how teacher agency is expressed in teachers' and pre-service teachers' transformation of chemistry teaching in middle school, expressed in the three dimensions the iterational dimension, the projective dimension, and the practical-evaluative dimension. Also, the results reveal a lack of context for collegial discussions about chemistry teaching, which is of importance for the achievement of agency. Additionally, the results show that the conditions for achieving agency are not necessarily limited by standardised materials. Finally, this thesis contribute to the development of a new didactic model based on Priestley et al.´s (2013; 2015b) ecological model of teacher agency. The new model highlights complex factors that are important for the development of teacher agency and can be used for the planning of teaching in teacher education aimed at supporting teacher students in planning chemistry teaching in middle school.