Madeleine Sjöman
Biographic Data
| ID | 2745976 |
|---|---|
| NAME | Madeleine Sjöman |
| GIVEN NAMES | Madeleine |
| FAMILY NAME | Sjöman |
| SIGNATURE | SJÖMAN M |
| AFFILIATIONS | Malmö University |
| ORCID | 0000-0001-6172-3876 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Conceptualizing adolescents’ everyday stressors to underscore areas for support
Introduction Identifying stressors in adolescents’ everyday life may prevent future mental health problems and could be used to promote wellbeing in school. To be able to identify possible coping tools in a school setting, the aim of this study is to conceptualize adolescents’ experiences of everyday stressors. Method Data was collected among 45 girls and 20 boys (aged 13–15) representing seven schools in Sweden. Participants were told to discuss…
Challenges to Relational Commitments of Preschool Staff in Supporting Children in Contexts with a High Proportion of Early Second Language Learners in Sweden
Research Findings: Few studies address the contextual conditions for preschool staff in supporting children in preschool, especially in classrooms with high proportions of early second language learners (L2-learners). The aim of the study was to describe preschool staff’s support of children’s engagement in units with high proportions of L2-learners. In an exploratory mixed-methods approach, eleven interviews (11 units and 27 staff) were conducte…
Are relations between children’s hyperactive behavior, engagement, and social interactions in preschool transactional? A longitudinal study
Based on bioecological systems theory, engagement is the mechanism for children’s learning and development. However, children with hyperactive behavior tend to be less engaged in early childhood education and care (ECEC), which might negatively influence their learning and development. On the other hand, social interaction might support children with hyperactive behavior staying engaged in these activities. The current study investigates whether …
Early Second Language Learners, Staff Responsiveness and Child Engagement in the Swedish Preschool Context in Relation to Child Behaviour Characteristics and Staffing
Preschool staffs' responsiveness affects children’s behaviour, their difficulties, and engagement in the preschool context, but children’s behaviour and characteristics also affect staff responsiveness. Early second language learners (L2-learners) have been shown to have more problems with behaviour and emotions and lower engagement in preschool. Being engaged in preschool activities predicts future academic performance, attitude towards school a…
Social interaction and gender as factors affecting the trajectories of children's engagement and hyperactive behaviour in preschool
Background and aimsSocial interactions in preschool and a child's gender are, in cross-sectional studies, related to the child's overall levels of hyperactive behaviour and engagement in preschool activities. However, whether social interaction and gender can predict children's engagement and hyperactivity is not thoroughly investigated. This study aims to investigate the longitudinal influence of gender, child-to-child interaction, and teacher r…
Assessing School Engagement – Adaptation and Validation of “Engagement Versus Disaffection With Learning
To follow the trajectories of children’s engagement in learning, validated measures of engagement appropriate for different ages and educational contexts are needed. The purpose of this study was to adapt and validate the school engagement questionnaire (Engagement Versus Disaffection with Learning: Teacher Report, EDL) in the Swedish educational context, and to investigate if it assesses the same construct as a measure of engagement used for chi…
No prominent works on this page.
Assessing School Engagement – Adaptation and Validation of “Engagement Versus Disaffection With Learning
To follow the trajectories of children’s engagement in learning, validated measures of engagement appropriate for different ages and educational contexts are needed. The purpose of this study was to adapt and validate the school engagement questionnaire (Engagement Versus Disaffection with Learning: Teacher Report, EDL) in the Swedish educational context, and to investigate if it assesses the same construct as a measure of engagement used for chi…
Early Second Language Learners, Staff Responsiveness and Child Engagement in the Swedish Preschool Context in Relation to Child Behaviour Characteristics and Staffing
Preschool staffs' responsiveness affects children’s behaviour, their difficulties, and engagement in the preschool context, but children’s behaviour and characteristics also affect staff responsiveness. Early second language learners (L2-learners) have been shown to have more problems with behaviour and emotions and lower engagement in preschool. Being engaged in preschool activities predicts future academic performance, attitude towards school a…
Social interaction and gender as factors affecting the trajectories of children's engagement and hyperactive behaviour in preschool
Background and aimsSocial interactions in preschool and a child's gender are, in cross-sectional studies, related to the child's overall levels of hyperactive behaviour and engagement in preschool activities. However, whether social interaction and gender can predict children's engagement and hyperactivity is not thoroughly investigated. This study aims to investigate the longitudinal influence of gender, child-to-child interaction, and teacher r…
Are relations between children’s hyperactive behavior, engagement, and social interactions in preschool transactional? A longitudinal study
Based on bioecological systems theory, engagement is the mechanism for children’s learning and development. However, children with hyperactive behavior tend to be less engaged in early childhood education and care (ECEC), which might negatively influence their learning and development. On the other hand, social interaction might support children with hyperactive behavior staying engaged in these activities. The current study investigates whether …
Conceptualizing adolescents’ everyday stressors to underscore areas for support
Introduction Identifying stressors in adolescents’ everyday life may prevent future mental health problems and could be used to promote wellbeing in school. To be able to identify possible coping tools in a school setting, the aim of this study is to conceptualize adolescents’ experiences of everyday stressors. Method Data was collected among 45 girls and 20 boys (aged 13–15) representing seven schools in Sweden. Participants were told to discuss…
Challenges to Relational Commitments of Preschool Staff in Supporting Children in Contexts with a High Proportion of Early Second Language Learners in Sweden
Research Findings: Few studies address the contextual conditions for preschool staff in supporting children in preschool, especially in classrooms with high proportions of early second language learners (L2-learners). The aim of the study was to describe preschool staff’s support of children’s engagement in units with high proportions of L2-learners. In an exploratory mixed-methods approach, eleven interviews (11 units and 27 staff) were conducte…
Developmental psychology (6 works) · Psychology (6 works) · Early Childhood Education and Development (5 works) · Child and Adolescent Psychosocial and Emotional Development (4 works) · Parental Involvement in Education (4 works) · Longitudinal study (3 works) · Medicine (3 works) · Social Psychology (3 works) · Applied Psychology (2 works) · Educational and Psychological Assessments (2 works)