Lena Almqvist
Dados Biográficos
| ID | 2745978 |
|---|---|
| NOME | Lena Almqvist |
| PRENOMES | Lena |
| SOBRENOME | Almqvist |
| ASSINATURA | ALMQVIST L |
| AFILIAÇÕES | Mälardalen University |
| ORCID | 0000-0001-5904-1390 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAÇÕES | 5 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2012 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Exploring paths to participation and non-participation in physical exercise among Swedish adolescents
Background Physical exercise (PE) is important for health. Girls are reported to participate less compared to boys. Multiple factors influence participation and non-participation, including neighborhood, socioeconomic status, social support, and disability. Factors may combine and form paths to participation or non-participation, yet these paths are unknown. To our knowledge, this is the first study to combine cluster analysis with a configuratio…
Time-Processing, Daily Time Management, and Autonomy in School-Age Children with ADHD Compared to Typically Developing Children and Children with Intellectual Disabilities—Different Patterns
Children with ADHD and children with ID have an increased risk of delayed TPA, affecting their DTM and autonomy, which may also influence their participation in daily activities. The results indicate a need to measure TPA and DTM to tailor interventions for each child
"I just want to move"
This study contributes to the limited research on preschool children's physical literacy by showing that children's motivation for movement is connected to how movement makes them feel. Thus, from the children's perspective, the affective domain of physical literacy is recognised as central to their engagement in movement. Including children's perspective advances the understanding of physical literacy and underscores the importance of considerin…
Bridging health literacy and physical literacy for sustainable health
In this paper, we propose that physical literacy should be conceptualized in relation to, and as interconnected with, health literacy rather than as a distinct and separate form of literacy, as is often presented. Furthermore, we contend that this approach should be more centrally integrated into health interventions that target health in general, as well as specific aspects aimed at determinants of health, such as physical activity. Rather than …
Engagement in Activity Settings of First and Second Language Learners in Preschool – The Role of Qualified Preschool Teachers and Classroom Structure
Research Findings: In Swedish preschools, second-language learners often display lower engagement in activity settings than first-language learners. This study used a multilevel model to examine the association between children’s language status, classroom structure, teacher qualifications, and engagement in preschool activity settings. The sample included 148 children, aged three to five, from classrooms with varying proportions of first and sec…
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…
Profiles of State and Trait Engagement of Preschool Children
Research Findings: This study examined the engagement of 494 preschool children in Sweden (M = 53.44 months, SD = 10.64) using both teacher questionnaires to measure global engagement (trait) and observations to measure momentary engagement (state). Using a person-oriented approach with cluster analysis, we identified five distinct profiles of global and momentary engagement, with four of them showing discrepancies between global and observed eng…
Patterns of observed child participation and proximity to a small group including teachers in Swedish preschool free play
The participation of all children in preschool activities is the main outcome of inclusive Early Childhood Education and Care (ECEC). The current study used the Child Observation in Preschool (COP) to explore the observed participation patterns in the free play of a sample of 3–5-year-old Swedish preschool children ( N = 453), and to examine the characteristics of the resulting clusters in terms of child and preschool unit characteristics. Based …
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…
Longitudinal pathways of engagement, social interaction skills, hyperactivity and conduct problems in preschool children
Preschool children’s engagement/social interaction skills can be seen as aspects of positive functioning, and also act as protective aspects of functioning. On the other hand, hyperactivity/conduct problems are risk aspects that negatively affect children’s everyday functioning. Few studies have investigated such orchestrated effects on mental health in young children over time. The aims of the study are first, to identify homogeneous groups of c…
Definitions and Operationalization of Mental Health Problems, Wellbeing and Participation Constructs in Children with NDD
Children with impairments are known to experience more restricted participation than other children. It also appears that low levels of participation are related to a higher prevalence of mental health problems in children with neurodevelopmental disorders (NDD). The purpose of this conceptual paper is to describe and define the constructs mental health problems, mental health, and participation to ensure that future research investigating partic…
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…
Preschool practices in Sweden, Portugal, and the United States
Professionalism, governance and inclusive education – A total population study of Swedish special needs educators
Prior research shows that special needs educators (SNEs) have had problems defining their occupational roles and jurisdiction, particularly regarding inclusive education. There are two occupational groups of SNEs in Sweden, namely special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name SNEs to refer to both groups. Here, results from a total population study of Swedish SNEs are pre…
Is it possible to get away from disability-based classifications in education? An empirical investigation of the Swedish system
Disability classifications is given a minor role in the Swedish national policy on special needs in schools. In the present study questionnaires are used to investigate the actual importance of medical diagnosis in obtaining special support as well as attitudes towards such practices. The study involves different levels of the educational system as well as different occupational groups within compulsory schooling and preschool. The results show t…
Preschool practices in Sweden, Portugal, and the United States
Is it possible to get away from disability-based classifications in education? An empirical investigation of the Swedish system
Disability classifications is given a minor role in the Swedish national policy on special needs in schools. In the present study questionnaires are used to investigate the actual importance of medical diagnosis in obtaining special support as well as attitudes towards such practices. The study involves different levels of the educational system as well as different occupational groups within compulsory schooling and preschool. The results show t…
Professionalism, governance and inclusive education – A total population study of Swedish special needs educators
Prior research shows that special needs educators (SNEs) have had problems defining their occupational roles and jurisdiction, particularly regarding inclusive education. There are two occupational groups of SNEs in Sweden, namely special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name SNEs to refer to both groups. Here, results from a total population study of Swedish SNEs are pre…
Is it possible to get away from disability-based classifications in education? An empirical investigation of the Swedish system
Disability classifications is given a minor role in the Swedish national policy on special needs in schools. In the present study questionnaires are used to investigate the actual importance of medical diagnosis in obtaining special support as well as attitudes towards such practices. The study involves different levels of the educational system as well as different occupational groups within compulsory schooling and preschool. The results show t…
Professionalism, governance and inclusive education – A total population study of Swedish special needs educators
Prior research shows that special needs educators (SNEs) have had problems defining their occupational roles and jurisdiction, particularly regarding inclusive education. There are two occupational groups of SNEs in Sweden, namely special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name SNEs to refer to both groups. Here, results from a total population study of Swedish SNEs are pre…
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…
Preschool practices in Sweden, Portugal, and the United States
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…
Longitudinal pathways of engagement, social interaction skills, hyperactivity and conduct problems in preschool children
Preschool children’s engagement/social interaction skills can be seen as aspects of positive functioning, and also act as protective aspects of functioning. On the other hand, hyperactivity/conduct problems are risk aspects that negatively affect children’s everyday functioning. Few studies have investigated such orchestrated effects on mental health in young children over time. The aims of the study are first, to identify homogeneous groups of c…
Definitions and Operationalization of Mental Health Problems, Wellbeing and Participation Constructs in Children with NDD
Children with impairments are known to experience more restricted participation than other children. It also appears that low levels of participation are related to a higher prevalence of mental health problems in children with neurodevelopmental disorders (NDD). The purpose of this conceptual paper is to describe and define the constructs mental health problems, mental health, and participation to ensure that future research investigating partic…
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…
Patterns of observed child participation and proximity to a small group including teachers in Swedish preschool free play
The participation of all children in preschool activities is the main outcome of inclusive Early Childhood Education and Care (ECEC). The current study used the Child Observation in Preschool (COP) to explore the observed participation patterns in the free play of a sample of 3–5-year-old Swedish preschool children ( N = 453), and to examine the characteristics of the resulting clusters in terms of child and preschool unit characteristics. Based …
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…
Profiles of State and Trait Engagement of Preschool Children
Research Findings: This study examined the engagement of 494 preschool children in Sweden (M = 53.44 months, SD = 10.64) using both teacher questionnaires to measure global engagement (trait) and observations to measure momentary engagement (state). Using a person-oriented approach with cluster analysis, we identified five distinct profiles of global and momentary engagement, with four of them showing discrepancies between global and observed eng…
Bridging health literacy and physical literacy for sustainable health
In this paper, we propose that physical literacy should be conceptualized in relation to, and as interconnected with, health literacy rather than as a distinct and separate form of literacy, as is often presented. Furthermore, we contend that this approach should be more centrally integrated into health interventions that target health in general, as well as specific aspects aimed at determinants of health, such as physical activity. Rather than …
Engagement in Activity Settings of First and Second Language Learners in Preschool – The Role of Qualified Preschool Teachers and Classroom Structure
Research Findings: In Swedish preschools, second-language learners often display lower engagement in activity settings than first-language learners. This study used a multilevel model to examine the association between children’s language status, classroom structure, teacher qualifications, and engagement in preschool activity settings. The sample included 148 children, aged three to five, from classrooms with varying proportions of first and sec…
Exploring paths to participation and non-participation in physical exercise among Swedish adolescents
Background Physical exercise (PE) is important for health. Girls are reported to participate less compared to boys. Multiple factors influence participation and non-participation, including neighborhood, socioeconomic status, social support, and disability. Factors may combine and form paths to participation or non-participation, yet these paths are unknown. To our knowledge, this is the first study to combine cluster analysis with a configuratio…
Time-Processing, Daily Time Management, and Autonomy in School-Age Children with ADHD Compared to Typically Developing Children and Children with Intellectual Disabilities—Different Patterns
Children with ADHD and children with ID have an increased risk of delayed TPA, affecting their DTM and autonomy, which may also influence their participation in daily activities. The results indicate a need to measure TPA and DTM to tailor interventions for each child
"I just want to move"
This study contributes to the limited research on preschool children's physical literacy by showing that children's motivation for movement is connected to how movement makes them feel. Thus, from the children's perspective, the affective domain of physical literacy is recognised as central to their engagement in movement. Including children's perspective advances the understanding of physical literacy and underscores the importance of considerin…
Psychology (12 obras) · Developmental psychology (10 obras) · Early Childhood Education and Development (9 obras) · Medicine (5 obras) · Parental Involvement in Education (5 obras) · Pedagogy (5 obras) · Psychological intervention (5 obras) · Social Psychology (5 obras) · Child and Adolescent Psychosocial and Emotional Development (4 obras) · Children's Physical and Motor Development (4 obras)