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  • 1. Bask, Miia
    et al.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Salmela-Aro, Katariina
    Bergman, Lars R.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Pathways to educational attainment in middle adulthood: the role of gender and parental educational expectations in adolescence2014In: Gender Differences in Aspirations and Attainment: A Life Course Perspective / [ed] Schoon, I.; Eccles, J. S., Cambridge: Cambridge University Press, 2014, p. 389-411Chapter in book (Refereed)
    Abstract [en]

    In this chapter, we apply the expectancy-value model of motivation, particularly the family socialization aspect of the model (Eccles (Parsons) et al., 1983; Eccles, 1994, 2007; Wigfield & Eccles, 2002) to address a number of key questions regarding gender differences in adult attainment, in particular educational attainment. When some individuals in the work force of today were children, what kinds of expectations did they have for themselves? What expectations did their parents have for them? Did these expectations vary for girls and boys? Were parents' expectations about their children's future education related to the actual education that these adolescents later attained in midlife? How did the child's academic ability and characteristics of the family figure into this picture? We present original empirical findings, drawing on data collected for a Swedish longitudinal study that spans from childhood to middle adulthood. In line with the expectancy-value model of motivation, the family's socioeconomic status (SES) was identified as an important predictor of several outcomes. Consistent with the model, for both genders, the family's SES and parental educational expectations in middle adolescence predicted middle adult educational attainment. The importance of grades differed by gender in that the mathematics grade was a statistically significant predictor of middle adult educational attainment for males, while for females grades in Swedish were a statistically significant predictor of middle adult educational attainment. In this chapter, we situated these study findings in the wider pertinent scholarly literature and discussed the implications of our results as they might relate to efforts to promote equitable and optimal life chances for the current generation of European girls and boys.

  • 2.
    Bask, Miia
    et al.
    University of Bergen, Department of Sociology, Bergen, Norway.
    Ferrer-Wreder, Laura
    Stockholm University, Department of Psychology, Stockholm, Sweden.
    Salmela-Aro, Katariina
    University of Jyväskylä, Jyväskylä, Finland.
    Bergman, Lars R.
    Stockholm University, Department of Psychology, Stockholm, Sweden.
    Pathways to educational attainment in middle adulthood: the role of gender and parental educational expectations in adolescence2014In: Gender differences in aspirations and attainment: a life course perspective / [ed] Schoon, I.; Eccles, J. S., Cambridge: Cambridge University Press , 2014, p. 389-411Chapter in book (Refereed)
    Abstract [en]

    In this chapter, we apply the expectancy-value model of motivation, particularly the family socialization aspect of the model (Eccles (Parsons) et al., 1983; Eccles, 1994, 2007; Wigfield & Eccles, 2002) to address a number of key questions regarding gender differences in adult attainment, in particular educational attainment. When some individuals in the work force of today were children, what kinds of expectations did they have for themselves? What expectations did their parents have for them? Did these expectations vary for girls and boys? Were parents' expectations about their children's future education related to the actual education that these adolescents later attained in midlife? How did the child's academic ability and characteristics of the family figure into this picture? We present original empirical findings, drawing on data collected for a Swedish longitudinal study that spans from childhood to middle adulthood. In line with the expectancy-value model of motivation, the family's socioeconomic status (SES) was identified as an important predictor of several outcomes. Consistent with the model, for both genders, the family's SES and parental educational expectations in middle adolescence predicted middle adult educational attainment. The importance of grades differed by gender in that the mathematics grade was a statistically significant predictor of middle adult educational attainment for males, while for females grades in Swedish were a statistically significant predictor of middle adult educational attainment. In this chapter, we situated these study findings in the wider pertinent scholarly literature and discussed the implications of our results as they might relate to efforts to promote equitable and optimal life chances for the current generation of European girls and boys.

  • 3.
    Bask, Miia
    et al.
    Department of Social Studies, Karlstad University, Karlstad, Sweden.
    Ferrer-Wreder, Laura
    Stockholm University, Department of Psychology, Stockholm, Sweden.
    Salmela-Aro, Katariina
    University of Jyväskylä, Jyväskylä, Finland.
    Bergman, Lars R.
    Stockholm University, Department of Psychology, Stockholm, Sweden.
    Pathways to Educational Attainment in Middle Adulthood: The Role of Gender and Parental Educational Expectations in Adolescence2012Conference paper (Refereed)
  • 4. Bask, Miia
    et al.
    Ferrer-Wreder, Laura
    Stockholms universitet, Psykologiska institutionen.
    Salmela-Aro, Katariina
    Bergman, Lars R.
    Stockholms universitet, Psykologiska institutionen.
    Pathways to educational attainment in middle adulthood: the role of gender and parental educational expectations in adolescence2014In: Gender Differences in Aspirations and Attainment: A Life Course Perspective / [ed] Schoon, I.; Eccles, J. S., Cambridge: Cambridge University Press , 2014, p. 389-411Chapter in book (Refereed)
    Abstract [en]

    In this chapter, we apply the expectancy-value model of motivation, particularly the family socialization aspect of the model (Eccles (Parsons) et al., 1983; Eccles, 1994, 2007; Wigfield & Eccles, 2002) to address a number of key questions regarding gender differences in adult attainment, in particular educational attainment. When some individuals in the work force of today were children, what kinds of expectations did they have for themselves? What expectations did their parents have for them? Did these expectations vary for girls and boys? Were parents' expectations about their children's future education related to the actual education that these adolescents later attained in midlife? How did the child's academic ability and characteristics of the family figure into this picture? We present original empirical findings, drawing on data collected for a Swedish longitudinal study that spans from childhood to middle adulthood. In line with the expectancy-value model of motivation, the family's socioeconomic status (SES) was identified as an important predictor of several outcomes. Consistent with the model, for both genders, the family's SES and parental educational expectations in middle adolescence predicted middle adult educational attainment. The importance of grades differed by gender in that the mathematics grade was a statistically significant predictor of middle adult educational attainment for males, while for females grades in Swedish were a statistically significant predictor of middle adult educational attainment. In this chapter, we situated these study findings in the wider pertinent scholarly literature and discussed the implications of our results as they might relate to efforts to promote equitable and optimal life chances for the current generation of European girls and boys.

  • 5.
    Bask, Miia
    et al.
    Department of Social Studies, Karlstad University, Karlstad, Sweden.
    Ferrer-Wreder, Laura
    Stockholm University, Department of Psychology, Stockholm, Sweden.
    Salmela-Aro, Katariina
    University of Jyväskylä, Jyväskylä, Finland.
    Bergman, Lars R.
    Stockholm University, Department of Psychology, Stockholm, Sweden.
    Pathways to Educational Attainment in Middle Adulthood: The Role of Gender and Parental Educational Expectations in Adolescence2012Conference paper (Refereed)
  • 6.
    Bergman, Lars R.
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Corovic, Jelena
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Modig, K.
    High IQ in early adolescence and career success in adulthood: Findings from a Swedish longitudinal study2014In: Research in Human Development, ISSN 1542-7609, Vol. 11, no 3, p. 165-185Article in journal (Refereed)
    Abstract [en]

    To what extent do intellectually talented adolescents pursue educational and vocational careers that match their intellectual resources? Career outcomes were compared between groups within different IQ ranges with a focus on comparing those with high IQ (top 10%, IQ > 119) to those with average IQ. Data were analyzed from the longitudinal Swedish IDA study (N = 1,326) with career outcomes measured in midlife (age 43–47). To obtain at least a master’s degree was almost 10 times more common for those of high IQ than for those of average IQ. Still, the proportion of high-IQ adolescents who did this was not high (13% of females, 34% of males) and as much as 20% of them did not even graduate from 3-year high school. For men only, there was a graded raise in income by IQ group.Within the high-IQ group there was no significant relationship between parents’ socioeconomic status and income. For men, high IQ predicted a strongly increased income/vocational level in midlife beyond what was predicted from a linear model of the IQ-outcome relationship.

  • 7.
    Bergman, Lars R.
    et al.
    Stockholm Univ, Stockholm, Sweden.
    Corovic, Jelena
    Örebro University, School of Law, Psychology and Social Work.
    Ferrer-Wreder, Laura
    Stockholm Univ, Stockholm, Sweden.
    Modig, Karin
    Karolinska Inst, Stockholm, Sweden.
    High IQ in Early Adolescence and Career Success in Adulthood: Findings from a Swedish Longitudinal Study2014In: Research in Human Development, ISSN 1542-7609, Vol. 11, no 3, p. 165-185Article in journal (Refereed)
    Abstract [en]

    To what extent do intellectually talented adolescents pursue educational and vocational careers that match their intellectual resources? Career outcomes were compared between groups within different IQ ranges with a focus on comparing those with high IQ (top 10%, IQ > 119) to those with average IQ. Data were analyzed from the longitudinal Swedish IDA study (N = 1,326) with career outcomes measured in midlife (age 43-47). To obtain at least a master's degree was almost 10 times more common for those of high IQ than for those of average IQ. Still, the proportion of high-IQ adolescents who did this was not high (13% of females, 34% of males) and as much as 20% of them did not even graduate from 3-year high school. For men only, there was a graded raise in income by IQ group. Within the high-IQ group there was no significant relationship between parents' socioeconomic status and income. For men, high IQ predicted a strongly increased income/vocational level in midlife beyond what was predicted from a linear model of the IQ-outcome relationship.

  • 8.
    Bergman, Lars R.
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Integrative summary and future research2014In: Research in Human Development, ISSN 1542-7609, Vol. 11, no 3, p. 237-240Article in journal (Refereed)
    Abstract [en]

    This article provides a summary and treatment of the wider implications of the findings reported in four empirical articles, in which the importance for outcomes in midlife of having a high IQ was studied. All studies were based on data from the Swedish longitudinal research program Individual Development and Adaptation (N = 1,326, born 1955). Some highlights from the studies include the identification of a nonlinear relationship between IQ and a number of adult outcomes, suggesting that nonlinear IQ-outcome relationships might not be rare. In common with numerous studies of IQ-outcome relationships, parents’ socioeconomic status was found to be a moderately strong predictor of vocational outcomes when the whole sample was studied. However, within the high-IQ group no significant relationship existed. In adolescence, the adjustment for those of high IQ was often better than for those of average IQ, but in midlife this positive difference often disappeared and was in some cases reversed. Intellectually talented women as compared to intellectually talented men often had considerably less successful careers, especially vocational careers. Underachieving women as compared to women who did not underachieve also tended to have more adjustment roblems in midlife. It was concluded that schools and their personnel must be adequately supported to “make good on” society’s obligation to further the potential of students that show early intellectual talent. Given past and current inequalities of opportunity, this seems especially important for bright girls and women.

  • 9.
    Bergman, Lars R.
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    The Implications of High IQ in Early Adolescence for Education, Career, and Adjustment in Midlife: Findings from a Swedish Longitudinal Study2014In: Research in Human Development, ISSN 1542-7609, Vol. 11, no 3, p. 161-164Article in journal (Refereed)
    Abstract [en]

    Inquiry into what intellectual talent is and how social institutions can support intellectually talented youth are historic, internationally held concerns. This article provides an introduction to a special issue that deals with the implications of high IQ in early adolescence for several important midlife outcomes. From a societal perspective, it is vital to know the extent to which intellectually talented youth attain an advanced education and become engaged in qualified occupations. Studies in this issue document a diversity of midlife outcomes for a large, reasonably representative urban cohort of intellectually talented Swedish adolescents, as well as consider the importance of gender and social class for these outcomes.

  • 10.
    Bergman, Lars R.
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Zukauskiene, Rita
    Career outcomes of adolescents with below average IQ: Who succeeds against the odds?2015In: Intelligence, ISSN 0160-2896, E-ISSN 1873-7935, Vol. 52, p. 9-17Article in journal (Refereed)
    Abstract [en]

    The educational and vocational careers of adolescents with below average IQ were studied in a sample of Swedish adolescents (N = 1326), born in 1955 and followed from early adolescence to midlife. Compared to those with average IQ, the level of education and occupational status achieved by those with below average IQ were, generally, considerably lower. This was the case, in particular, for female participants in the lowest IQ group. No significant relationships were found between parents' socioeconomic status and educational level, income, or occupational status in midlife for adolescents with low IQ (lowest 20%). When those with a successful educational or vocational career were compared to others on a number of competence factors, own educational aspirations stood out as the factor that differed most within each IQ group between those who succeeded and those who did not. The differences were largest for those of low IQ (effect sizes 0.4–1.6). These findings were consistent with results from multiple regression analyses, which, for instance, showed that, within the low IQ group and controlling for confounders, the only significant predictor of career outcomes was educational aspirations.

  • 11.
    Dimitrova, Radosveta
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Positive Youth Development of Roma Ethnic Minority Across Europe2017In: Handbook on Positive Development of Minority Children and Youth / [ed] Natasha J. Cabrera, Birgit Leyendecker, Springer, 2017, p. 307-320Chapter in book (Refereed)
    Abstract [en]

    Roma are one of Europe’s largest and most vulnerable ethnic minority groups, currently making up nearly 12 million people, and have historically experienced severe marginalization and discrimination. Roma children and youth in particular are globally recognized to be in need of support and their successful adaptation and optimal outcomes are of major interest to practitioners and policy makers. This chapter addresses resources within proximal contexts, such as peers and family contexts that have the potential to foster positive youth development in Roma ethnic minority populations in Europe. Roma are mainly a sedentary indigenous ethnic minority group characterized by strong family, community and peer bonds, thereby creating a unique and underrepresented context to study PYD. In this chapter, we provide a brief historical overview, current research and empirical findings on Roma children and youth within peer and family contexts. We draw on core theoretical models of PYD as well as selected developmental theories of normative development to highlight the applicability of these traditional frameworks to Roma ethnic minority groups. In so doing, we pay careful attention to the cultural, ethnic, and economic characteristics of Roma youth and their family context. In the conclusion, we explored the implications of the reviewed evidence to the development of resource-oriented policy and practice for Roma youth.

  • 12.
    Dimitrova, Radosveta
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Galanti, Maria Rosaria
    Pedagogical and Social Climate in School Questionnaire: Factorial Validity and Reliability of the Teacher Version2016In: Journal of Psychoeducational Assessment, ISSN 0734-2829, E-ISSN 1557-5144, Vol. 34, no 3, p. 282-288Article in journal (Refereed)
    Abstract [en]

    This study evaluated the factorial structure of the Pedagogical and Social Climate in School (PESOC) questionnaire among 307 teachers in Bulgaria. The teacher edition of PESOC consists of 11 scales (i.e., Expectations for Students, Unity Among Teachers, Approach to Students, Basic Assumptions About Students’ Ability to Learn, School–Home Relations, Teacher Cooperation, Teachers’ Professional Development, Teaching Activities, Student Valuation, Principal’s Pedagogical Leadership, and School Management). A confirmatory factor analysis conducted with structural equation modeling supported a bi-dimensional factor model (Students and Teachers; School Leadership and Management). School climate indicators were also significantly and positively correlated. PESOC is an asset to the literature on assessment of school climate with evidence for factorial validity and reliability in an underresearched international context.

  • 13.
    Dimitrova, Radosveta
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Trost, Kari
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Intergenerational transmission of ethnic identity and life satisfaction of Roma minority adolescents and their parents2015In: Journal of Adolescence, ISSN 0140-1971, E-ISSN 1095-9254, Vol. 45, p. 296-306Article in journal (Refereed)
    Abstract [en]

    This study investigates intergeneration transmission of ethnic identity as a resource for life satisfaction of Roma adolescents and their parents. Historically, Roma represent the largest ethnic minority in Europe. They have been exposed to severe discrimination, social exclusion, and poverty. Therefore, identifying resources for their life satisfaction is theoretically and practically important. The present study included 1093 participants, of which there were 171 Roma adolescents (age: M = 14.96 years, SD = 1.85), 155 mothers (age: M = 36.16 years, SD = 5.77) and 123 fathers (age: M = 39.68 years, SD = 6.06). Further, a comparison group of 248 mainstream adolescents with their mothers (n = 221) and fathers (n = 175) was also included in the study. Adolescents and their parents provided data on ethnic identity (MEIM;  Phinney, 1992) and life satisfaction (SWLS; Diener, Emmons, Larsen, & Griffin, 1985). Results indicated that Roma youth were lower on endorsement of ethnic identity and average on life satisfaction compared to their mainstream peers. A structural equation model showed that ethnic identity was a positive predictor of life satisfaction for both adolescents and their Roma parents. Furthermore, parents' ethnic identity was a predictor of adolescent life satisfaction. We concluded that for Roma youth and their parents, ethnic identity represents a salient source for life satisfaction and an intergenerational continuity of identity and life satisfaction exists.

  • 14.
    Dimitrova, Radosveta
    et al.
    Stockholm Univ, Dept Psychol, Frescati Hagv 14, S-10691 Stockholm, Sweden.
    Ferrer-Wreder, Laura
    Stockholm Univ, Dept Psychol, Frescati Hagv 14, S-10691 Stockholm, Sweden.
    Åhlén, Johan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Psychology.
    School Climate, Academic Achievement and Educational Aspirations in Roma Minority and Bulgarian Majority Adolescents2018In: Child and Youth Care Forum, ISSN 1053-1890, E-ISSN 1573-3319, Vol. 47, no 5, p. 645-658Article in journal (Refereed)
    Abstract [en]

    Background: School climate can promote students' academic achievement and high educational aspirations. School climate refers to the quality and character of school life, norms, values, social interactions and organizational processes within a school.

    Objective: We examined for the present sample whether (a) school climate relates to academic achievement and educational aspirations and (b) such relations vary for Roma minority compared to their majority peers.

    Method: Participants in this cross-sectional study were 356 adolescents aged 11-19years old (159 Roma, 197 Bulgarian majority), 332 mothers (149 Roma, 183 majority), 231 fathers (104 Roma, 127 majority) and 221 majority teachers who completed self-report surveys to address the study goals. Adolescents provided data on educational aspirations and academic achievement, parents on their children's educational aspirations and teachers reported on school climate. We employed linear mixed models to explore associations of school climate, academic achievement and educational aspirations among Roma and Bulgarian majority youth.

    Results: There were negative associations between teacher-reported school climate and students' academic achievement, as well as adolescent and parental educational aspirations for Roma adolescents only. Roma adolescents and parents reported lower academic achievement and educational aspirations than their majority counterparts.

    Conclusions: This study supports the relevance of school climate in relation to academic achievement and aspirations of disadvantaged minority students. Interventions should pay close attention to perceptions and attitudes in a school to successfully promote positive outcomes among students.

  • 15.
    Dimitrova, Radosveta
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Hatano, Kai
    Sugimura, Kazumi
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    The Erikson Psychosocial Stage Inventory in Adolescent Samples: Factorial Validity and Equivalence of Identity as Measured From the United States and Japan2019In: European Journal of Psychological Assessment, ISSN 1015-5759, E-ISSN 2151-2426, Vol. 35, no 5, p. 680-684Article in journal (Refereed)
    Abstract [en]

    This study tested the factorial structure and equivalence of identity as measured by the Erikson Psychosocial Stage Inventory (EPSI; Rosenthal, Gurney, & Moore, 1981) in 2,666 adolescents (Mage = 16.53, SD = 1.50, 55% girls) in the United States and Japan. The EPSI Identity Scale is a widely used measure of the Eriksonian conceptualization of personal identity (i.e., individual self-knowledge, synthesis, and consistency) and is measured with two factors: identity confusion and synthesis. A bi-factor model for the EPSI had a better fit than a single- and two-factor model. Moreover, the EPSI results showed configural and partial metric equivalence, but did not show scalar equivalence across samples. Future cross-national research with adolescents from the United States and Japan may investigate correlates between identity, as measured by the EPSI, with other measures of interest. However, group comparisons among these samples may be ill advised due to a lack of scalar equivalence.

  • 16. Eichas, Kyle
    et al.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Olsson, Tina M.
    Contributions of Positive Youth Development to Intervention Science2019In: Child and Youth Care Forum, ISSN 1053-1890, E-ISSN 1573-3319, Vol. 48, no 2, p. 279-287Article in journal (Refereed)
    Abstract [en]

    Background: Advances in knowledge of how to promote positive youth development (PYD) have significant potential to enrich intervention science. As part of a broader movement in the direction of a more fully integrated intervention science, PYD intervention research can provide practitioners in youth behavioral and mental health with an updated set of intervention tools beyond problem-focused strategies for reducing or preventing dysfunction.

    Objective: The objective of this commentary is to highlight potential contributions of PYD research to the development of more complete models of youth intervention, as well as to identify directions for future PYD intervention research.

    Method: This commentary discusses and expands on findings from the present articles that contribute to an empirical foundation for connecting PYD promotion with the science and practice of treatment and prevention.

    Results: The findings point to practical advantages that result from understanding the empirical links among PYD, treatment, and prevention on the way to achieving a more fully integrated intervention science, as well as methodological challenges involved in pursuing this agenda.

    Conclusions: In this context, the next generation of intervention science will be driven by integrating PYD’s contextual, cultural, relational, global, and participatory values into the science of building and testing youth interventions.

  • 17.
    Eninger, Lilianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Eichas, Kyle
    Allodi Westling, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Smedler, Ann-Charlotte
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Clinical psychology.
    Olsson, Tina
    Sedem, Mina
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Ginnner Hau, Hanna
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Herkner, Birgitta
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Domitrovic, Celene
    Culture and Young Children’s Social Emotional Competence: Findings and Implications for the Cultural Adaptation of Interventions2017Conference paper (Other academic)
  • 18.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Advancing child and adolescent well-being through positive youth development and prevention programs2014In: Handbook of Child Well-Being: theories, methods and policies in global perspective / [ed] Ben-Arieh, A., Casas, F., Frønes, I., Korbin, J.E., Springer Netherlands, 2014, p. 3025-3041Chapter in book (Other academic)
    Abstract [en]

    This chapter is a commentary that highlights advances in a particular group of interventions–positive youth development (PYD) and prevention interventions that have demonstrated utility in increasing the social and emotional competence of children and adolescents. As this chapter documents, social and emotional competence has been central to several PYD (e.g., Catalano et al. 2002; Durlak et al. 2010) and prevention interventions (e.g., Beelmann and Lösel 2006). Importantly, interventions focused on building social and emotional competence have demonstrated wide ranging beneficial effects on a number of important positive and problematic outcomes. Social and emotional competence is a particularly useful construct, in that it may be of explanatory importance to the etiology and developmental progression of both optimal and problematic outcomes. It represents one of potentially many examples of how the wider frameworks of PYD and prevention science might attain greater synergy. Such examples are critical in that the middle ground between prevention science and PYD could eventually represent one of the leading edges of future growth and innovation for intervention science. As intervention science matures, there is a clear need to widen the reach of interventions, helping more people on larger scales more flexibly and reliably. Although present day meta-analyses reveal a great deal, the next phases of intervention science will increasingly center on the need to know how interventions fare under varying conditions. Such information exists in some cases, but a greater integration of the stage of intervention development information in meta-analyses is needed.

  • 19.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Reflections: Teaching Abroad2016In: International Psychology Bulletin, Vol. 20, no 1, p. 32-32Article in journal (Other (popular science, discussion, etc.))
  • 20.
    Ferrer-Wreder, Laura
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Adamson, Lena
    Kumpfer, Karol L.
    Eichas, Kyle
    Advancing Intervention Science Through Effectiveness Research: A Global Perspective2012In: Child and Youth Care Forum, ISSN 1053-1890, E-ISSN 1573-3319, Vol. 41, no 2, p. 109-117Article in journal (Refereed)
    Abstract [en]

    Background: Effectiveness research is maturing as a field within intervention and prevention science. Effectiveness research involves the implementation and evaluation of the effectiveness of the dissemination of evidence-based interventions in everyday circumstances (i.e., type 2 translational research). Effectiveness research is characterized by diverse types of research studies. Progress in this field has the potential to inform several debates within intervention science [e.g., fidelity versus local and cultural adaptation; identification of core components, effective dissemination systems). Objective: To provide illustrations from different countries (Ireland, Italy, South Africa, Sweden, New Zealand, and the United States) of how intervention science might raise the value of future effectiveness or type 2 translational research. Methods: Themes raised by individual articles and across articles are summarized and expanded on in this commentary. Results: Themes consist of raising awareness about the importance of effectiveness research on the cultural adaptation of evidence-based interventions and intervention support structures, as well as further development of strategies to bridge the gap between research and practice. Conclusions: Effectiveness research has an important role to play in affecting systemic change on a population level and allowing us to gain a realistic global understanding of the phenomena we hope to change through interventions. Articles in this special issue provide reports from social scientists and practitioners located in various parts of the world and offer a rich, diverse portrait of effectiveness research and theory development. The totality of the work contained in this special issue anticipates many of the changes that intervention and prevention science will undergo as we progress and develop effective dissemination strategies for evidence-based interventions that promote positive youth development and prevent youth and family problems on a global scale.

  • 21.
    Ferrer-Wreder, Laura
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Eichas, Kyle
    Lorente, C.
    Dimitrova, Radosveta
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Galanti, M.R.
    Exploring identity synthesis, gender, and adjustment in the KUPOL Study: Initial findings2017Conference paper (Other academic)
  • 22.
    Ferrer-Wreder, Laura
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Eichas, Kyle
    Trost, Kari
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Galanti, Maria Rosaria
    Ways to Measure Family-Related Factors in Swedish Families using Child and Parent Reports2018Conference paper (Other academic)
    Abstract [en]

    Many Swedish parents report that they tend to employ moderate control as well as frequent use of democratic parenting practices (Trost, 2012). This approach to parenting combined with policy and institutional supports for child and family welfare make the Swedish parenting context in some ways unique and in need of further investigation (e.g., Trost, El-Khouri, & Sundell, 2015). From a measurement perspective, when parents and children in the same family report on the same construct, one is faced with several questions such as are the child and parent reports reflective of the same construct? If yes, then child and parent reports can be modelled or conceptualized as indicators of the same construct. Another possibility is that adolescents’ and parents’ perceptions of a given construct are fundamentally different from one another. A number of options exist in terms of how to conceptualize measurement when parents and children report on the same construct (Bank, Dishion, Skinner, & Patterson, 1990).

    The results presented in this poster are from a longitudinal study of school climate and mental health (study name and citation blinded for peer review). The sample consists of a cohort of Swedish 7th graders (N=3,932, aged 13-14 years old, 51.8% =female, from 101 schools in eight Swedish regions). At grade 7, using structural equation modelling (SEM), different measurement models of family-related factors were tested, namely democratic parenting (Wray-Lake & Flanagan, 2012), parental warmth (Trost, et al, 2007; Tilton-Weaver et al., 2010), and child-parent communication (Kerr & Statin, 2000). Adolescents in the cohort and one of their parents reported on these constructs at grades 7, 8, and 9. The results presented here are for grade 7. Analyses were conducted with Mplus 7.4 (using Mplus’s robust maximum likelihood estimator, TYPE = COMPLEX in Mplus, to account for the nested nature of responses by school building, and FIML estimation for missing data). Three SEM models were tested, including (1) a three-factor model in which parallel child and parent reports were indicators of the same family factors, (2) a six-factor model in which parallel child and parent reports were indicators of separate family factors, and (3) a multi-trait multi-method model with three family factors and two method factors (parent and child report; Model 3). Two models showed good fit to the data: the six-factor model, χ2(89) = 164.873; CFI = .997; RMSEA = .015 [.011, .018], and the multi-trait multi-method model, χ2(84) = 533.735; CFI = .982. RMSEA = .037 [.034, .040]. While both models evidenced good fit, the six-factor model provided the more parsimonious solution. This result indicates that adolescents and parents in this sample may be viewing the family-related factors in different ways. In the poster, other analyses will be reported on the utility of the models identified in grade 7 at the other study time points, such as at grades 8 and 9. Study findings will also be discussed in terms of culture and parenting.

  • 23.
    Ferrer-Wreder, Laura
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Jaccard, J.
    Förberedande datagranskning2012In: Att göra effektutvärderingar / [ed] Knut Sundell, Stockholm: Gothia Förlag AB, 2012, p. 337-360Chapter in book (Other academic)
    Abstract [sv]

    Bokinformation: Varje år berörs hundratusentals personer av psykosociala och pedagogiska interventioner. Det handlar exempelvis om behandling av missbruk, insatser för utsatta barn och läsundervisning i grundskolan. Endast undantagsvis har dessa interventioner utvärderats, vilket innebär att vi inte vet vilken effekt de har eller om de rentav kan skada. I antologin Att göra effektutvärderingar beskrivs hur man genomför effektutvärderingar, som ger kunskap om hur interventioner fungerar. Boken ger detaljerad och praktisk vägledning som är till nytta för alla som är intresserade av att lära sig mer om effektutvärderingar – både forskarstuderande och forskare som redan ansvarat för effektutvärderingar. Ämnen som tas upp är bland annat forskningsetik, studiedesign, mätinstrument, urval och rekrytering av undersökningspersoner, datainsamling, ekonomiska analyser, dataanalys och tolkning samt rapportskrivning. Bokens författare har lång erfarenhet inom området och representerar olika discipliner såsom psykologi, folkhälsovetenskap, socialt arbete, pedagogik, statistik, epidemiologi, sociologi, evolutionsbiologi, medicinsk vetenskap och datavetenskap. Redaktör för boken är Knut Sundell, docent i psykologi och socialråd på Socialstyrelsen, som har lång erfarenhet av att utvärdera interventioner inom förskola, skola och socialtjänst.

  • 24.
    Ferrer-Wreder, Laura
    et al.
    Penn State Capital College.
    Koutakis, Nikolaus
    Örebro University, Department of Social and Political Sciences.
    Stattin, Håkan
    Örebro University, Department of Social and Political Sciences.
    Alkoholprevention i familjen2002In: Den svenska supen i det nya Europa: nya villkor för alkoholprevention : en kunskapsöversikt / [ed] Sven Andréasson, Stockholm: Folkhälsoinstitutet , 2002, p. 111-136Chapter in book (Refereed)
  • 25.
    Ferrer-Wreder, Laura
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Major-Sanabria, M. E.
    Caribbean Center for Child Development, Nassau, Bahamas.
    Shine, A.
    Adrian Dominican School of Education, Barry University, Miami Florida, United States of America.
    Tubman, J.G.
    Department of Psychology, Florida International University, Miami Florida, United States of America.
    The diversity of sexually active teens: Urban American adolescents' sexual debut predicting risk and protection factors2010Conference paper (Refereed)
    Abstract [en]

    Later sexual debut has been connected to increased psychosocial strengths (Houlihan et al., 2007). These cross-sectional analyses speak to the need to look not only for risks, but also for strengths in sexually active adolescents. We hypothesized that later sexual debut, even among sexually active teens, would be associated with decreased risk and increased protection in individual and relationship factors. Participants (N=280) were 57% male and predominately 96% Black or African American (Mage = 17) sexually active high school students in an urban setting. The U.S. Substance Abuse and Mental Health Services Administration (SAMHSA) Youth Survey National Substance Abuse, HIV, and Hepatitis Prevention Initiative Cohort 6 Youth Baseline Questionnaire was used as the primary index. This self report survey has established psychometric properties. In this study, scale scores had good (.68-.85) internal reliability. Scale scores and individual items provided indices of adolescents' sexual debut, HIV and hepatitis knowledge, norms related to drug use, perceived harm associated with drug use, perceived control in risk situations, peer risk (i.e., friends' drug use, antisocial behavior, and sexual activity), as well as the youth's perception of family cohesion. Results showed that relative to participants with an early sexual debut, those with a later debut were more likely to disapprove and perceive more risk associated with drug use, report greater control in risk situations, have fewer 'risky' friends, and know more about hepatitis. SEM analyses (AMOS 17.0) showed similar results. All indices pointed towards good model fit. Parameter estimates indicated that later sexual debut was linked to less peer risk, greater disapproval of drugs, and increased hepatitis knowledge. Results across analyses suggested that sexual debut was important to how these adolescents stood on drug related risk and protective factors, their perceptions of friends, and health knowledge.

  • 26.
    Ferrer-Wreder, Laura
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Montgomery, Marilyn M.
    Lorente, Carolyn Cass
    Habibi, Mojtaba
    Identify interventions for adolescents: promoting optimal identity2014In: Encyclopedia of primary prevention and health promotion / [ed] Gullotta, Thomas P., Bloom, Martin, New York: Springer, 2014, 2, p. 1278-1287Chapter in book (Other academic)
  • 27.
    Ferrer-Wreder, Laura
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Saint-Eloi Cadely, Hans
    Domitrovich, Celene E.
    Small, Meg L.
    Caldwell, Linda L.
    Cleveland, Michael J.
    Is More Better? Outcome and Dose of a Universal Drug Prevention Effectiveness Trial2010In: Journal of Primary Prevention, ISSN 0278-095X, E-ISSN 1573-6547, Vol. 31, no 5, p. 349-363Article in journal (Refereed)
    Abstract [en]

    Two evidence-based interventions, Life Skills Training and TimeWise, were combined in an effectiveness trial. Participants were predominately African American youth (N = 715; Mage = 12). The study authors provide an empirical demonstration of the implications of incorporating dosage information in intervention outcome analyses. Study results showed no program-related benefits for drug use. Results indicated intervention-related benefits for assertiveness and anxiety management skills and drug use intentions as well as a reduction in detrimental leisure motivations. High program exposure and lesson coverage tended to be connected to intervention benefits. Study findings also documented ways that dosage information provides insight into interventions and their effects.

  • 28. Ferrer-Wreder, Laura
    et al.
    Stattin, Håkan
    Örebro University, School of Law, Psychology and Social Work.
    Karlsson, Erica
    Föräldrastöd i teori och praktik: lokalt brottsförebyggande arbete : idéskrift #10 från Brottsförebyggande rådet2003Book (Other (popular science, discussion, etc.))
  • 29. Ferrer-Wreder, Laura
    et al.
    Stattin, Håkan
    Örebro University, School of Law, Psychology and Social Work.
    Lorente, Carolyn Cass
    Tubman, Jonathan G.
    Adamson, Lena
    Framgångsrika preventionsprogram för barn och unga: en forskningsöversikt2005Book (Other academic)
  • 30. Ferrer-Wreder, Laura
    et al.
    Stattin, Håkan
    Örebro University, School of Law, Psychology and Social Work.
    Lorente, Carolyn Cass
    Tubman, Jonathan G.
    Adamson, Lena
    Successful prevention and youth development programs: across borders2004Book (Other academic)
  • 31.
    Ferrer-Wreder, Laura
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Sugimura, Kazumi
    Trost, Kari
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Poyrazli, Senel
    Klingstedt, Marie-Louise
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Thomas, Sara
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    The intersection of culture, health, and risk behaviors in emerging and young adults2015In: Oxford Handbook of Human Development and Culture: an Interdisciplinary Perspective / [ed] Lene Arnett Jensen, Oxford: Oxford University Press, 2015, p. 502-518Chapter in book (Refereed)
    Abstract [en]

    This chapter provides a cross-cultural exploration of antisocial behavior, substance use, and sexual behavior in relation to health among emerging and young adults. By summarizing what is known about these risk behaviors and health in Sweden, Japan, and Turkey, the authors discuss differences and commonalities between countries in terms of proximal causes and the relations between risk behaviors and disease. Finally, the authors discuss the importance of the development of theories that have the potential to bridge the not-so-distal connection between cultural resources, developmental processes, and health. The chapter ends with an examination of selected themes across the respective nations and recommendations for how to advance future research on risk and health in emerging and young adults.

  • 32.
    Ferrer-Wreder, Laura
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Sundell, Knut
    Utvärdering av importerade interventioner2012In: Att göra effektutvärderingar / [ed] Knut Sundell, Stockholm: Gothia Förlag AB, 2012, p. 205-222Chapter in book (Other academic)
    Abstract [sv]

    Bokinformation: Varje år berörs hundratusentals personer av psykosociala och pedagogiska interventioner. Det handlar exempelvis om behandling av missbruk, insatser för utsatta barn och läsundervisning i grundskolan. Endast undantagsvis har dessa interventioner utvärderats, vilket innebär att vi inte vet vilken effekt de har eller om de rentav kan skada. I antologin Att göra effektutvärderingar beskrivs hur man genomför effektutvärderingar, som ger kunskap om hur interventioner fungerar. Boken ger detaljerad och praktisk vägledning som är till nytta för alla som är intresserade av att lära sig mer om effektutvärderingar – både forskarstuderande och forskare som redan ansvarat för effektutvärderingar. Ämnen som tas upp är bland annat forskningsetik, studiedesign, mätinstrument, urval och rekrytering av undersökningspersoner, datainsamling, ekonomiska analyser, dataanalys och tolkning samt rapportskrivning. Bokens författare har lång erfarenhet inom området och representerar olika discipliner såsom psykologi, folkhälsovetenskap, socialt arbete, pedagogik, statistik, epidemiologi, sociologi, evolutionsbiologi, medicinsk vetenskap och datavetenskap. Redaktör för boken är Knut Sundell, docent i psykologi och socialråd på Socialstyrelsen, som har lång erfarenhet av att utvärdera interventioner inom förskola, skola och socialtjänst.

  • 33.
    Ferrer-Wreder, Laura
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Sundell, Knut
    Eichas, Kyle
    Habibi, Mojtaba
    An empirical test of a diffusion framework for school-based prevention: the 21 Swedish junior high school study2015In: Journal of community psychology (Print), ISSN 0090-4392, E-ISSN 1520-6629, Vol. 43, no 7, p. 811-831Article in journal (Refereed)
    Abstract [en]

    This is a three year, quasi-experimental trial of an intervention diffusion framework. There were 11 intervention and 10 control junior high schools located in either a large Swedish city or the Swedish countryside. Multilevel structural equation modeling was used to evaluate a two-level model (1337 students nested in 85 classrooms), outcomes: internalizing and externalizing problems, substance use, socio-emotional competence, and perception of a positive school environment. Results showed that framework-related benefits were predominately shown either for one gender or one gender living in a particular setting. Changes were also primarily of a buffering character, in which a subgroup of comparison participants showed a poorer pattern of change relative to intervention participants. Study results provide evidence for discourse about what is an optimal level of choice for intervention stakeholders to have when implementing interventions and provides an empirical test of a diffusion framework in routine practice, outside of the United States.

  • 34.
    Ferrer-Wreder, Laura
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Sundell, Knut
    Mansoory, Shahram
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Tinkering with Perfection: Theory Development in the Intervention Cultural Adaptation Field2012In: Child and Youth Care Forum, ISSN 1053-1890, E-ISSN 1573-3319, Vol. 41, no 2, p. 149-171Article in journal (Refereed)
    Abstract [en]

    Background Testing evidence-based interventions (EBIs) outside of their home countryhas become increasingly commonplace. There is a need for theoretically guided researchon how to best create and test the effects of culturally adapted interventions.

    Objective To illustrate how the field might raise the scientific and practical value offuture effectiveness and dissemination trials of culturally adapted interventions, as well asto provide support for theoretically informed research on this subject to take greater root.

    Methods Nine theories that offer guidance on how to adapt existing EBIs for a newcultural group were summarized and evaluated.

    Results Commonalities among the selected theories included a focus on the need forcollaboration as part of the adaptation process and shared emphasis on taking systematicsteps to select an intervention to adapt, as well as calls for adaptations to be guided byspecific types of empirical studies. Among the theories, variability existed in terms of whatconstituted an adaptation.

    Conclusions As EBIs go global, intervention adaptation promises to be the subject ofsubstantial future scholarly attention. There is a need to develop systematic evidence-basedmethods that allow for some degree of adaptation, while still bringing about EBIs’ desiredbenefits.

  • 35.
    Ferrer-Wreder, Laura
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Thomas, Sarah
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Advancing a global understanding of adolescence2012In: PsycCritiques, ISSN 1553-0138, Vol. 57, no 37Article, book review (Other (popular science, discussion, etc.))
    Abstract [en]

    Reviews the book, Adolescent Psychology Around the World edited by Jeffrey Jensen Arnett (see record 2011-23173-000). This book offers readers profiles of adolescents’ everyday lives. Each chapter provides a summary of relevant information on adolescents in one country. The authors were charged with addressing the same 14 topics, and the products are national views on adolescents coupled with the possibility of cross-national comparisons by topic area. The book aims to correct an imbalance in adolescent research, which is overly focused on American adolescents. Although the book’s stated purpose is a descriptive one, questions about what is development itself, what is the relation between human development and culture, and what is optimal youth development from a global perspective are hard to avoid when one is reading this volume. Even if one has a desire for this book to have had more ambitious aims in terms of theory and metatheory, it does illustrate the value of attempting to take culture seriously. Because this book represents one of the many steps needed to move psychology and the field of human development forward, it is essential reading, whether one is a practitioner working with adolescents or a university lecturer or student participating in a course connected to adolescence or human development. Scholars will also find Adolescent Psychology Around the World a useful work, with many chapters providing high-quality scholarship and/or novel coverage of topics within the field of adolescence.

  • 36.
    Ferrer-Wreder, Laura
    et al.
    Stockholm University, Stockholm, Sweden.
    Trost, Kari
    Örebro University, School of Law, Psychology and Social Work.
    Lorente, Carilyn Cass
    Liberal Arts Division, Northern Virginia Community College, Alexandria, United States.
    Mansoory, Shahram
    Stockholm University, Stockholm, Sweden.
    Personal and ethnic identity in Swedish adolescents and emerging adults2012In: New Directions for Child and Adolescent Development, ISSN 1520-3247, E-ISSN 1534-8687, Vol. 138, p. 61-86Article in journal (Other academic)
    Abstract [en]

    The chapter describes empirical evidence about identity development in Swedish adolescents and emerging adults and highlights cultural and contextual influences that may be specific to coming of age in Sweden. Broad trends in identity options are evident in the lives of many youth living in Sweden. Although research on identity and diversity is in its infancy in Sweden, due at least in part to its tradition of longitudinal research, its contribution to understanding advances in adolescent-parent and peer relations, and its contributions to developmental interactionist metatheories of human development, the country has the potential to forge a new generation of identity research that takes into account the ongoing process of person-environment interactions.

  • 37.
    Ferrer-Wreder, Laura
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Trost, Kari
    Lorente, Carolyn Cass
    Mansoory, Shahram
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Personal and ethnic identity in Swedish adolescents and emerging adults2012In: New Directions for Child and Adolescent Development, ISSN 1520-3247, E-ISSN 1534-8687, no 138, p. 61-86Article in journal (Refereed)
    Abstract [en]

    The chapter describes empirical evidence about identity development in Swedish adolescents and emerging adults and highlights cultural and contextual influences that may be specific to coming of age in Sweden. Broad trends in identity options are evident in the lives of many youth living in Sweden. Although research on identity and diversity is in its infancy in Sweden, due at least in part to its tradition of longitudinal research, its contribution to understanding advances in adolescent–parent and peer relations, and its contributions to developmental interactionist metatheories of human development, the country has the potential to forge a new generation of identity research that takes into account the ongoing process of person–environment interactions.

  • 38.
    Ferrer-Wreder, Laura
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Wänström, Linda
    Corovic, Jelena
    Midlife outcomes of educationally underachieving Swedish adolescents with above average generalized intelligence2014In: Research in Human Development, ISSN 1542-7609, Vol. 11, no 3, p. 217-236Article in journal (Refereed)
    Abstract [en]

    Some people will follow a different educational path despite having the intellectual ability to do well in school. This study explored how educational achievers and underachievers were different from each other in middle adulthood as well as examined which individual and contextual factors in adolescence were important to educational underachievement in middle adulthood. Participants are a school cohort followed from age 10 to middle adulthood (N = 1,326) and are from the Swedish longitudinal research program entitled Individual Development and Adaptation. This study focuses on a subgroup of Individual Development and Adaptation participants (n = 304) with above average intelligence (Mean IQ = 119.39, SD = 5.97). Study findings showed that a minority of adolescents in the study focal group (26%) did not complete high school, and women were more likely to educationally underachieve than men. A simultaneous multilevel logistic regression, with school class accounted for in the analysis, showed that for those of above average intelligence parents’ socioeconomic status and school grades were the strongest predictors of educational attainment. Finally, in midlife, underachievers had lower incomes and occupational levels, drank less frequently, and rated their health as worse than achievers. Study implications are discussed in terms of ways to advance the field of gifted underachievement and in relation to Swedish gifted educational policy.

  • 39.
    Ferrer-Wreder, Laura
    et al.
    Stockholm University, Sweden.
    Wänström, Linda
    Linköping University, Department of Computer and Information Science, Statistics. Linköping University, Faculty of Arts and Sciences.
    Corovic, Jelena
    University of Örebro, Sweden.
    Midlife Outcomes of Educationally Underachieving Swedish Adolescents With Above Average Generalized Intelligence2014In: RESEARCH IN HUMAN DEVELOPMENT, ISSN 1542-7609, Vol. 11, no 3, p. 217-236Article in journal (Refereed)
    Abstract [en]

    Some people will follow a different educational path despite having the intellectual ability to do well in school. This study explored how educational achievers and underachievers were different from each other in middle adulthood as well as examined which individual and contextual factors in adolescence were important to educational underachievement in middle adulthood. Participants are a school cohort followed from age 10 to middle adulthood (N = 1,326) and are from the Swedish longitudinal research program entitled Individual Development and Adaptation. This study focuses on a subgroup of Individual Development and Adaptation participants (n = 304) with above average intelligence (Mean IQ = 119.39, SD = 5.97). Study findings showed that a minority of adolescents in the study focal group (26%) did not complete high school, and women were more likely to educationally underachieve than men. A simultaneous multilevel logistic regression, with school class accounted for in the analysis, showed that for those of above average intelligence parents socioeconomic status and school grades were the strongest predictors of educational attainment. Finally, in midlife, underachievers had lower incomes and occupational levels, drank less frequently, and rated their health as worse than achievers. Study implications are discussed in terms of ways to advance the field of gifted underachievement and in relation to Swedish gifted educational policy.

  • 40.
    Ferrer-Wreder, Laura
    et al.
    Stockholm Univ, Stockholm, Sweden.
    Wänström, Linda
    Linköping Univ, Linköping, Sweden.
    Corovic, Jelena
    Örebro University, School of Law, Psychology and Social Work.
    Midlife outcomes of educationally underachieving swedish adolescents with above average generalized intelligence2014In: Research in Human Development, ISSN 1542-7609, Vol. 11, no 3, p. 217-236Article in journal (Refereed)
    Abstract [en]

    Some people will follow a different educational path despite having the intellectual ability to do well in school. This study explored how educational achievers and underachievers were different from each other in middle adulthood as well as examined which individual and contextual factors in adolescence were important to educational underachievement in middle adulthood. Participants are a school cohort followed from age 10 to middle adulthood (N = 1,326) and are from the Swedish longitudinal research program entitled Individual Development and Adaptation. This study focuses on a subgroup of Individual Development and Adaptation participants (n = 304) with above average intelligence (Mean IQ = 119.39, SD = 5.97). Study findings showed that a minority of adolescents in the study focal group (26%) did not complete high school, and women were more likely to educationally underachieve than men. A simultaneous multilevel logistic regression, with school class accounted for in the analysis, showed that for those of above average intelligence parents' socioeconomic status and school grades were the strongest predictors of educational attainment. Finally, in midlife, underachievers had lower incomes and occupational levels, drank less frequently, and rated their health as worse than achievers. Study implications are discussed in terms of ways to advance the field of gifted underachievement and in relation to Swedish gifted educational policy.

  • 41. Galanti, Maria Rosaria
    et al.
    Hultin, Hanna
    Dalman, Christina
    Engström, Karin
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Forsell, Yvonne
    Karlberg, Martin
    Lavebratt, Catharina
    Magnusson, Cecilia
    Sundell, Knut
    Shou, Jia
    Almroth, Melody
    Raffetti, Elena
    School environment and mental health in early adolescence - a longitudinal study in Sweden (KUPOL)2016In: BMC Psychiatry, ISSN 1471-244X, E-ISSN 1471-244X, Vol. 16, article id 243Article in journal (Refereed)
    Abstract [en]

    Background: Longitudinal studies indicate strong associations between school proficiency and indicators of mental health throughout adulthood, but the mechanisms of such associations are not fully elucidated. The Kupol study is a prospective cohort study in Sweden set up in order to: (i) describe the association of school pedagogic and social environment and its specific dimensions with the risk of mental ill-health and psychiatric disorders in adolescence; (ii) evaluate the direct effects of school pedagogic and social environment on mental health and the effects mediated by the individual's academic achievements; and (iii) assess if school pedagogic and social environment are associated with mental ill-health through epigenetic mechanisms, in particular those involving genes regulating the response to stress.

    Methods: The Kupol cohort at baseline consists of 3959 children attending the 7th grade of compulsory school (13-14 years old) in 8 regions of central Sweden in the school years 2013-2014 or 2014-2015. Three follow-up surveys in subsequent years are planned. Teachers' and students' perceptions of the culture, climate and ethos of their schools, and students' mental ill-health are assessed at the whole school level by annual questionnaire surveys. In order to conduct epigenetic analyses saliva specimens are collected from a nested sample of students at inception and two years later. Further, class-, family-and child-level information is collected at baseline and during each year of follow-up. Self-reported information is being complemented with register data via record-linkages to national and regional health and administrative registers.

    Discussion: The topic being investigated is new, and the sample constitutes the largest adolescent cohort in Sweden involved in an ad hoc study. Epigenetic analyses centered on environmental cues to stress response are a thoroughly new approach. Finally a notable feature is the multi-informant and multi-method data collection, with surveys at the school, class, family, and student level. Collaboration and data access: interested investigators should contact the coordinating centre. Additional information is available on the study's website, http://kupolstudien.se/.

  • 42.
    Galanti, Maria Rosaria
    et al.
    Karolinska Inst, Stockholm Cty Hlth Care Dist SLSO, Ctr Epidemiol & Community Med CES, Dept Publ Hlth Sci, Widerstromska Huset,Tomtebodavagen 18a, S-17177 Stockholm, Sweden..
    Hultin, Hanna
    Karolinska Inst, Dept Publ Hlth Sci, Stockholm, Sweden..
    Dalman, Christina
    Karolinska Inst, Stockholm Cty Hlth Care Dist SLSO, Ctr Epidemiol & Community Med CES, Dept Publ Hlth Sci, Widerstromska Huset,Tomtebodavagen 18a, S-17177 Stockholm, Sweden..
    Engström, Karin
    Karolinska Inst, Stockholm Cty Hlth Care Dist SLSO, Ctr Epidemiol & Community Med CES, Dept Publ Hlth Sci, Widerstromska Huset,Tomtebodavagen 18a, S-17177 Stockholm, Sweden..
    Ferrer-Wreder, Laura
    Stockholm Univ, Dept Psychol, Stockholm, Sweden..
    Forsell, Yvonne
    Karolinska Inst, Stockholm Cty Hlth Care Dist SLSO, Ctr Epidemiol & Community Med CES, Dept Publ Hlth Sci, Widerstromska Huset,Tomtebodavagen 18a, S-17177 Stockholm, Sweden..
    Karlberg, Martin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lavebratt, Catharina
    Univ Hosp Sweden, Karolinska Inst, Ctr Mol Med, Stockholm, Sweden..
    Magnusson, Cecilia
    Karolinska Inst, Stockholm Cty Hlth Care Dist SLSO, Ctr Epidemiol & Community Med CES, Dept Publ Hlth Sci, Widerstromska Huset,Tomtebodavagen 18a, S-17177 Stockholm, Sweden..
    Sundell, Knut
    SBU, Swedish Agcy Hlth Technol Assessment & Assessment, Stockholm, Sweden..
    Zhou, Jia
    Karolinska Inst, Dept Publ Hlth Sci, Stockholm, Sweden..
    Almroth, Melody
    Karolinska Inst, Dept Publ Hlth Sci, Stockholm, Sweden..
    Raffetti, Elena
    Karolinska Inst, Dept Publ Hlth Sci, Stockholm, Sweden..
    School environment and mental health in early adolescence - a longitudinal study in Sweden (KUPOL)2016In: BMC Psychiatry, ISSN 1471-244X, E-ISSN 1471-244X, Vol. 16, article id 243Article in journal (Refereed)
    Abstract [en]

    Background: Longitudinal studies indicate strong associations between school proficiency and indicators of mental health throughout adulthood, but the mechanisms of such associations are not fully elucidated. The Kupol study is a prospective cohort study in Sweden set up in order to: (i) describe the association of school pedagogic and social environment and its specific dimensions with the risk of mental ill-health and psychiatric disorders in adolescence; (ii) evaluate the direct effects of school pedagogic and social environment on mental health and the effects mediated by the individual's academic achievements; and (iii) assess if school pedagogic and social environment are associated with mental ill-health through epigenetic mechanisms, in particular those involving genes regulating the response to stress.

    Methods: The Kupol cohort at baseline consists of 3959 children attending the 7th grade of compulsory school (13-14 years old) in 8 regions of central Sweden in the school years 2013-2014 or 2014-2015. Three follow-up surveys in subsequent years are planned. Teachers' and students' perceptions of the culture, climate and ethos of their schools, and students' mental ill-health are assessed at the whole school level by annual questionnaire surveys. In order to conduct epigenetic analyses saliva specimens are collected from a nested sample of students at inception and two years later. Further, class-, family-and child-level information is collected at baseline and during each year of follow-up. Self-reported information is being complemented with register data via record-linkages to national and regional health and administrative registers.

    Discussion: The topic being investigated is new, and the sample constitutes the largest adolescent cohort in Sweden involved in an ad hoc study. Epigenetic analyses centered on environmental cues to stress response are a thoroughly new approach. Finally a notable feature is the multi-informant and multi-method data collection, with surveys at the school, class, family, and student level. Collaboration and data access: interested investigators should contact the coordinating centre. Additional information is available on the study's website, http://kupolstudien.se/.

  • 43. Habibi, Mojtaba
    et al.
    Tahmasian, Karineh
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Self-efficacy in Persian adolescents: psychometric properties of a Persian version of the Self-Efficacy Questionnaire for Children (SEQ-C)2014In: International Perspectives in Psychology: Research, Practice, Consultation, ISSN 2157-3883, E-ISSN 2157-3891, Vol. 3, no 2, p. 93-105Article in journal (Refereed)
    Abstract [en]

    This study was designed to evaluate the psychometric properties of a Persian version of the Self-Efficacy Questionnaire for Children (SEQ-C) among Iranian adolescents. The scale was translated into Persian and administered to 946 high school students (49.8% girls, ages 14 through 19). Participants also completed the Child Depression Inventory, Social Avoidance and Distress Scale, and Spielberger’s State–Trait Anxiety Inventory. Finally, participants’ grade point averages were collected. Confirmatory factor analysis upheld the original 3-factor structure: social, academic, and emotional self-efficacy. Findings supported the Persian version of the SEQ-C’s internal consistency and test–retest reliability. The SEQ-C was related to other constructs in empirically and theoretically expected ways. With respect to gender, there was some noninvariance in factor structure and mean-level gender differences. Other results indicated that girls reported higher social and academic self-efficacy, but lower emotional self-efficacy, relative to boys. The Persian version of the SEQ-C was found to be a valid and reliable measure of self-efficacy among Persian adolescents.

  • 44. Hultin, H.
    et al.
    Eichas, K.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Dimitrova, Radosveta
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Karlberg, M.
    Galanti, M. R.
    Pedagogical and Social School Climate: Psychometric Evaluation and Validation of the Student Edition of PESOC2019In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 4, p. 534-550Article in journal (Refereed)
    Abstract [en]

    Previous studies indicate that school climate is important for student health and academic achievement. This study concerns the validity and reliability of the student edition a Swedish instrument for measuring pedagogical and social school climate (PESOC). Data were collected from 5,745 students at 97 Swedish secondary schools. Multilevel confirmatory factor analyses were conducted, and multilevel composite reliability estimates, as well as correlations with school-level achievement indicators, were calculated. The results supported an 8-factor structure at the student level and 1 general factor at the school level. Factor loadings and composite reliability estimates were acceptable at both levels. The school-level factor was moderately and positively correlated with school-level academic achievement. The student PESOC is a promising instrument for studying school climate.

  • 45. Hultin, H.
    et al.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Eichas, K.
    Karlberg, M.
    Grosin, L.
    Galanti, M. R.
    Psychometric Properties of an Instrument to Measure Social and Pedagogical School Climate Among Teachers (PESOC)2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 2, p. 287-306Article in journal (Refereed)
    Abstract [en]

    This study investigated the psychometric properties of a teacher-reported version of a Swedish school climate instrument called the Pedagogical and Social Climate (PESOC), which consists of 95 items covering cultural, structural and social factors. A sample of 348 teachers from 19 Swedish secondary schools was used. Multilevel confirmatory factor analysis conducted within a structural equation modelling framework indicated that the PESOC had a two-factor structure at the teacher level and a one-factor at the school level. The PESOC’s convergent validity was supported by the school-level correlations between PESOC and another established instrument (i.e., the Team Climate Inventory). Further validation studies of PESOC are needed with larger, more representative samples, and with information on important outcomes such as student achievement and wellbeing.

  • 46.
    Hultin, Hanna
    et al.
    Department of Public Health Sciences, Karolinska Institutet, Stockholm, Sweden.
    Eichas, Kyle
    Department of Psychological Sciences, Tarleton State University, Stephenville, Texas, USA.
    Ferrer-Wreder, Laura
    Department of Psychology, Stockholm University, Stockholm, Sweden.
    Dimitrova, Radosveta
    Department of Psychology, Stockholm University, Stockholm, Sweden.
    Karlberg, Martin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Galanti, Maria Rosaria
    Centre for Epidemiology and Community Medicine, Stockholm Health Care District, Stockholm, SwedenPedagogical and Social School Climate: Psychometric Evaluation and Validation of the Student Edition of PESOC.
    Pedagogical and Social School Climate: Psychometric Evaluation and Validation of the Student Edition of PESOC2019In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 4, p. 534-550Article in journal (Refereed)
    Abstract [en]

    Previous studies indicate that school climate is important for student health and academic achievement. This study concerns the validity and reliability of the student edition a Swedish instrument for measuring pedagogical and social school climate (PESOC). Data were collected from 5,745 students at 97 Swedish secondary schools. Multilevel confirmatory factor analyses were conducted, and multilevel composite reliability estimates, as well as correlations with school-level achievement indicators, were calculated. The results supported an 8-factor structure at the student level and 1 general factor at the school level. Factor loadings and composite reliability estimates were acceptable at both levels. The school-level factor was moderately and positively correlated with school-level academic achievement. The student PESOC is a promising instrument for studying school climate.

  • 47.
    Kerr, Margaret
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Stattin, Håkan
    Örebro University, School of Law, Psychology and Social Work.
    Biesecker, Gretchen
    Örebro University, School of Law, Psychology and Social Work.
    Ferrer-Wreder, Laura
    Örebro University, School of Law, Psychology and Social Work.
    Relationships with parents and peers in adolescence2003In: Handbook of psychology: vol 6, Developmental psychology / [ed] Irving B. Weiner, editor-in-chief, Richard M. Lerner, M. Ann Easterbrooks, Jayanthi Mistry, volume editors, Hoboken, NJ: John Wiley & Sons , 2003, p. 395-419Chapter in book (Refereed)
    Abstract [en]

    This chapter discusses how parents and peers influence adolescent development. The authors start with certain assumptions about adolescents' relationships with parents and peers--assumptions that have not necessarily been incorporated into the research in these areas. First, they assume that the relationships are bidirectional, meaning that adolescents are not just passively influenced by the important people in their lives; they are active agents in choosing with whom they spend time, and they evoke certain reactions from people. Second, they assume that relationships are not simply related to adjustment but are themselves forms of adjustment. Parenting behaviors and peer relations do not just produce adjustment; they are also indicators and results of adjustment. Finally, the authors assume that parent and peer relationships are linked to each other. The form and quality of relationships with parents will determine which peer contexts the adolescent chooses, and that choice will evoke reactions from parents that will affect the parent-child relationship. In short, the authors argue that adolescents play active roles in choosing and shaping their relationships with parents and peers.

  • 48.
    Klingstedt, Marie-Louise
    et al.
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Olsson, Tina
    Lund Univ, Dept Psychol, Lund, Sweden..
    Ferrer-Wreder, Laura
    Stockholm Univ, Dept Psychol, Stockholm, Sweden..
    Wangby-Lundh, Margit
    Lund Univ, Dept Psychol, Lund, Sweden..
    Relationship quality, well-being and, externalizing problems: The prospective importance of behavior profiles among young women who experienced care in special residential homes2018In: Nordic Psychology, ISSN 1901-2276, E-ISSN 1904-0016, Vol. 70, no 1, p. 47-70Article in journal (Refereed)
    Abstract [en]

    This study examined the adjustment of a sample of adolescent girls and young women (N=228) who were in compulsory care in Sweden between 1999 and 2000. Using person-oriented analyses, participants' responses to the Adolescent Drug Abuse Diagnosis Instrument (Friedman & Utada, 1989; ADAD) at intake yielded five externalizing problem configurations. The main analyses focused on examining whether problem configuration at intake was important to participants' adjustment at a four-year follow-up. Overall, results indicated that problem configuration can be important to later adjustment (less life satisfaction, more drug use, and problems controlling violent behavior), particularly if the problem configuration involves multiple problems at elevated levels and/or drug use. The implications of the study results are discussed in light of efforts to improve the tailoring of care and treatment for diverse youth who experience multiple problems.

  • 49.
    Klingstedt, Marie-Louise
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology. Mälardalen University, Sweden.
    Olsson, Tina
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Wångby-Lundh, Margit
    Relationship quality, well-being and, externalizing problems: The prospective importance of behavior profiles among young women who experienced care in special residential homes2018In: Nordic Psychology, ISSN 1901-2276, E-ISSN 1904-0016, Vol. 70, no 1, p. 47-70Article in journal (Refereed)
    Abstract [en]

    This study examined the adjustment of a sample of adolescent girls and young women (N = 228) who were in compulsory care in Sweden between 1999 and 2000. Using person-oriented analyses, participants’ responses to the Adolescent Drug Abuse Diagnosis Instrument (Friedman & Utada, 1989; ADAD) at intake yielded five externalizing problem configurations. The main analyses focused on examining whether problem configuration at intake was important to participants’ adjustment at a four-year follow-up. Overall, results indicated that problem configuration can be important to later adjustment (less life satisfaction, more drug use, and problems controlling violent behavior), particularly if the problem configuration involves multiple problems at elevated levels and/or drug use. The implications of the study results are discussed in light of efforts to improve the tailoring of care and treatment for diverse youth who experience multiple problems.

  • 50.
    Mansoory, Shahram
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Trost, Kari
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Youth Well-Being Contextualized: Perceptions of Swedish Fathers2019In: Child and Youth Care Forum, ISSN 1053-1890, E-ISSN 1573-3319, Vol. 48, no 6, p. 773-795Article in journal (Refereed)
    Abstract [en]

    Background: Fathers can have a critical role to play in supporting the well-being of youth. However, little is known about how fathers perceive youth well-being. The Five Cs model of positive youth development was the theoretical starting point of this study, in part due to this framework’s focus on the importance of bi-directional, person–context relations (Geldhof et al., in: Molenaar, Lerner, Newell (eds) Handbook of developmental systems theory and methodology, Guilford Press, New York, 2014). Questions posed in the present study were derived from the 4-H study of positive youth development (Lerner et al. in J Early Adolesc 25(1):17–71, 2005), which is rooted in the Five Cs model.

    Objective: The present study explored themes and patterns of meaning in descriptive information from fathers about youth well-being.

    Method: An inductive–deductive approach to thematic analysis was used to examine responses to open-ended survey questions from 201 Swedish fathers regarding youth well-being.

    Results: Based on the fathers’ reports four themes were identified: cognitive well-being, emotional and psychological well-being, physical well-being, and social well-being. While some sub-components of these themes have been identified in earlier literature, new sub-components were also found in each domain of youth well-being (i.e., cognitive, emotional/psychological, physical, social).

    Conclusions: These findings suggest that the understanding of youth well-being is contextual and multi-faceted, and that fathers’ perceptions can be important to consider in future research as they may further our insight into the rich and nuanced characteristics of positive youth development in diverse contexts.

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