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Schéle, Ingrid
Alternative names
Publications (8 of 8) Show all publications
Holmquist, S., Mattsson, S., Schele, I., Nordström, P. & Nordström, A. (2017). Low physical activity as a key differentiating factor in the potential high-risk profile for depressive symptoms in older adults. Depression and anxiety (Print), 34(9), 817-825
Open this publication in new window or tab >>Low physical activity as a key differentiating factor in the potential high-risk profile for depressive symptoms in older adults
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2017 (English)In: Depression and anxiety (Print), ISSN 1091-4269, E-ISSN 1520-6394, Vol. 34, no 9, p. 817-825Article in journal (Refereed) Published
Abstract [en]

BACKGROUND: The identification of potential high-risk groups for depression is of importance. The purpose of the present study was to identify high-risk profiles for depressive symptoms in older individuals, with a focus on functional performance.

METHODS: The population-based Healthy Ageing Initiative included 2,084 community-dwelling individuals (49% women) aged 70. Explorative cluster analysis was used to group participants according to functional performance level, using measures of basic mobility skills, gait variability, and grip strength. Intercluster differences in depressive symptoms (measured by the Geriatric Depression Scale [GDS]-15), physical activity (PA; measured objectively with the ActiGraph GT3X+), and a rich set of covariates were examined.

RESULTS: The cluster analysis yielded a seven-cluster solution. One potential high-risk cluster was identified, with overrepresentation of individuals with GDS scores >5 (15.1 vs. 2.7% expected; relative risk = 6.99, P < .001); the prevalence of depressive symptoms was significantly lower in the other clusters (all P < .01). The potential high-risk cluster had significant overrepresentations of obese individuals (39.7 vs. 17.4% expected) and those with type 2 diabetes (24.7 vs. 8.5% expected), and underrepresentation of individuals who fulfilled the World Health Organization's PA recommendations (15.6 vs. 59.1% expected; all P < .01), as well as low levels of functional performance.

CONCLUSIONS: The present study provided a potential high-risk profile for depressive symptoms among elderly community-dwelling individuals, which included low levels functional performance combined with low levels of PA. Including PA in medical screening of the elderly may aid in identification of potential high-risk individuals for depressive symptoms.

Keywords
depression, exercise, geriatric/aging/elderly, mood disorders, obesity
National Category
Geriatrics
Identifiers
urn:nbn:se:umu:diva-134978 (URN)10.1002/da.22638 (DOI)000409194000007 ()28489319 (PubMedID)
Available from: 2017-05-15 Created: 2017-05-15 Last updated: 2018-06-09Bibliographically approved
Nyroos, M., Schéle, I. & Wiklund-Hörnqvist, C. (2016). Implementing test enhanced learning: Swedish teacher students’ perception of quizzing. International Journal of Higher Education, 5(4), 1-12
Open this publication in new window or tab >>Implementing test enhanced learning: Swedish teacher students’ perception of quizzing
2016 (English)In: International Journal of Higher Education, ISSN 1927-6044, E-ISSN 1927-6052, Vol. 5, no 4, p. 1-12Article in journal (Refereed) Published
Abstract [en]

Given previous findings on test enhanced learning, the present study examined the implementation of this practice in terms of quizzing, during the progress of a course. After completing the university course, 88 Swedish teacher students were asked to answer an adapted Retrieval Practice and Test Anxiety Survey. The results showed that students perceived quizzing to improve learning, and reduce test anxiety. Nonetheless, based on students’ misconceptions regarding why quizzing actually enhances learning, it is suggested that implications of test enhanced learning was not fully conveyed. It is for educational purpose imperative to not forget this application.

Keywords
The testing effect, Test anxiety, Teacher education, Quizzing
National Category
Pedagogical Work
Research subject
Psychology
Identifiers
urn:nbn:se:umu:diva-125366 (URN)10.5430/ijhe.v5n4p1 (DOI)
Available from: 2016-09-09 Created: 2016-09-09 Last updated: 2018-06-07Bibliographically approved
Schéle, I. (2015). Testkonstruktion och test-baserat lärande för lärare. In: Universitetspedagogiska konferensen 2015: Gränslös kunskap. Paper presented at Universitetspedagogiska konferensen 2015, Gränslös kunskap, Umeå, 8-9 oktober 2015 (pp. 69-69). Umeå: Umeå universitet
Open this publication in new window or tab >>Testkonstruktion och test-baserat lärande för lärare
2015 (Swedish)In: Universitetspedagogiska konferensen 2015: Gränslös kunskap, Umeå: Umeå universitet , 2015, p. 69-69Conference paper, Poster (with or without abstract) (Other academic)
Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2015
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-114099 (URN)
Conference
Universitetspedagogiska konferensen 2015, Gränslös kunskap, Umeå, 8-9 oktober 2015
Available from: 2016-01-13 Created: 2016-01-13 Last updated: 2018-06-07Bibliographically approved
Schéle, I., Hauer, E., Holmström, S., Lundkvist, E., Stenling, A., Eriksson Sörman, D. & Tafvelin, S. (2014). The interrelationships between individual, contextual and processual constructs and stress and wellbeing among psychologists. In: : . Paper presented at The third conference about wellbeing at work, 26-28 May 2014. Copenhagen
Open this publication in new window or tab >>The interrelationships between individual, contextual and processual constructs and stress and wellbeing among psychologists
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2014 (English)Conference paper, Poster (with or without abstract) (Refereed)
Place, publisher, year, edition, pages
Copenhagen: , 2014
National Category
Psychology (excluding Applied Psychology)
Identifiers
urn:nbn:se:umu:diva-94074 (URN)
Conference
The third conference about wellbeing at work, 26-28 May 2014
Available from: 2014-10-03 Created: 2014-10-03 Last updated: 2018-06-07Bibliographically approved
Schele, I. A., Hedman, L. R. & Hammarström, A. (2012). A Model of Psychosocial Work Environment, Stress, and Satisfaction Among Dental Students in Sweden. Journal of Dental Education, 76(9), 1206-1217
Open this publication in new window or tab >>A Model of Psychosocial Work Environment, Stress, and Satisfaction Among Dental Students in Sweden
2012 (English)In: Journal of Dental Education, ISSN 0022-0337, Vol. 76, no 9, p. 1206-1217Article in journal (Refereed) Published
Abstract [en]

Dental students are often described as stressed. The stress has, among other things, been connected to stressors in their psychosocial environment and inconsistent feedback. The hypothesis of this study was that the psychosocial work environment in dental schools leads to stress and affects the satisfaction of dental students and that tolerance for ambiguity shields students from stress. A web-based survey was sent to the entire Swedish dental student population in clinical training (N=805); the response rate was 40 percent. Structural equation modeling used in the analyses contains four main constructs: psychosocial work environment, tolerance for ambiguity, perceived stress, and student satisfaction (chi(2)=267.437, d.f.=174, p<0.001, Normed chi(2)=1.537, RM-SEA=0.041, CFI=0.98). Psychosocial work environment influenced both perceived stress and satisfaction: it accounted for almost all of the explained variance in perceived stress for women, while about half of the variance for the men was explained by tolerance for ambiguity. This study concluded that about 40 percent of the total perceived stress of these female dental students was related to their psychosocial work environment. Tolerance for ambiguity shielded men but not women from stress. An improved psychosocial work environment in dental schools would decrease the stress of both male and female dental students.

Keywords
dental students, dental education, academic environment, psychosocial work environment, stress, perceived stress, tolerance for ambiguity, gender norms, Sweden
National Category
Psychology
Identifiers
urn:nbn:se:umu:diva-61203 (URN)000308337100012 ()
Available from: 2012-11-08 Created: 2012-11-07 Last updated: 2018-06-08Bibliographically approved
Schéle, I., Hedman, L. & Hammarström, A. (2012). A model of psychosocial work environment, stress, and satisfaction among dental students in Sweden. Journal of Dental Education, 76(9), 1206-1217
Open this publication in new window or tab >>A model of psychosocial work environment, stress, and satisfaction among dental students in Sweden
2012 (English)In: Journal of Dental Education, ISSN 0022-0337, E-ISSN 1930-7837, Vol. 76, no 9, p. 1206-1217Article in journal (Refereed) Published
Abstract [en]

Dental students are often described as stressed, and the stress has, among other things, been connected to inconsistent feedback. We hypothesised that the psychosocial work environment of the dentistry programme influences the stress and satisfaction of dental students, and that tolerance for ambiguity shields the students from stress.

A web-survey was sent to the entire Swedish dental student population in clinical training (P ≈ 805), of which 40 percent participated.

The SEM-model contains four main constructs: psychosocial work environment, tolerance for ambiguity, perceived stress, and student satisfaction (χ2 = 402.638, df = 264, p<0.000, Normed χ2 = 1.525, RMSEA = 0.041, CFI = 0.97). Psychosocial work environment influenced both perceived stress and satisfaction. Psychosocial work environment accounted for almost all of the explained variance in perceived stress for women, while about half of the variance for the men was explained by tolerance for ambiguity.

We conclude that about 40 percent of the total perceived stress of female dental students is related to their psychosocial work environment. Tolerance for ambiguity shields men, but not women, from stress. Improved psychosocial work environment at the dentistry programme would decrease the stress of both male and female dental students.

Place, publisher, year, edition, pages
Washington: American dental education association, 2012
Keywords
psychosocial work environment, perceived stress, dental students, dental education, DSLES, tolerance for ambiguity, masculinities, SEM
National Category
Applied Psychology
Research subject
Psychology
Identifiers
urn:nbn:se:umu:diva-40797 (URN)000308337100012 ()
Note

Publicerad som manuskript i avhandling under titeln:

The psychosocial work environment affects female dental students more than male

Available from: 2011-03-09 Created: 2011-03-09 Last updated: 2018-06-08Bibliographically approved
Schéle, I. (2011). Gendered experiences of work environment: A study of stress and ambiguity among dental students in Sweden. (Doctoral dissertation). Umeå: Umeå universitet
Open this publication in new window or tab >>Gendered experiences of work environment: A study of stress and ambiguity among dental students in Sweden
2011 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Könade upplevelser av arbetsmiljö :  En studie av stress och ambiguitet bland tandläkarstudenter i Sverige     
Abstract [en]

This thesis explores how dental students experience their education. We aim to generate ways to understand which elements relate to the students’ experience based on current theories and models regarding the quality of working life and gender (and) power relations.  

Methods Twelve interviews with Umeå dental students in their clinical semesters were analysed with a Grounded Theory (GT) as well as a content analysis approach. A web-survey was sent to all clinical dental students in Sweden (P ≈ 805) with a response rate of 40% (p = 322). The quantitative methods included structural equation modelling and cluster analysis.

Results The GT analysis resulted in the core category “Experiencing ambiguity,” that captured the student’s role-ambiguity. Central categories focused on perceived stress and performance assessment in relation to ambiguous inner and outer demands. The content analysis resulted in three categories: “Notions of inequalities,” “Gendering,” and “The student position.” These categories present the ways groups of students are constructed in relation to the student/dentist norm and social gender relations, and how women and men of foreign descent risk subordination and stereotyping. The SEM-model contained psychosocial work environment, tolerance for ambiguity, perceived stress, and student satisfaction. Work environment influenced both perceived stress and satisfaction, and stood for almost all of the explained variance in perceived stress for women, indicating that women are constructed as co-responsible for the work environment. About half of the variance for the men was explained by tolerance for ambiguity, indicating that the feeling of uncertainty may lead to stress in men who include “being in control” in their gender identity. The cluster analysis resulted in a six-cluster solution ranging from “The fresh and positive” to “The worn critiques.” Psychosocial work environment again appeared to be the main factor. Gender also appears to be a factor as the gender distribution in the best as well as the two worst clusters differs from the population.

Conclusion Work environment stands out among the factors that relate to the students wellbeing and satisfaction, but the student group is heterogeneous and the ways students perceive their work environment relate to different processes and experiences. We suggest that the ways gender and ethnicity appear to be constructed in relation to the sociocultural gender power relations and the (traditional) medical hierarchy could be of importance for how the students’ experience their psychosocial work environment.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2011. p. 43
Keywords
dental students, Swedish dental education, work and organisational theories, gender power relations, ambiguity, perceived stress, satisfaction, grounded theory, content analysis, SEM, cluster analysis, tandläkarstudenter, svensk tandläkarutbildning, arbets- och organisations teorier, genus och makt relationer, ambiguitet, upplevd stress, nöjdhet, grundad teori, innehållsanalys, SEM, kluster analys
National Category
Applied Psychology
Research subject
Psychology
Identifiers
urn:nbn:se:umu:diva-40734 (URN)978-91-7459-162-0 (ISBN)
Public defence
2011-03-25, Hörsal F, Humanisthuset, Umeå universitet, Umeå, 09:15 (Swedish)
Opponent
Supervisors
Available from: 2011-03-11 Created: 2011-03-08 Last updated: 2018-06-08Bibliographically approved
Schéle, I., Hedman, L. & Hammarström, A. (2011). Shared ambiguity but different experiences and demands among dental students: a gender perspective. Qualitative Research in Psychology, 8(1), 1-25
Open this publication in new window or tab >>Shared ambiguity but different experiences and demands among dental students: a gender perspective
2011 (English)In: Qualitative Research in Psychology, Vol. 8, no 1, p. 1-25Article in journal (Refereed) Published
Abstract [en]

This study explores how dental students experience their clinical semesters from a gender perspective.

Twelve students (seven women and five men) and three teachers (two women and one man) at the Umeå dentistry programme participated in semi-structured interviews that were analysed with Grounded Theory methodology.

The model we propose consists of the core category Experiencing ambiguity and the three categories Experiencing pressure and stress, Assessing your own performance, and Passing through the eye of the needle and also includes four subcategories. At the core of our findings lies ambiguity, captured in the student dilemmas What’s enough/When’s enough. The answers to these dilemmas are further complicated by the gendered dimension and the dimension of unequal treatment, which provide students with different and contradicting sets of rules and roles. A comparison with recent findings from the U.S. shows that their experiences are not unique.

Our Experiencing ambiguity model constitutes a platform for future research on how students experience clinical education, as well as potential predictors and consequences in relation to performance and well-being.

Place, publisher, year, edition, pages
Routledge, Taylor & Francis Group, 2011
Keywords
dental students, gender perspective, psychosocial workk environment, grounded theory, ambiguity, control
National Category
Psychology
Research subject
Psychology
Identifiers
urn:nbn:se:umu:diva-22842 (URN)10.1080/14780880902874231 (DOI)
Available from: 2009-05-19 Created: 2009-05-19 Last updated: 2018-06-08Bibliographically approved
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