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Glesbygdsbarn i Västerbotten
Umeå University, Faculty of Social Sciences, Department of Education.
1979 (Swedish)Doctoral thesis, comprehensive summary (Other academic)Alternative title
Children from sparsely populated areas in Västerbotten (English)
Abstract [en]

This report deals with some problems in connection with the school situation of children from sparsely populated areas. 515 pupils at the middle level of the 9-year compulsory school ir. Västerbotten took part ir. the investigation. 200 of these we*-e children from sparsely populated areas according to the following definition: children having no friends of their own age except in their families closer than one kilometre from their homes. School performance was measured with standard tests in the subjects Swedish, mathematics, English and with marks in grade 6. School adjustment and maturity were measured with teacher estimates. The attitudes of the pupils to school, friends, home and leisure time were studied with questionnaire« in grades 3 and 6 and for the latter ones with a questionnaire in grade 7 as well. Children from sparsely populated areas obtained as good a result as other pupils on the standard tests. In B-schools, above all in grade 6, the children from sparsely populated areas tended to perform better than teir class-mates. Boys from sparsely populated areas obtained somewhat worse results in A-schools in grade

6. Girls performed better than boys throughout. The teacher's estimates of school adjustment and maturity favoured the group from sparsely populated areas compared with other pupils. The attitudes of the pupils to school and school work were somewhat more positive and stable in B-classes. When they reached the senior level of t.he 9-year compulsory school the pupils from B-schools were more insecure in the school situation whereas they seemed less stressed by marks and competition than pupils from A-schools. Children from sparsely populated areas have positive altitudes towards forming new contacts both at the middle level of the 9-year compulsory school and in grade

7. The results indicate on the whole that both B-schools and life in sparsely populated areas favour performance in school. The same is true of school adjustment and comfort in spite of the fact that children from this environment are considered to be a negative sample according to prevalent social group norms.

Place, publisher, year, edition, pages
Umeå: Umeå universitet , 1979. , 69 p.
Series
Akademiska avhandlingar vid Pedagogiska institutionen, Umeå universitet, ISSN 0281-6768 ; 11
Keyword [en]
sparsely populated areas, compulsory school, school performance, adjustment, attitudes
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-16612ISBN: 91-7174-028-7 (print)OAI: oai:DiVA.org:umu-16612DiVA: diva2:156285
Public defence
1979-04-20, Humanisthuset, hörsal F, Umeå universitet, Umeå, 10:15
Projects
digitalisering@umu
Note

Författarens förnamn är på titelbladet skrivet: Anna Greta (alltså i två ord), medan i alla delrapporter skrivs förnamnet: Annagreta.

Available from: 2007-10-07 Created: 2007-10-07 Last updated: 2013-03-26Bibliographically approved
List of papers
1. Glesbygdsundersökningen: begreppet glesbygd och allmän bakgrund
Open this publication in new window or tab >>Glesbygdsundersökningen: begreppet glesbygd och allmän bakgrund
1976 (Swedish)Report (Other academic)
Alternative title[en]
Investigating sparsely populated areas : concepts and general background
Place, publisher, year, edition, pages
Umeå: Umeå universitet, 1976. 40 bl. p.
Series
Pedagogiska monografier, Umeå, ISSN 0349-3067 ; 17
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-67015 (URN)
Projects
digitalisering@umu
Available from: 2013-03-11 Created: 2013-03-11 Last updated: 2013-03-11Bibliographically approved
2. Glesbygdsbarn i årskurs 3 och 6: standardprov och betyg
Open this publication in new window or tab >>Glesbygdsbarn i årskurs 3 och 6: standardprov och betyg
1976 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Umeå: Umeå universitet, 1976. 32 bl. p.
Series
Pedagogiska rapporter, Umeå, ISSN 0348-9388 ; 55
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-67016 (URN)
Projects
digitalisering@umu
Available from: 2013-03-11 Created: 2013-03-11 Last updated: 2013-03-11Bibliographically approved
3. Glesbygdsbarn i årskurs 3 och 6: lärarskattning av anpassning och mognad
Open this publication in new window or tab >>Glesbygdsbarn i årskurs 3 och 6: lärarskattning av anpassning och mognad
1976 (English)Report (Other academic)
Place, publisher, year, edition, pages
Umeå: Umeå universitet, 1976. 40 bl p.
Series
Pedagogiska rapporter, Umeå, ISSN 0348-9388 ; 56
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-67014 (URN)
Projects
digitalisering@umu
Available from: 2013-03-11 Created: 2013-03-11 Last updated: 2013-03-11Bibliographically approved
4. Glesbygdsbarn i årskurs 3 och 6: attityder till skola och fritid
Open this publication in new window or tab >>Glesbygdsbarn i årskurs 3 och 6: attityder till skola och fritid
1977 (Swedish)Report (Other academic)
Alternative title[en]
Children from sparsely populated areas in grades 3 and 6 : attitudes to school and leisure time
Abstract [en]

This report presents the results of a questionnaire to middle level students of 9-year compulsory school about their attitudes to school, peers and leisure time. Data is gathered for 515 students in the county of Västerbotten. Two hundred of the subjects are children from sparsely populated areas with few peers around. Of theese 107 visit schools of type B and 93 schools of type A. The questions are of varying nature and the pattern of answer is often hard to interpret. It is, however, quite clear that theese children do not have problems neither with their relations to schoolmates nor with their attitudes to school. Out-of-schoo1 activities are to some extent marked by the environment. Children from these areas more often take part in the work at home and less often see their peers. Children from small villages tend to find life at home more pleasant than those from large villages and small towns.-The general attitude to school is more positive among B-school students than among A-school students,and their sense of solidarity is also stronger. In B-schools the students feel more safe and secure in grade 6 than in grade 3. In A-schools the case is the opposite. Previous results in this study show that achievement and adjustment are quite independent of socio-economic classes and this also seems to hold for how they like school. A follow-up study in grade 7 is recommended in order to see if the change from middle to senior level will imply special problems for the children from sparsely populated areas.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 1977. 34 bl. p.
Series
Pedagogiska rapporter, Umeå, ISSN 0348-9388 ; 61
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-67009 (URN)
Projects
digitalisering@umu
Available from: 2013-03-11 Created: 2013-03-11 Last updated: 2013-03-11Bibliographically approved
5. Glesbygdsbarns övergång till högstadiet: en uppföljning från åk 6 till åk 7
Open this publication in new window or tab >>Glesbygdsbarns övergång till högstadiet: en uppföljning från åk 6 till åk 7
1977 (Swedish)Report (Other academic)
Abstract [en]

A number of 240 students in grade 7 are questioned about the change from middle to senior level. Teachers are interviewed about a subsample of 40 students selected among high and low achievers. Of the whole group 91 are children from sparsely populated areas with few peers around. 83 of the students visited schools of type B in grade 6 and 165 visited schools of type A. The study is a follow up of earlier inquiries about school achievement and adjustment. A majority of the students consider the teacher the most important factor for how they like school. Next come peers and school work. Many students are uncertain about their teachers' relation to them and boys experience less interest from their teachers than girls do. Students from B-schools are more indifferent in their attitudes to instruction and methods of work. They also feel more unsecure and anxious than they did in grade 6. This is often felt in situations when reading or speaking aloud in class. Students from A-schools often mention several situations making them unsecure. In relation to teachers and concerning marks and competition B-school students are less strained than A-school students. Children from sparsely populated areas more often work together with their parents and less often travel or play with them. In the subsample of high and low achievers these children were judged to be as popular and active in groups as the average and to be more mature and talkative. In the low achieving group they were better adjusted to school work than other students.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 1977. 27 bl. p.
Series
Pedagogiska rapporter, Umeå, ISSN 0348-9388 ; 62
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-67008 (URN)
Projects
digitalisering@umu
Available from: 2013-03-11 Created: 2013-03-11 Last updated: 2013-03-11Bibliographically approved

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  • apa
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  • en-US
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  • nn-NO
  • nn-NB
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More languages
Output format
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