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  • 1.
    Faria, Luísa
    et al.
    Faculty of Psychology and Education, University of Porto/Portugal.
    Lima Santos, Nelson
    Fernando Pessoa University, Porto/Portugal.
    Takšic, Vladimir
    Department of Psychology, Faculty of Science and Arts, University of Rijeka/Croatia.
    Räty, Hannu
    Department of Psychology, University of Joensuu/Finland.
    Molander, Bo
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Holmström, Stefan
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Jansson, John
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Avsec, Andreja
    Department of Psychology, University of Ljubljana/Slovenia.
    Extremera, Natalio
    Department of Psychology, University of Málaga/Spain.
    Fernández-Berrocal, Pablo
    Department of Psychology, University of Málaga/Spain.
    Toyota, Hiroshi
    Nara University of Education, Takabatake-cho, Nara/Japan.
    Cross-cultural validation of the Emotional Skills and Competence Questionnaire (ESCQ)2006In: Psicologia, ISSN 0874-2049, Vol. 20, no 2, p. 95-127Article in journal (Refereed)
    Abstract [en]

    This article discusses the cross-cultural validation of the Emotional Skills and Competence Questionnaire (ESCQ), which consists of 45 items divided into three subscales – (i) perceiving and understanding emotion (PU), (ii) expressing and labelling emotion (EL), and (iii) managing and regulating emotion (MR) – and is classified as a “trait emotional intelligence” or “perceived emotional intelligence” measure.

    Originally, it was developed in Croatian settings using a theoretical framework from the emotional intelligence model (Mayer & Salovey, 1997), but it has already been translated into English and presented in 2001 at the 7th European Congress of Psychology in London.

    The psychometric qualities and the relations of ESCQ with several relevant constructs in Croatian, Portuguese, Finnish, Swedish, Slovene, Spanish, and Japanese contexts are here presented, using target samples of mainly high school and university students, as well as older subjects (workers and supervisors), highlighting construct, convergent, divergent and concurrent validity. However, the Cronbach alpha of the MRscale needs improvement, stressing the need to further pursue the validity studies of the ESCQ.

  • 2.
    Holmström, Stefan
    et al.
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Jansson, John
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Psychologicalflexibility, self-compassion and well-being among youth elite athletes.2016Conference paper (Refereed)
    Abstract [en]

    Elite youth athletes with dual careers are under pressure to thrive in sport as well academically. Mental factors are important for development in both the short and long perspective. Psychological flexibility and self-compassion has in earlier studies been highlighted as vital aspects for enhancing athletes’ performance and their well-being. The purpose of this study was to examine the relationship between psychological flexibility, self-compassion, fear of failure and if these factors can predict psychological well-being in young elite athletes. Participants are between 16 and 19 years old and compete on junior elite level in both team and individual sports, and were enrolled at a Swedish sport academy. The results shows that psychological flexibility and self-compassion can predict psychological well-being. This point out the necessary for athletes to develop both psychological flexibility and self-compassion to enhance psychological well-being.

  • 3.
    Holmström, Stefan
    et al.
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Jansson, John
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    The relation between motivation and health in dual carrier athletes2016Conference paper (Refereed)
    Abstract [en]

    Dual carrier students face many different challenges when combine an elite sporting career with education. One challenge is to keep practicing on high level over long periods of time, another challenge is to stay healthy both physically and mentally. Psychological factors are vital to athlete’s performance and development in both the short and long perspective. Several previous studies have suggested that motivation and motivational climate can be protective factors while fear of failure is a risk factor. Epidemiological cross-sectional studies have shown that adolescents report frequently different psychological complaints and problems. Unfortunately, there are few studies on elite young athletes with dual careers and psychological health.  

     

    This study is part of a larger longitudinal interdisciplinary project with the purpose to identify different factors that influence elite young athletes positively and negatively during the high school period. The aim of this study is to examine the relation between different aspects of motivation and psychological health among students with dual-carriers. The study consisted of 183 participants (age 16-19 years) competing on junior elite level in both team and individual sports, and were enrolled at a Swedish sport academy.

     

    To study health, parts of the questionnaire from the public health survey (HLV, the Public Health Agency, 2014) and the 12 items General Health Questionnaire (Goldberg & Williams, 1988) was used. To measure motivation the SMS-II (Pelletier et al., 2013), Basic Need Satisfaction in Sport Scale (Ng, Lonsdale, & Hodge, 2010), Interpersonal Supportiveness Scale (Wilson, Gregson, & Mack, 2009) and Peer Motivational Climate in Youth Sport (Ntoumanis & Vazou, 2005) were used. The results supports earlier findings between motivation and psychological health. To better understand how different motivation factors affects psychological health, longitudinal studies is needed to follow the development of elite athletes with dual carriers over a longer period of time.

  • 4.
    Holmström, Stefan
    et al.
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Jansson, John
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Lindberg, Erik
    Umeå University, Faculty of Social Sciences, Umeå School of Business and Economics (USBE), Business Administration.
    Entrepreneurship education as a tool for helping the psychologist to meeting new and different demands2015In: NERA 2015: the 43rd Annual Congress of the Nordic Educational Research Association, 2015, Vol. 43, p. 79-79Conference paper (Other academic)
    Abstract [en]

    The psychologist profession has been characterized by an attitude to education for employment, and often employment in the public sector. The outside world has changed and so also the labour market for the psychologist. Today, it's not as obvious to the psychology program only to prepare students for a working life as an employee, but also for a working life with elements of self-employment and entrepreneurship. The aim of this paper is to describe how we developed one course in the education of psychologist to meet this challenge.

    The purpose of this course has been to influence attitudes towards entrepreneurship and to develop skills to apply entrepreneurship. To meet this challenge as educator, cooperation between the Department of Psychology and Umeå School of Business and Economics (USBE) were initiated for the course on the Masters Programme in Sports Psychology. To our knowledge this is unique in educating future psychologists in Sweden.

    One important aim with the course is that the students are going to learn how to combine their knowledge in psychology with entrepreneurship and use it in an applied way. One main moment of the course is to stimulate their creative ability and innovation to increase their opportunity recognition, entrepreneurial orientation and risk willingness. To achieve this the students are encourage to create their own business ideas, where they take their knowledge in psychology and generate a new service or product to use in the field of sports and health. At the end of the course they present their business idea in front of bankers, business consultants and business angels. Results from our measurements and evaluation go in the same direction as proposed by Fayol (2001), and that entrepreneurship can be taught. After the course the students are better prepared for the future working life as a clinical psychologist, both as employed and self-employed. This approach should also be considered for other educational programs, because the working life is changing for them as well. One benefit for the students has been the interdisciplinary collaboration between psychology and business administration.

  • 5.
    Holmström, Stefan
    et al.
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Lindberg, Erik
    Umeå University, Faculty of Social Sciences, Umeå School of Business and Economics (USBE), Business Administration.
    Jansson, John
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Entrepreneurial education embedded in sport psychology: a Swedish case study2016In: Journal of Education and Training, ISSN 2330-9709, Vol. 3, no 1, p. 126-138Article in journal (Refereed)
    Abstract [en]

    The main objective of this study was to provide a contribution to the entrepreneurship education field through evaluating and describing changes in students' attitudes towards entrepreneurship. A pre-test and post-test design was used to evaluate a course design where sport psychology was the main topic with an embedded element of entrepreneurship education. The course was part of university program in Masters Programme in Sports Psychology or Physical Trainer Programme. Sport psychology-students are not the traditional group of students that are selected and trained to get both skills and a positive entrepreneur mindset. There were 39 students completing both the pre-test and post-test questionnaire (response rate 84.4%), mean age 23 years (SD=2.90). Both the pre- and post-test results showed that the sport psychology students had positive attitudes towards entrepreneurship, and the embedded course design have significant effect on students' subjective perception of their ability to create and commercialize new ideas. The results from this case study shown that an embedded course design with sport psychology and entrepreneurial education make it possible to strengthen students' entrepreneurial attitudes. The positive results point out that it is important to continue examine embedded coursed designs between entrepreneurial education and non-traditional areas (e.g., physiotherapists, dentists, architects, e.g.).

  • 6.
    Holmström, Stefan
    et al.
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Molander, Bo
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Jansson, John
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Barnekow-Bergqvist, Margareta
    Centre for Musculoskeletal Research, Gävle University, Sweden.
    Evaluation of a Swedish version of the Job Stress Survey2008In: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 49, no 3, p. 277-286Article in journal (Refereed)
    Abstract [en]

    The present study assesses and evaluates the psychometric properties of a Swedish version of the Job Stress Survey (JSS; Spielberger, 1991; Spielberger & Vagg, 1999). This instrument is constructed to measure generic sources of occupational stress encountered by employees in a wide variety of work settings, settings that often result in psychological strain. The JSS was administered to metal assembly industry workers and medical service personnel in northern Sweden (n= 1186). The exploratory factor analysis showed that there is a high similarity between the present Swedish version and the original American version. Internal reliabilities of the scales, as well as test-retest reliabilities were shown to be high, and concurrent validity, as examined by comparisons with the Perceived Stress Questionnaire Index ( Levenstein et al., 1993 ) was found to be satisfactory. The consistency of these findings is discussed with particular focus on groups of employees, gender, and cross-cultural evaluations.

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