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Sjöberg, Gunnar, Universitetslektor docent
Publications (10 of 23) Show all publications
Ragnarsson, S., Johansson, K., Bergström, E., Sjöberg, G., Hurtig, A.-K. & Petersen, S. (2022). Recurrent pain in school-aged children: a longitudinal study focusing on the relation to academic achievement. Pain, 163(11), 2245-2253
Open this publication in new window or tab >>Recurrent pain in school-aged children: a longitudinal study focusing on the relation to academic achievement
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2022 (English)In: Pain, ISSN 0304-3959, E-ISSN 1872-6623, Vol. 163, no 11, p. 2245-2253Article in journal (Refereed) Published
Abstract [en]

Recurrent pain is an increasing public health problem among school-aged children, with potential negative impact on children's daily lives, such as schoolwork. The overall aim of this study was to investigate whether recurrent pain in school year 6 was associated with poorer academic achievement at the end of elementary school in school year 9. The study was a follow-up study based on data from "The Study of Health in School-Aged Children from Umeå". Participants were 1567 children aged 12 to 13 years who attended school year 6. A follow-up was performed in school year 9, when the children were 16 years old. The children answered a questionnaire about recurrent pain (headache, stomachache, and backache). Information about academic achievement was collected from school registers. The results showed that having weekly recurrent pain in school year 6 predicted lower final overall grade points in school year 9 than in children with no recurrent pain. This applied for recurrent headache, stomachache, backache, and multiple pains and for both girls and boys. Recurrent pain did not predict secondary school eligibility, however. Perceived problems with academic achievement and problems with concentration partly mediated the association between recurrent pain and lower final overall grade points. Sleep problems were not associated with academic achievement and were therefore not a mediator. Thus, the results suggest that recurrent pain may predict later impairment of academic achievement and that problems with concentration and children's perceived achievement in school, but not sleep problems, may partly explain this relationship.

Place, publisher, year, edition, pages
Lippincott Williams & Wilkins, 2022
National Category
Public Health, Global Health, Social Medicine and Epidemiology Nursing
Identifiers
urn:nbn:se:umu:diva-195606 (URN)10.1097/j.pain.0000000000002625 (DOI)000868828900021 ()35250010 (PubMedID)2-s2.0-85140273237 (Scopus ID)
Funder
Region VästerbottenUmeå municipalityStiftelsen drottning Silvias jubileumsfond
Available from: 2022-06-01 Created: 2022-06-01 Last updated: 2022-11-07Bibliographically approved
Ragnarsson, S., Myléus, A., Hurtig, A.-K., Sjöberg, G., Rosvall, P.-Å. & Petersen, S. (2020). Recurrent Pain and Academic Achievement in School-Aged Children: A Systematic Review. Journal of School Nursing, 36(1), 61-78
Open this publication in new window or tab >>Recurrent Pain and Academic Achievement in School-Aged Children: A Systematic Review
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2020 (English)In: Journal of School Nursing, ISSN 1059-8405, E-ISSN 1546-8364, Vol. 36, no 1, p. 61-78Article, review/survey (Refereed) Published
Abstract [en]

Recurrent pain and school failures are common problems in children visiting the school nurses office. The overall aim of the current study was to investigate the relationship between recurrent pain and academic achievement in school-aged children. Literature was searched in seven electronic databases and in relevant bibliographies. Study selection, data extraction, and study and evidence quality assessments were performed systematically with standardized tools. Twenty-one studies met the inclusion criteria and 13 verified an association between recurrent pain (headache, stomachache, and musculoskeletal pain) and negative academic achievement. Two longitudinal studies indicated a likely causal effect of pain on academic achievement. All studies had substantial methodological drawbacks and the overall quality of the evidence for the identified associations was low. Thus, children’s lack of success in school may be partly attributed to recurrent pain problems. However, more highquality studies are needed, including on the direction of the association and its moderators and mediators.

Place, publisher, year, edition, pages
Sage Publications, 2020
Keywords
recurrent pain, school-aged children, school failure, school nursing
National Category
Nursing Public Health, Global Health, Social Medicine and Epidemiology Learning
Identifiers
urn:nbn:se:umu:diva-157030 (URN)10.1177/1059840519828057 (DOI)000506536900007 ()2-s2.0-85062030498 (Scopus ID)
Available from: 2019-03-06 Created: 2019-03-06 Last updated: 2024-07-02Bibliographically approved
Popov, O. & Sjöberg, G. (2017). Gör forskningen mer tillgänglig för lärarna. Pedagogiska Magasinet (4), 76-78
Open this publication in new window or tab >>Gör forskningen mer tillgänglig för lärarna
2017 (Swedish)In: Pedagogiska Magasinet, ISSN 1401-3320, no 4, p. 76-78Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Lärarförbundet, 2017
National Category
Educational Sciences
Research subject
educational leadership
Identifiers
urn:nbn:se:umu:diva-142062 (URN)
Note

Publicerad 2017-11-17

Available from: 2017-11-18 Created: 2017-11-18 Last updated: 2021-05-11Bibliographically approved
Silfver, E., Sjöberg, G. & Bagger, A. (2016). An 'appropriate' test taker: the everyday classroom during the national testing period in school year three in Sweden. Ethnography and Education, 11(3), 237-252
Open this publication in new window or tab >>An 'appropriate' test taker: the everyday classroom during the national testing period in school year three in Sweden
2016 (English)In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 11, no 3, p. 237-252Article in journal (Refereed) Published
Abstract [en]

This article draws on data from a bigger project where we explore what is taking place in the daily life of classrooms during the national testing period in mathematics for nine- to ten-year-old children in Sweden. Data was produced by observations, video-recordings, and interviews with children. The article shows on a micro level how assessment trends, on a macro level, affect children. It further focuses how children through different repertoires of time position themselves as 'appropriate' test takers

Place, publisher, year, edition, pages
Taylor & Francis, 2016
Keywords
children, classroom, competition, mathematics, testing discourse, video data
National Category
Pedagogical Work
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-107683 (URN)10.1080/17457823.2015.1085323 (DOI)000388410700001 ()2-s2.0-84945217081 (Scopus ID)
Projects
Vad gör testandet med eleven?
Funder
Swedish Research Council, Dnr 721-2008-4646
Available from: 2015-08-26 Created: 2015-08-26 Last updated: 2023-03-23Bibliographically approved
Sjöberg, G., Albertsson, U. & Lindholm, K. (2016). Så vände vi trenden - intensivmatematik i Umeå. Nämnaren : tidskrift för matematikundervisning (1), 81-85
Open this publication in new window or tab >>Så vände vi trenden - intensivmatematik i Umeå
2016 (Swedish)In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 1, p. 81-85Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Göteborg: Göteborgs universitet, 2016
Keywords
Intensivundervisning, intensivmatematik
National Category
Pedagogical Work
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-114460 (URN)
External cooperation:
Available from: 2016-01-19 Created: 2016-01-19 Last updated: 2018-06-07Bibliographically approved
Nyroos, M., Korhonen, J., Peng, A., Linnanmäki, K., Svens-Liavåg, C., Bagger, A. & Sjöberg, G. (2015). Cultural and Gender Differences in Experiences and Expression of Test Anxiety Among Chinese, Finnish, and Swedish Grade 3 Pupils. International Journal of School & Educational Psychology, 3(1), 37-48
Open this publication in new window or tab >>Cultural and Gender Differences in Experiences and Expression of Test Anxiety Among Chinese, Finnish, and Swedish Grade 3 Pupils
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2015 (English)In: International Journal of School & Educational Psychology, ISSN 2168-3603, Vol. 3, no 1, p. 37-48Article in journal (Refereed) Published
Abstract [en]

While test anxiety has been studied extensively, little consideration has been given to the cultural impacts of children's experiences and expressions of test anxiety. The aim of this work was to examine whether variance in test anxiety scores can be predicted based on gender and cultural setting. Three hundred and ninety-eight pupils in Grade 3 in China, Finland, and Sweden, each of which has different testing realities, completed the Children's Test Anxiety Scale (CTAS). Exploratory structural equation modeling (ESEM) results indicated that the Chinese sample scored more highly on the autonomic reactions component, whereas the Nordic sample scored higher on the off-task behaviors component. Significant interaction effects between gender and culture were also observed: The Nordic girls exhibited higher levels of autonomic reactions, but the opposite was seen in the Chinese sample, with boys reporting higher levels of the cognitive component. The conceptualization of test anxiety encompassing the off-task behaviors component does not appear to be universal for children. It is also suggested that gender differences vary as a function of culture.

Keywords
Children, Confucianism, cross-cultural, exploratory structural equation modeling, gender, high-stakes testing, test anxiety
National Category
Psychology Educational Sciences
Research subject
Psychology; educational work
Identifiers
urn:nbn:se:umu:diva-100927 (URN)10.1080/21683603.2014.915773 (DOI)2-s2.0-85046612107 (Scopus ID)
Available from: 2015-03-14 Created: 2015-03-14 Last updated: 2023-03-24Bibliographically approved
Sjöberg, G., Silfver, E. & Bagger, A. (2015). Disciplined by tests. Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], 20(1), 55-75
Open this publication in new window or tab >>Disciplined by tests
2015 (English)In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 20, no 1, p. 55-75Article in journal (Refereed) Published
Abstract [en]

This article reports on a Swedish research project on the reintroduction of national tests in mathematics for nine- to ten-year-old pupils. Data were collected over a period of three years (2010-2012) by video recording test situations in different classrooms and by conducting video-stimulated recall interviews with children. The aim is to explore and analyse the testing situation and how it creates different positions for children. We conclude that discourses of testing, caring and competition, sometimes strengthening and sometimes shadowing each other and thereby, produce knowledge in children about success and failure in mathematics, positioning children as ‘winners’ or ‘losers’. The tests are interpreted as a technology – a form of disciplinary power that functions at the level of the body (Foucault, 1980).

Place, publisher, year, edition, pages
Göteborg: Nationellt centrum för matematikutbildning (NCM), 2015
Keywords
ethnographic study, children's perspective, grade three, mathematics, national tests, success, failure
National Category
Didactics Other Mathematics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-95993 (URN)
Projects
Vad gör testandet med eleven? En studie kring nationella prov i matematik
Funder
Swedish Research Council, 2008-32226-60932-55
Available from: 2014-11-10 Created: 2014-11-10 Last updated: 2019-03-04Bibliographically approved
Sjöberg, G. (2014). Alla dessa IG: kan dyskalkyli vara förklaringen?. In: Karin Wallby, Ulrica Dahlberg, Ola Helenius, Johan Häggström & Anders Wallby (Ed.), Matematikundervisning i praktiken: (pp. 111-119). Göteborg: Nationellt centrum för matematikutbildning (NCM)
Open this publication in new window or tab >>Alla dessa IG: kan dyskalkyli vara förklaringen?
2014 (Swedish)In: Matematikundervisning i praktiken / [ed] Karin Wallby, Ulrica Dahlberg, Ola Helenius, Johan Häggström & Anders Wallby, Göteborg: Nationellt centrum för matematikutbildning (NCM), 2014, p. 111-119Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Göteborg: Nationellt centrum för matematikutbildning (NCM), 2014
Series
Nämnaren Tema
National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-107210 (URN)978-91-85143-24-5 (ISBN)
Available from: 2015-08-20 Created: 2015-08-20 Last updated: 2018-06-07Bibliographically approved
Sjöberg, G. & Silfver, E. (2014). Proven kan sänka elevers självbild. Pedagogiska Magasinet (3), 40-43
Open this publication in new window or tab >>Proven kan sänka elevers självbild
2014 (Swedish)In: Pedagogiska Magasinet, ISSN 1401-3320, no 3, p. 40-43Article in journal (Other (popular science, discussion, etc.)) Published
Abstract [sv]

Är de nationella proven ett bra verktyg för bedömning eller kan de rentav ha negativa konsekvenser för elevernas lärande? Gunnar Sjöberg och Eva Silfver har följt införandet av proven i matematik i årskurs 3.

Place, publisher, year, edition, pages
Stockholm: Lärarförbundet, 2014
Keywords
elevers lärande, konsekvenser, matematik, nationella prov
National Category
Didactics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-95994 (URN)
Projects
Vad gör testandet med eleverna? En studie kring nationella prov i matematik
Funder
Swedish Research Council, 2008-31116-60932-55
Available from: 2014-11-10 Created: 2014-11-10 Last updated: 2021-11-23Bibliographically approved
Silfver, E., Sjöberg, G. & Bagger, A. (2013). Changing Our Methods and Disrupting the Power Dynamics: National Tests in Third-Grade Classrooms. International Journal of Qualitative Methods, 12, 39-51
Open this publication in new window or tab >>Changing Our Methods and Disrupting the Power Dynamics: National Tests in Third-Grade Classrooms
2013 (English)In: International Journal of Qualitative Methods, E-ISSN 1609-4069, Vol. 12, p. 39-51Article in journal (Refereed) Published
Abstract [en]

This paper reports on a research project relating to the newly implemented mandatory Swedish national mathematics tests for third-grade students (aged nine and ten). The project’s main research concerns the students’ ideas about and reactions towards these tests and how the specific test situation affects their perception of their own mathematical proficiency. Drawing on theories which suggest that identities are more fluid than static, we want to understand how students with special needs are ‘created’. The specific aim of this paper is to discuss how our research methods have been refined during the various phases of data collection and the resulting implications. It discusses issues surrounding child research and how methods involving video recording and video stimulated recall dialogue (VSRD) can contribute to research on children’s experiences. Particular attention is given to methodological and ethical issues; how to disrupt power relations, for example. In this paper we argue that the context of the test situation not only impacted upon the students but also affected how we changed, developed and adapted our approaches as the project evolved.

Place, publisher, year, edition, pages
University of Alberta, Int. Inst. of Qualitative Methodology, Edmonton Clinic in Health Academy, Edmonton, Canada, 2013
Keywords
Child research, classroom research, power relations, test situations, video recording, video stimulated recall dialogues
National Category
Social Sciences
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-61483 (URN)10.1177/160940691301200119 (DOI)000326863800003 ()2-s2.0-84883227993 (Scopus ID)
Projects
Vad gör tyestandet med eleverna? En studie kring nationella prov i matematik
Funder
Swedish Research Council, 2008-31116-60932-55
Available from: 2012-11-15 Created: 2012-11-15 Last updated: 2024-01-17Bibliographically approved
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