Syftet med studien var att undersöka hur elever upplever berättelser, samt hur berättelser påverkar deras bildarbeten i bildundervisningen.  Deltagarna i studien var fyra andraårs gymnasieelever som hade kursen Bild och form 1b. Det empiriska materialet insamlades genom deltagande observationer och intervjuer, vilket sedan analyserades ur ett fenomenologiskt perspektiv. Elevernas berättelser presenterades även i form av elevarbeten på Konstfacks vårutställning 2023, där gestaltningen syftar till att visuellt presentera deltagarnas upplevelser och fantasier om berättelser. I resultatet framkom det att deltagarna i studien upplevde inspirationskällor som värdefulla inför bildarbeten, då detta väckte fantasin och underlättade vid beslutsfattningar i hur de ville forma sina arbeten. Detta visade att det kan vara lärorikt att utgå ifrån teman som berättelser, då det ger fler ingångar till elevernas olika visuella kulturer.

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Colleges and universities face a critical challenge in addressing the educational needs of their academically underprepared students. With college dropout rates increasingly rising, post-secondary institutions must ensure that these students have both the knowledge and the skills necessary to succeed in higher education and beyond. The aim of this study was to investigate the learning and study strategies and skills of students participating in a university summer bridge program (SBP), which is a 6-week, high-school-to-college transition program for academically underprepared, at-risk, first-year students (as defined by the university). The relationships between SBP students' learning and study strategies and two measures of college achievement (first-year GPA and first-to-second-year persistence) were investigated using a two-phase, mixed-methods explanatory design. In Phase 1 of the study, the Learning and Study Strategies Inventory (LASSI) profiles of SBP students (N = 266) were examined. The LASSI, an 80-item, self-report questionnaire, is used to assess students' knowledge and use of various cognitive, motivational, and self-regulatory strategies that contribute to strategic learning. In Phase 2 of the study, semi-structured interviews were conducted to follow-up with purposefully selected SBP students (n = 4) during their sophomore year at the university. Results of the study found that selecting main ideas and test strategies (LASSI) scales were significant predictors of first-year college GPA. Motivation, as assessed by the LASSI, was a significant predictor of first-to-second-year college persistence. Interviews conducted in Phase 2 of the study expand on these findings. Implications for educational policy and practice are highlighted. / Educational Psychology

Essay 1: Several countries practice a system where laymen, who lack legal education, participate in the judicial decision making. Yet, little is known about their potential influence on the court rulings. In Sweden lay judges (nämndemän) are affiliated with the political parties and appointed in proportion to political party representation in the last local elections. This paper investigates the influence of their partisan belonging when ruling in asylum appeals in the Migration Courts, where laymen are effectively randomly assigned to cases. The results show that the approval rate is affected by the policy position of the laymen's political parties. In particular, asylum appeals are more likely to be rejected when laymen from the anti-immigrant party the Swedish Democrats participate, and less likely to be rejected when laymen from the Left Party, the Christian Democrats or the Green Party participate. This indicates that asylum seekers do not receive an impartial trial, and raises concerns that laymen in the courts can compromise the legal security in general. / Essay 2: Although economic circumstances have been argued to be a major determining factor of attitudes to redistribution, there is little well identified evidence at the individual level. Utilizing a unique dataset, with detailed individual information, provides new and convincing evidence on the link between economic circumstances and demand for redistribution (in the form of social benefits). The Swedish National Election Studies are constructed as a rotating survey panel, which makes it possible to estimate the causal effect of economic changes. The empirical analysis shows that individuals who experience a job loss become considerably more supportive of redistribution. Yet, attitudes to redistribution return to their initial level as economic prospects improve, suggesting that the effect is only temporary. Although a job loss also changes attitudes to the political parties, the probability to vote for the left-wing is not affected. / Essay 3: A well-functioning labor market is characterized by job reallocations, but the individual costs can be vast. We examine if individual's ability to cope with such adjustments depends on their cognitive and non-cognitive skills (measured by the enlistment tests). Since selection into unemployment is a function of skills, we solve the endogeneity of a job loss by using the exogenous labor market shock provided by the military base closures in Sweden following the end of the Cold War. We find, first, that, on average, labor earnings decrease and unemployment and labor-related benefits increase for those affected. Second, there are heterogeneous treatment effects in terms of unemployment; the treated individuals with high non-cognitive and cognitive skills face lower unemployment effects than the treated individuals with low non-cognitive and cognitive skills.

La tesi propone evidenze empiriche e teoriche sull’importanza delle abilità cosiddette non cognitive come elemento fondamentale del capitale umano individuale. In particolare, ci si propone di discutere se, e in che portata, queste capacità relazionali incidano sulle performance lavorative e sulle decisioni concernenti la salute. La tesi propone le reti sociali, o “social networks”, come possibile misurazione di queste capacità interpersonali. Il primo capitolo presenta una dettagliata rassegna della letteratura sulle abilità non cognitive, e sui loro effetti su salari e stato di salute, e discute l’appropriatezza dell’utilizzo delle variabili di “social networks” come misura per tali abilità. Il secondo capitolo stima a livello empirico l’impatto delle capacità relazionali sui salari. Per una completezza di metodologia e per verificare la robustezza dei risultati, le stime vengono effettuate con diverse metodologie econometriche. Il terzo capitolo analizza gli effetti di queste abilità sociali sul consumo di sigarette, e discute la loro importanza rispetto ad altri fattori rilevanti, come tasse e comportamenti dei genitori. Il capitolo applica diversi stimatori, lineari e non, ed esamina le differenze, in termini di grandezza e significatività statistica, nei risultati ottenuti. / This thesis provides further evidence on the importance of including non-cognitive and social skills as a component of individual human capital. In particular, it aims to assess whether interpersonal skills, measured through social network metrics, influence labour market and health attainment. The first chapter reviews the literature on non-cognitive skills and their impact on various outcomes, and discusses the use of social network metrics as measure of interpersonal skills. The second chapter empirically estimates the impact of these social skills on earnings. The effect is estimated comparing alternative empirical strategies to model social interactions, to fully examine the robustness and the meaning of the results obtained. The third chapter examines the effect of these skills on individual smoking behaviour over the young adulthood life. In particular, it examines the role of popularity and social skills on smoking decision, and compares the relative importance of these skills to other factors, such as cigarette taxes, and parents’ smoking behaviour. It also analysed the extent to which using non-linear estimators affects the significance and the magnitude of the effects of these factors.

Why do girls and boys perform differently in school? In this paper, we examine the gender gap in educational achievement for Language and Mathematics using a novel dataset of 10,000 students in the Public School System of Sao Paulo, Brazil. The broad set of available information allows us to test the relative importance of skills and incentives to schooling on the educational outcomes of boys and girls. We summarize a unique socioemotional profile of boys and girls in Brazil and find significant gender differences in skills and incentives to schooling. Performing a decomposition exercise, we find that the gender gap in educational outcomes is significantly explained by differences in the levels of observed inputs, especially incentives to schooling. We bring new evidence on the importance of incentives to schooling in explaining the gender differences in both classroom grades in standardized test scores. / Por que meninas e meninos têm desempenhos diferentes na escola? Nesta pesquisa, vamos examinar as disparidades de gênero no desempenho escolar em Linguagem e Matemática utilizando um novo conjunto de dados de 10.000 alunos do Sistema Público de Ensino de São Paulo, Brasil. O amplo conjunto de informações disponíveis nos permite testar a importância relativa das competências socioemocionais e incentivos à educação sobre os resultados educacionais de meninos e meninas. Nós traçamos um perfil socioemocional único de meninos e meninas no Brasil e encontramos diferenças de gênero significativas nas habilidades e incentivos à educação. Realizando um exercício de decomposição, descobrimos que a diferença de gênero nos resultados educacionais é significativamente explicada pelas diferenças nos níveis de insumos observados, especialmente incentivos à educação. Ainda, encontramos novas evidências sobre a importância dos incentivos à educação para explicar as diferenças de gênero em notas de sala de aula e resultados de testes padronizados.

Why do girls and boys perform differently in school? In this paper, we examine the gender gap in educational achievement for Language and Mathematics using a novel dataset of 10,000 students in the Public School System of Sao Paulo, Brazil. The broad set of available information allows us to test the relative importance of skills and incentives to schooling on the educational outcomes of boys and girls. We summarize a unique socioemotional profile of boys and girls in Brazil and find significant gender differences in skills and incentives to schooling. Performing a decomposition exercise, we find that the gender gap in educational outcomes is significantly explained by differences in the levels of observed inputs, especially incentives to schooling. We bring new evidence on the importance of incentives to schooling in explaining the gender differences in both classroom grades in standardized test scores. / Por que meninas e meninos têm desempenhos diferentes na escola? Nesta pesquisa, vamos examinar as disparidades de gênero no desempenho escolar em Linguagem e Matemática utilizando um novo conjunto de dados de 10.000 alunos do Sistema Público de Ensino de São Paulo, Brasil. O amplo conjunto de informações disponíveis nos permite testar a importância relativa das competências socioemocionais e incentivos à educação sobre os resultados educacionais de meninos e meninas. Nós traçamos um perfil socioemocional único de meninos e meninas no Brasil e encontramos diferenças de gênero significativas nas habilidades e incentivos à educação. Realizando um exercício de decomposição, descobrimos que a diferença de gênero nos resultados educacionais é significativamente explicada pelas diferenças nos níveis de insumos observados, especialmente incentivos à educação. Ainda, encontramos novas evidências sobre a importância dos incentivos à educação para explicar as diferenças de gênero em notas de sala de aula e resultados de testes padronizados.

Increased levels of obesity, particularly among American youth, have consistently been cause for concern over the last few decades. Additionally, the amount of time youth spend being active throughout the day has consistently decreased. Physical activity levels among school-aged children in America are effected by any number of reasons, but this study points to the possibility of time spent being physically active during the school day having the greatest effect on a student’s overall level of physical activity. Increased pressures from different entities on local schools to improve student performance on standardized test scores have contributed to a decline in students’ time spent being active during the school day. The inverse relationship that exists between levels of obesity and amount of time spent being active is a call to action and cause for more research in this area if a solution is to be reached with the obesity epidemic in America. The purpose of this study was to investigate the effects of increased physical activity on the academic performance of elementary students in a rural, Central Kentucky community. Academic performance is an overarching term that encompasses academic achievement through standardized testing, academic behavior, and cognitive skills and abilities. Ninety students in 4th and 5th grade with an average age of 10 from one elementary school participated in the study. After obtaining parental consent and students’ verbal consent, students were divided into two intervention groups and one control group. Each intervention group received extra physical activity for three days a week for four weeks. Activity for students was measured with an EKHO MVPA accelerometer for the duration of each activity session during their respective intervention weeks. Standardized test scores were obtained through the school’s measure of academic progress (MAP) assessment. Student behavior was assessed through direct systematic observation and teacher-based questionnaires. Finally, the STROOP color word test was used to measure student’s cognitive processes and executive functioning skills. The results from the STROOP color word test provided evidence of a significant relationship between physical activity and cognitive skills (ttest1=2.63, p < .01, ttest2=7.14, p < .001). Additionally, the teacher-based questionnaire demonstrated a significantly positive relationship between physical activity and student behavior (t = -2.65, p < .01). Boys were significantly more active than girls (tfemale = -2.71, p < .01). There were also significant correlations between females and the teacher-based questionnaires, the white race and the STROOP color word test, and the white race and on-task behavior. No significant relationships were found between physical activity and overall academic performance or academic achievement.