Ledarskap är en central del av ett företags överlevnad och utveckling. Därtill kan det påverkas av diverse faktorer, däribland uppfostran av den individ som tillämpar ledarskapet. Det finns en del forskning kring områdena ledarskap och uppfostran var för sig. Tidigare forskning har konstaterat att uppfostran har en stor betydelse för hur individer tenderar att bli som vuxna. Vidare är några faktorer som kan påverka detta bland annat omgivning och genetik. Ytterligare visar tidigare studier även att ledarskap är betydelsefullt, inom både personlig- och organisationsutveckling. Därmed har forskningen kommit fram till att det existerar olika stilar och perspektiv på ledarskap och att alla har sina styrkor och svagheter. Däremot finns det betydligt mindre forskning kring kopplingen mellan bäggedera områdena och denna studie har i syfte att utforska kring detta samband. Resultatet blev att uppfostran i högsta grad påverkar en individs framtida ledarskap. Detta har skett genom en kvalitativt utförd studie med en induktiv forskningsasats. Därtill har den insamlade empirin i kombination med teorin från referensramen genererat i en modell som förklarar den ledarskapspåverkande personlighetsformgivningen. Vidare beskriver modellen vilka typer av överföringar som sker under uppfostran, olika faktorer som påverkar samt tre typer av personlighetsformgivningar som kan användas. / Leadership is a central part of a company’s survival and development. Moreover, can the leadership be influenced by different factors, for instance the upbringing of the individual who applies said leadership. There has been a substantial amount of research done in the areas of leadership and upbringing, separately. Previous studies have determined that an individual's upbringing has a significance for how the person develops and becomes as an adult. Some factors that are able to influence this are the person's environment and genetics. Furthermore, previous studies have shown that leadership is significant in both personal and organizational development. Thus, has research established that there are various styles and perspectives on leadership, and that all have their strengths and weaknesses. Nevertheless, since there is significantly less research on the connection between both of these areas, has this study aimed to analyze this relationship. The result was that the upbringing definitely affects an individual's future leadership. This has been done through a conducted study with an inductive research approach. The collected data combined with the theory from the reference framework has developed a model that explains the leadership-influencing personality formation. Moreover, the model describes the types of transmission that occur during upbringing, the different factors that have an impact and the three types of personality formations that can be adopted.

<p>In this study the overarching question is in what way the Swedishauthor Alf Henrikson has acted as a popular educator and if he as such hasbeen a part of a popular educational context. The different popular educationalactivities he associated with could be considered as verification thathe did act as a popular educator. Two works of his popular historical authorshipare examined and they are characterized by the intention or ambitionto disseminate historical knowledge. By his historical authorship healso was a part of a popular historical tradition in Sweden.Henrikson appeared at several times as a popular lecturer and hereby hereproduces a tradition from the worker’s institutes and the associations forpopular lectures. He also performed on several occasions in radio programsand TV programs and disseminated knowledge and education. Radio broadcastsas well as television are regarded as popular educational activities. Inconsideration to the subject areas of his knowledge he can be affiliated withan educational ideal in the Swedish worker’s movement and Swedish populareducation. His educational ideal is the personality creating neohumanisticprinciple. Henrikson also supported the thought of taking over the middles-classes idea of cultural heritage.</p>

In this study the overarching question is in what way the Swedishauthor Alf Henrikson has acted as a popular educator and if he as such hasbeen a part of a popular educational context. The different popular educationalactivities he associated with could be considered as verification thathe did act as a popular educator. Two works of his popular historical authorshipare examined and they are characterized by the intention or ambitionto disseminate historical knowledge. By his historical authorship healso was a part of a popular historical tradition in Sweden.Henrikson appeared at several times as a popular lecturer and hereby hereproduces a tradition from the worker’s institutes and the associations forpopular lectures. He also performed on several occasions in radio programsand TV programs and disseminated knowledge and education. Radio broadcastsas well as television are regarded as popular educational activities. Inconsideration to the subject areas of his knowledge he can be affiliated withan educational ideal in the Swedish worker’s movement and Swedish populareducation. His educational ideal is the personality creating neohumanisticprinciple. Henrikson also supported the thought of taking over the middles-classes idea of cultural heritage.

Certain adolescents are restrained in their becoming owing to a variety of family, school and relational factors, such as inappropriate adult role models, repeated failure and poor communication skills. Restrained adolescents display inadequate identity formation, partly because they are still endeavouring to define an own identity, instead of having reached the point of refining and stabilising their identity. Through their behaviour in family, school and other relationships they plead for assistance in the formation of their identity, especially at school, where their plea is often misinterpreted as misbehaviour or attention-seeking, if not completely ignored. They consequently resort to their own ineffective efforts towards a meaningful existence. As an aid to defining adolescents' identity formation, a list of criteria has been compiled, using the essences distilled from the literature study. Four original questionnaires have been devised with a view to investigating restrained adolescents' identity formation from the perspective of adolescents, their parents, and teachers. By means of a qualitative investigation, it was found that: The identity formation of restrained adolescents is on the whole unsatisfactory in every respect. That is to say, they attribute inadequate meaning to life, themselves and their problems; they are not sufficiently involved in what they do, and they are bound by the infantile experiencing of their life-world in.that they are controlled by their feelings and moods. Parents of restrained adolescents tend to be inadequate, particularly their fathers, who are non-available, either literally or figuratively. Alcoholism, neglect and abuse are common. Teachers of restrained adolescents are generally unaware of the significant role they can play in their identity formation, and need sensitisation and assistance in this area. Adolescents restrained in their becoming demonstrate specific identity formation needs, which concern themselves in various personal modalities and relationships. Teachers are in the position to provide support, not by means of additional scholastic or guidance programmes, but through their approach to these adolescents, to their teaching and education in general. / Psychology of Education / D. Ed.

Certain adolescents are restrained in their becoming owing to a variety of family, school and relational factors, such as inappropriate adult role models, repeated failure and poor communication skills. Restrained adolescents display inadequate identity formation, partly because they are still endeavouring to define an own identity, instead of having reached the point of refining and stabilising their identity. Through their behaviour in family, school and other relationships they plead for assistance in the formation of their identity, especially at school, where their plea is often misinterpreted as misbehaviour or attention-seeking, if not completely ignored. They consequently resort to their own ineffective efforts towards a meaningful existence. As an aid to defining adolescents' identity formation, a list of criteria has been compiled, using the essences distilled from the literature study. Four original questionnaires have been devised with a view to investigating restrained adolescents' identity formation from the perspective of adolescents, their parents, and teachers. By means of a qualitative investigation, it was found that: The identity formation of restrained adolescents is on the whole unsatisfactory in every respect. That is to say, they attribute inadequate meaning to life, themselves and their problems; they are not sufficiently involved in what they do, and they are bound by the infantile experiencing of their life-world in.that they are controlled by their feelings and moods. Parents of restrained adolescents tend to be inadequate, particularly their fathers, who are non-available, either literally or figuratively. Alcoholism, neglect and abuse are common. Teachers of restrained adolescents are generally unaware of the significant role they can play in their identity formation, and need sensitisation and assistance in this area. Adolescents restrained in their becoming demonstrate specific identity formation needs, which concern themselves in various personal modalities and relationships. Teachers are in the position to provide support, not by means of additional scholastic or guidance programmes, but through their approach to these adolescents, to their teaching and education in general. / Psychology of Education / D. Ed.