Studierelaterad stress är vanligt förekommande för många universitetsstudenter och för att hantera denna stress är effektiva copingstrategier fundamentalt. Syftet med studien var att undersöka studierelaterad stress och vilka copingstrategier universitetsstudenter använder sig av. I studien utforskades följande två frågeställningar: Hur upplever universitetsstudenter studierelaterad stress? och Vilka copingstrategier tillämpar universitetsstudenter vid hantering av studierelaterad stress? Semistrukturerade intervjuer genomfördes med sex kvinnor och fyra män mellan 21-29 år. Två teman identifierades till första frågeställningen och de var höga krav och påverkan av studierelaterad stress på fysiska och psykiska hälsan. Två teman identifierades till andra frågeställningen och dessa var socialt stöd, prokrastinering, kontroll över situationen och återhämtning. Resultatet visade att studierelaterad stress påverkar deltagarnas fysiska och psykiska hälsa och deras akademiska prestationer negativt. Studierelaterad stress ökar genom att studenterna har brist på kontroll och för höga krav på sig själva. Socialt stöd, struktur och återhämtning diskuterades som betydelsefulla strategier för att minska stressen.

Syfte: Syftet med denna studie var att undersöka hur upplevd stress korrelerade med känsla av sammanhang och personlighetsdrag och vidare att även undersöka om känsla av sammanhang och personlighetsdrag kunde predicera upplevelsen av stress hos universitetsstudenter, i Sverige. Metod: Studien använde ett kvantitativt tillvägagångssätt och genomfördes utifrån ett bekvämlighetsurval och med en digital enkät (n=111). Mätinstrumenten i enkäten bestod avPSS-10, för att mäta upplevd stress, SOC-13 för att mäta känsla av sammanhang och TIPI, för att mäta personlighetsdrag. Korrelationsanalys genomfördes för att undersöka korrelationen mellan variablerna och multipel regressionsanalys genomfördes för att undersöka om känsla av sammanhang och personlighetsdrag kunde predicera stress. Resultat: Korrelationsanalysen visade att upplevd stress korrelerade negativt med känsla avsammanhang (r=-0.77, p<.001) samt personlighetsdragen samvetsgrann (r=-0.32, p<.001) och emotionell stabilitet (r=-0.62, p<.001). Multipla regressionsanalysen visade att känsla avsammanhang och emotionell stabilitet predicerade nivåerna av upplevd stress (R2=0,68,p<.001). Slutsats: Statistisk signifikant samband fanns mellan upplevd stress, känsla av sammanhang och personlighetsdrag. Framtida longitudinella studier skulle kunna utföras för att vidareundersöka relationen dem emellan. / Aim: The aim of this study was to examine how perceived stress correlated with sense of coherence and personality traits and further to examine whether sense of coherence and personality traits could predict the experience of stress in university students, in Sweden. Method: The study used a quantitative approach and was conducted based on a convenience sample and with a digital survey (n=111). The measuring instruments in the survey consisted of PSS-10, to measure perceived stress, SOC-13 to measure sense of coherence and TIPI, to measure personality traits. Correlations analysis was conducted to examine the relationship between the variables and multiple regression analysis was conducted to examine whether sense of coherence and personality traits could predict stress. Result: The correlation analysis showed that perceived stress correlated negatively with KASAM (r=-0.77, p<.001) and the personality traits conscientiousness (r=-0.32, p<.001) and emotional stability (r=-0.62, p<.001). The multiple regression analysis showed that sense ofcoherence and emotional stability predicted the levels of perceived stress (R2=0,68, p<.001). Conclusion: Statistically significant relationship where found between perceived stress, sense of coherence and personality traits. Future longitudinal studies may be conducted to further examine the relationship between them. / Nej

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This paper investigates and compares Chinese master’s students in Denmark and Sweden, focusing on their motivation for choosing to study in Denmark and Sweden, their daily life and study acculturation experience, as well as their intentions of staying or returning after graduating.The paper provides information on the current student migration situation, and presents relevant motivational migration and acculturation theories. A semi-structured interview method is then used to gather qualitative data from six Chinese master’s students studying in Denmark and Sweden. In the analysis, the paper applies the theories on the interview data.This paper’s findings suggest that the main reasons for the Chinese master’s students to study abroad is to improve their competencies and experience foreign culture. When choosing the study destination, decisive factors include the quality of the program, the academic reputation of the universities, the use of English in teaching and cultural aspirations.The effects of cultural differences, study situation and finance are factors that affect their psychological well-being during the process of acculturation. Their psychological well-being generally follows a “U” curve with an initial high level followed by a lower level which eventually increases to a higher level once again. The students encounter challenges in their study related to the Danish and Swedish academia’s direct teacher-student and student-student communication, as well as the English language.Regarding the students’ intentions after graduating, some plan to return to China because of family, friends and personal relationship reasons, while others intend to stay mainly for career reasons, but with the intention of ultimately returning to China.

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Attityder till sexköpslagen har varierat historiskt sett, däremot har två perspektiv dominerat debatten över tid. Sexarbetare har delvis setts som utsatta offer eller handlande agenter. Viss tidigare forskning har ansett att ett fullständigt offerperspektiv kan vara stigmatiserande för sexarbetaren, däremot finns det anledningar att ifrågasätta synen på sexarbetaren som en agent. Det finns tidigare forskning som utforskat attityder till prostitution, prostituerade och lagstiftning gällande prostitution. Däremot finns ingen tidigare svensk forskning som undersökt attityder till sexarbetare och försäljning av sexuella tjänster hos professionsstudenter. Syftet med denna studie är att synliggöra attityder till individer som säljer sexuella tjänster hos studenter som läser olika professionsutbildningar. Den teoretiska utgångspunkten består av tre begrepp som används i analysen av materialet; attityder, agent och offer. Studien är centrerad kring en enkätundersökning som består av demografiska frågor samt påståenden om sexarbetare och sexuella tjänster, vilken besvarats av 317 respondenter. Analysen undersöker sambandet mellan attityder till sexarbetare och sexuella tjänster samt utbildningsinriktning och utbildningslängd genom deskriptiv statistik, t-test och regressionsanalyser. Regressionsanalyserna genomförs dessutom för att testa om könsidentitet har en påverkan på attityderna. Resultatet visar ingen signifikant skillnad av variansen i attityder till varken sexarbetare eller sexuella tjänster beroende på utbildningsinriktning samt utbildningsinriktning indelad efter utbildningslängd. Den deskriptiva datan tyder på att det endast finns små skillnader inom den observerade gruppen. Däremot visar resultatet att könsidentitet påverkar både attityder till sexarbetare samt attityder till sexuella tjänster. Fastän både män och kvinnor i högre utsträckning tycks svara i riktning av att sexarbetaren förstås som ett utsatt offer tenderar män att i en aning högre grad svara i linje med en förståelse av sexarbetaren som en handlande agent.

Research has shown that international students studying in the United States report significantly lower levels of social adjustment than American students. Cultural differences may contribute to this problem; however, social relationships between international students and American students lead to greater adjustment for the former group. In spite of this finding, many international students fail to develop significant interpersonal relationships with American students. In this study, self-construal, social anxiety, and social skills were investigated as possible mediating variables for international student social adjustment. During the first phase of the study, data were collected from 59 Chinese and 105 American graduate students at a large state university in the southeastern United States. Results indicated that Chinese students experience lower social adjustment, higher levels of social anxiety, and report higher interdependent self-construal than American students. Independent self-construal was inversely related to social anxiety for both groups. In addition, an inverse relationship between social anxiety and social adjustment was found for the American students only. For the second phase of the study, a subset of Chinese (N = 28) and American (N = 32) students from the first phase participated in four separate dyadic interactions with both Chinese and American confederates. The students were asked to rate their level of anxiety both before and after the interaction, and their behavior during the interaction was videotaped and later rated by independent observers. Analyses of these data revealed that American students experienced higher anxiety than Chinese students both before and after the interactions. Social adjustment appears to play a role in this difference since Chinese subjects with low social adjustment reported lower post-interaction anxiety than those with high social adjustment. Self-construal is also discussed as a possible explanation for this finding. In addition, American students were rated as having better overall social skills (as defined by American norms) than Chinese students. Both groups of students reported lower anxiety after interacting with an American confederate, perhaps due to language difficulties during interactions with Chinese confederates. Finally, some interesting results were revealed when the effects of sex were explored in the analyses. Implications for student orientation programs and directions for future research are discussed. / Ph. D.

Autism spectrum disorder (autism) can have significant impacts on the lives of those who experience it. However, as autism can affect each person in unique ways, the exact impacts of the condition on a person's experiences are not well understood. This is especially the case for women and girls with autism, who are on diagnosed later in life and have historically been neglected in research studies when compared to autistic men and boys. Autistic people are underrepresented in university populations, and characteristics of a university education present new challenges for autistic students. Little research has been done to inform supports for autistic women at university. This study aims to highlight the experiences of seven autistic women who attend university and learn their experiences, especially experiences with depression. Researchers invited these women to participate in open-ended interviews about their experiences with depression and life experiences as university students. Researchers synthesized the women's experiences into three main themes or findings and two additional themes or findings, each with their own sub-themes. The main themes are: accessibility, accommodations, and supports; mental health; and discovering autism. These women highlighted the frustrating path to acquiring a diagnosis, the relief they felt when diagnosed, the self-defeating nature of university accommodations, the way that depression shaped their lives, and the continuing effects of depression on their lives. This study highlights their experiences and lays a foundation for future research into supports that will make university experience more positive and accessible.