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En kvalitativ studie om gymnasieelevers upplevda påverkan av ämneskunskaper i psykologi.

Berglund Amador, Karin LU and Månsson Nord, Hanna LU (2020) PSYK11 20192
Department of Psychology
Abstract (Swedish)
Syftet med denna studie var att undersöka hur elever upplever sig påverkade som mottagare av psykologisk kunskap, genom psykologilektioner på gymnasiet. En explorativ, kvalitativ studie med åtta semistrukturerade intervjuer genomfördes. Gymnasieeleverna gick i åk 2 eller åk 3 och kom från tre olika skolor i Skåne, Sverige. Samtliga hade läst minst majoriteten av den första grundkursen i psykologi på gymnasiet. En induktiv tematisk analys med deduktiva inslag utfördes på insamlade data och resultatet visade på fyra övergripande teman där gymnasieelever upplevde sig påverkade; 1) en ökad förståelse, 2) en förändrad självbild, 3) förändrat förfarande, och 4) nyuppkomna svårigheter till följd av psykologikunskaperna. Slutsatsen i studien var... (More)
Syftet med denna studie var att undersöka hur elever upplever sig påverkade som mottagare av psykologisk kunskap, genom psykologilektioner på gymnasiet. En explorativ, kvalitativ studie med åtta semistrukturerade intervjuer genomfördes. Gymnasieeleverna gick i åk 2 eller åk 3 och kom från tre olika skolor i Skåne, Sverige. Samtliga hade läst minst majoriteten av den första grundkursen i psykologi på gymnasiet. En induktiv tematisk analys med deduktiva inslag utfördes på insamlade data och resultatet visade på fyra övergripande teman där gymnasieelever upplevde sig påverkade; 1) en ökad förståelse, 2) en förändrad självbild, 3) förändrat förfarande, och 4) nyuppkomna svårigheter till följd av psykologikunskaperna. Slutsatsen i studien var att psykologisk kunskap upplevdes som betydelsefull för gymnasieelever och att de medförda kunskaperna upplevdes till största del som positiva, men studien visar också att upplevelsen var individuell. Förhoppningen med studiens bidrag är att den för det första förser gymnasielärare i psykologi med verktyg för att hantera psykologielever, i form av förståelse för hur eleverna kan tänkas påverkas av psykologikunskaperna; och för det andra att den ger verktyg till personer som tidigare läst, eller planerar att läsa psykologi, i form av insikt kring möjliga reaktioner på den psykologiska kunskapen - speciellt om tidsramen för inhämtningen av kunskap ligger i studiens undersökta åldersspann. (Less)
Abstract (Swedish)
The purpose of this study was to investigate how students experience being affected as recipients of psychological knowledge, through psychology lessons in high school. An explorative, qualitative study with eight semi-structured interviews was conducted. The high school students were in year 2 or year 3 and came from three different schools in Skåne county, Sweden. All had taken at least the majority of the first basic psychology course at high school. An inductive thematic analysis with deductive elements was performed on the collected data and the results showed four general themes in which high school students experienced being influenced; 1) increased understanding, 2) altered self-image, 3) changed mind and behavioural pattern 4)... (More)
The purpose of this study was to investigate how students experience being affected as recipients of psychological knowledge, through psychology lessons in high school. An explorative, qualitative study with eight semi-structured interviews was conducted. The high school students were in year 2 or year 3 and came from three different schools in Skåne county, Sweden. All had taken at least the majority of the first basic psychology course at high school. An inductive thematic analysis with deductive elements was performed on the collected data and the results showed four general themes in which high school students experienced being influenced; 1) increased understanding, 2) altered self-image, 3) changed mind and behavioural pattern 4) arising difficulties due to knowledge in psychology. The conclusion was that psychological knowledge was of great importance to high school students and that the perceived effects were mainly positive, but also individual. The hope with the study's contribution is that, firstly, it provides high school teachers in psychology with tools to deal with psychology students, in the form of understanding how students may be influenced by skills in psychology; and second, that it provides tools for people who have previously studied, or are planning to study psychology, in the form of insight into possible responses to psychological knowledge - especially if the timeframe for the acquisition of knowledge is within the age range examined in the study. (Less)
Please use this url to cite or link to this publication:
author
Berglund Amador, Karin LU and Månsson Nord, Hanna LU
supervisor
organization
course
PSYK11 20192
year
type
M2 - Bachelor Degree
subject
keywords
psykologi, gymnasieelever, kvalitativ studie, kunskap, tematisk analys
language
Swedish
id
9002209
date added to LUP
2020-01-22 15:52:35
date last changed
2020-01-22 15:52:35
@misc{9002209,
  abstract     = {{The purpose of this study was to investigate how students experience being affected as recipients of psychological knowledge, through psychology lessons in high school. An explorative, qualitative study with eight semi-structured interviews was conducted. The high school students were in year 2 or year 3 and came from three different schools in Skåne county, Sweden. All had taken at least the majority of the first basic psychology course at high school. An inductive thematic analysis with deductive elements was performed on the collected data and the results showed four general themes in which high school students experienced being influenced; 1) increased understanding, 2) altered self-image, 3) changed mind and behavioural pattern 4) arising difficulties due to knowledge in psychology. The conclusion was that psychological knowledge was of great importance to high school students and that the perceived effects were mainly positive, but also individual. The hope with the study's contribution is that, firstly, it provides high school teachers in psychology with tools to deal with psychology students, in the form of understanding how students may be influenced by skills in psychology; and second, that it provides tools for people who have previously studied, or are planning to study psychology, in the form of insight into possible responses to psychological knowledge - especially if the timeframe for the acquisition of knowledge is within the age range examined in the study.}},
  author       = {{Berglund Amador, Karin and Månsson Nord, Hanna}},
  language     = {{swe}},
  note         = {{Student Paper}},
  title        = {{En kvalitativ studie om gymnasieelevers upplevda påverkan av ämneskunskaper i psykologi.}},
  year         = {{2020}},
}