Browsing by Subject "School"

Sort by: Order: Results:

Now showing items 1-6 of 6
  • Wikholm, Pia Karoliina (Helsingfors universitet, 2012)
    Besides the knowledge-based learning, the school plays a central role in students' identity formation. The study aims to analyze girls' appearance and style related options in the ninth grade in a Swedish-speaking high school, and to examine how this is connected with identity formation. The research questions are: How do girls use clothing and style related choices in shaping their own identity? What aspects of appearance do the girls perceive as important in school? What affects one's own style? The study was ethnographic, the collection of data began in the autumn of 2010 and lasted until spring 2011. The core of the material for this study consists of a diary project conducted with 12 girls in grade nine. Semi-structured interviews were carried out based on the diaries. A thirteenth girl further contributed in an interview, though lacking the diary. The material has been analyzed with the use of thematic analysis, as well as content analysis regarding the images in the diaries, and partly also discourse analysis. The theoretical perspectives set out for the study examines issues concerning the perception of girls' roles, positions and importance in girlhood studies, youth studies and in the public discourse. The issue of different interpretations and definitions of girlhood is also outlined in the study. The matter of status groups' influences in schools in terms of inclusion and exclusion for the yet accurate and vague, but unspoken rules existing within the school creates a framework for this study. This set of codes often takes place beyond the actual teaching. The identity in relation to clothing and style in both the school and the students' private life, is seen as a complex network, where social class, gender, friends, media, popular culture and status group membership, all have an impact on the individual. Identity is created and shaped through interplay with others. When the individuality and uniqueness are compounded with the social mechanisms of fashion, the individual faces a struggle of standing out or fitting in. The classic sociologically orientated ideas of fashion and taste are of great importance in this study, since social class plays a significant role in terms of clothes, style and identity. The result of the study clearly shows that the school has a central role in girls' identity making, where questions about self-identification, group identity and alienation constantly are present. The girls' construction of style took place in an interaction between the school and other elements, such as friends, family, home and spare time activities. One of the key findings in the study is the dualism which prevailed in the matter of the girls balancing between fitting in with the crowd and the urge to be unique, constantly confronted with the peer pressure that was present in school. As their biggest source of inspiration for their own style the girls' mentioned fashion blogs, music, magazines, television shows, friends and oneself. The diaries functioned as a space where the girls could reflect upon different notions about girlhood through literary and visual expression. The diaries conveyed opportunities in showing the contrasts and the complexity in being a girl. Also, the study exhorts for further discussion according to the use of creative and multidisciplinary approaches to the field for educational research. The girls' use of clothing and style as means of expression embodied meanings, dreams, fantasies, and worked as extensions of their identity. This study shows that there is a certain style among the girls that is considered typical for Swedish-speaking Finns. The style has been influenced by upper class style, with roots in the more exclusive sports and recreational activities such as golf and sailing. The style influenced by the upper class, were considered worth striving for. The girls willingly bought certain garments and accessories, which can be seen as a form of symbolic capital. The need for conformity was vital and few students differed radically with regard to their appearances in the school. The study seeks to demonstrate the importance of the identity formation processes taking place in schools. The identity formation processes are essential in the lives of young people. Therefore, it would be important to consider both the problems and opportunities that exist in these identity making processes, and also to include them to a larger extent to the everyday life in schools.
  • Kinnunen, Jaana M.; Lindfors, Pirjo; Rimpela, Arja; Salmela-Aro, Katariina; Rathmann, Katharina; Perelman, Julian; Federico, Bruno; Richter, Matthias; Kunst, Anton E.; Lorant, Vincent (2016)
    It is well established that poor academic performance is related to smoking, but the association between academic well-being and smoking is less known. We measured academic well-being by school burnout and schoolwork engagement and studied their associations with smoking among 14- to 17-year-old schoolchildren in Belgium, Germany, Finland, Italy, the Netherlands, and Portugal. A classroom survey (2013 SILNE survey, N = 11,015) was conducted using the Short School Burnout Inventory and the Schoolwork Engagement Inventory. Logistic regression, generalized linear mixed models, and ANOVA were used. Low schoolwork engagement and high school burnout increased the odds for daily smoking in all countries. Academic performance was correlated with school burnout and schoolwork engagement, and adjusting for it slightly decreased the odds for smoking. Adjusting for socioeconomic factors and school level had little effect. Although high school burnout and low schoolwork engagement correlate with low academic performance, they are mutually independent risk factors for smoking. (C) 2016 The Authors. Published by Elsevier Ltd on behalf of The Foundation for Professionals in Services for Adolescents.
  • Savelieva, Kateryna; Marttila, Tero; Lampi, Jussi; Ung-Lanki, Sari; Elovainio, Marko; Pekkanen, Juha (BioMed Central, 2019)
    Abstract Background The associations between indoor environmental quality (IEQ) in homes and symptom reporting of children have been extensively studied, but only few large-scale studies have been done in schools. We examined associations between expert-assessed IEQ in schools and pupils’ reporting of different symptoms, and whether associations were stronger if participants relate symptoms to the school environment. Methods The questionnaire survey was done in all primary and secondary schools in two areas of Helsinki, Finland. Primary school pupils (grade 3–6, n = 8775, 99 school-buildings) and secondary school pupils (grade 7–9, n = 3410, 30 school-buildings) reported their symptoms. Symptoms were combined into respiratory, lower respiratory, eye, skin, and general symptom groups. Surveys were also done among the parents of the primary school pupils (grade 1–6, n = 3540, 88 school buildings), but results are reported only in the supplement due to the low response rate (20% in 2017 and 13% in 2018). The associations between IEQ and symptoms were analyzed using multilevel logistic regression analysis. Results Several of the IEQ indicators were highly correlated and indicators were therefore mainly analyzed by combining them into a summary score and into latent classes. Dose-response associations were found between IEQ problems and higher reporting of respiratory and general symptoms among both primary and secondary school pupils. Some associations were also observed with lower respiratory and skin symptoms, but not with eye symptoms. The associations were somewhat stronger with symptoms related to the school environment compared to symptoms reported without such relation: for a unit change in IEQ summary score and respiratory symptoms in primary schools, odds ratios were 1.07 (95% CI 1.02–1.06) and 1.04 (95% CI 1.04–1.10), and in secondary schools 1.09 (95% CI 1.01–1.09) and 1.05 (95% CI 1.02–1.17), respectively. Conclusions Expert-assessed IEQ problems in schools were associated with increased reporting of especially respiratory and general symptoms. The associations were only somewhat stronger in magnitude for symptoms reported in relation to the school environment compared to symptoms reported without such relation.
  • Savelieva, Kateryna; Marttila, Tero; Lampi, Jussi; Ung-Lanki, Sari; Elovainio, Marko; Pekkanen, Juha (2019)
  • Nordal, Ellen; Rypdal, Veronika; Arnstad, Ellen D; Aalto, Kristiina; Berntson, Lillemor; Ekelund, Maria; Fasth, Anders; Glerup, Mia; Herlin, Troels; Nielsen, Susan; Peltoniemi, Suvi; Zak, Marek; Songstad, Nils T; Rygg, Marite (BioMed Central, 2019)
    Abstract Background The aim of the study was to describe school attendance and participation in physical education in school among children with juvenile idiopathic arthritis (JIA). Methods Consecutive cases of JIA from defined geographical areas of Finland, Sweden and Norway with disease onset in 1997 to 2000 were followed for 8 years in a multi-center cohort study, aimed to be as close to population-based as possible. Clinical characteristics and information on school attendance and participation in physical education (PE) were registered. Results Participation in school and in PE was lowest initially and increased during the disease course. Eight years after disease onset 228/274 (83.2%) of the children reported no school absence due to JIA, while 16.8% reported absence during the last 2 months due to JIA. Full participation in PE was reported by 194/242 (80.2%), partly by 16.9%, and none by 2.9%. Lowest participation in PE was found among children with ERA and the undifferentiated categories. Absence in school and PE was associated with higher disease activity measures at the 8-year visit. School absence > 1 day at baseline predicted use of disease-modifying anti-rheumatic drugs, including biologics (DMARDs) (OR 1.2 (1.1–1.5)), and non-remission off medication (OR 1.4 (1.1–1.7) 8 years after disease onset. Conclusion School absence at baseline predicted adverse long-term outcome. In children and adolescents with JIA participation in school activities is mostly high after 8 years of disease. For the minority with low participation, special attention is warranted to promote their full potential of social interaction and improve long-term outcome.
  • Nordic Study Grp Pediat Rheumatolo; Nordal, Ellen; Rypdal, Veronika; Arnstad, Ellen Dalen; Aalto, Kristiina; Berntson, Lillemor; Ekelund, Maria; Peltoniemi, Suvi; Rygg, Marite (2019)
    BackgroundThe aim of the study was to describe school attendance and participation in physical education in school among children with juvenile idiopathic arthritis (JIA).MethodsConsecutive cases of JIA from defined geographical areas of Finland, Sweden and Norway with disease onset in 1997 to 2000 were followed for 8 years in a multi-center cohort study, aimed to be as close to population-based as possible. Clinical characteristics and information on school attendance and participation in physical education (PE) were registered.ResultsParticipation in school and in PE was lowest initially and increased during the disease course. Eight years after disease onset 228/274 (83.2%) of the children reported no school absence due to JIA, while 16.8% reported absence during the last 2 months due to JIA. Full participation in PE was reported by 194/242 (80.2%), partly by 16.9%, and none by 2.9%. Lowest participation in PE was found among children with ERA and the undifferentiated categories. Absence in school and PE was associated with higher disease activity measures at the 8-year visit. School absence >1day at baseline predicted use of disease-modifying anti-rheumatic drugs, including biologics (DMARDs) (OR 1.2 (1.1-1.5)), and non-remission off medication (OR 1.4 (1.1-1.7) 8 years after disease onset.ConclusionSchool absence at baseline predicted adverse long-term outcome. In children and adolescents with JIA participation in school activities is mostly high after 8years of disease. For the minority with low participation, special attention is warranted to promote their full potential of social interaction and improve long-term outcome.