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  • 1.
    Aktaş, Vezir
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Persson, Roland S.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Fel person på fel plats: Om högutbildade invandrare på den svenska arbetsmarknaden2017In: HR: Att ta tillvara mänskliga resurser / [ed] Helene Ahl, Ingela Bergmo-Prvulovic & Karin Kilhammar, Lund, SE: Studentlitteratur AB, 2017, 1, p. 191-206Chapter in book (Refereed)
  • 2.
    Aktaş, Vezir
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Tepe, Yeliz Kındap
    Cumhuriyet UniversitySivasTurkey.
    Persson, Roland S.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Investigating Turkish university students’ attitudes towards refugees in a time of Civil War in neighboring Syria2018In: Current psychology (New Brunswick, N.J.), ISSN 1046-1310, E-ISSN 1936-4733Article in journal (Refereed)
    Abstract [en]

    Thousands of refugees have immigrated to Turkey because of the current Civil War in neighboring Syria. This is causing tensions between refugees and locals. These increasingly negative attitudes towards the incoming victims of conflict are of particular interest. The present study, therefore, aimed at determining the premises of the emergence of such negative attitudes. The research sample consisted of university students who all studied at various faculties at Cumhuriyet University in the Turkish province of Sivas. Data were collected by the Attitude Scale Towards Refugees, the Patriotism Attitude Scale, the Interpersonal Reactivity Index, and the Cirhinlioğlu Religiosity Scale. Data were analyzed by Independent Sample t-tests as well as using Stepwise Regression Analyses. Results showed that the feeling of empathy correlated negatively with negative attitudes towards refugees, while blind patriotism, religiosity, and having nationalist/conservative orientations, correlated positively. Men were found to be more negative than women. The feeling of empathy was the most prominent factor in predicting the nature of attitudes towards refugees. Religious doctrine and distancing oneself from conservative and patriotic perspectives appeared to be effective in potentially preventing the development of negative attitudes. In conclusion, research results are discussed in the light of relevant literature.

  • 3. Atterström, Hans
    et al.
    Persson, Roland S.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Brister eller olikheter?: Specialpedagogik på alternativa grundvalar2000Book (Other academic)
  • 4.
    Bondarik, Marina
    et al.
    ANPO Project Bureau 'Social Action', Moscow, Russia.
    Dymarskaya, Olga
    ANPO Project Bureau 'Social Action', Moscow, Russia.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Talent for the knowledge economy? A case study of Russia and the search for key people for economic growth2017Report (Other academic)
    Abstract [en]

    The transition from a locally planned economy to a global knowledge economy in Russia features several conflicts between the old and the new. At the center of Russian restructuring stands the young talented. Considering the significance of talent for economic growth it is important to explore how talent is understood and managed by different Russian types of organizations. A group of experts (N = 46) were therefore selected to participate in the study representing government, business, and education. Data were gathered by means of semi-structured interviews on location in Moscow and Saint Petersburg, Russia. The study was descriptive in nature and a straightforward qualitative content analysis, as constituted by the categorization of data, was employed. Results showed that all stakeholders identified talent as both high-achieving and creative. They also recognized structural difficulties in implementing talent support. Also, different groups had different understandings of the nature and societal purpose of talent. This article is concluded with focusing issues, derived from the data analysis, important to consider when establishing talent-dependent organizations or businesses in current Russia.

  • 5.
    Gustafsson, Jan-Eric
    et al.
    Göteborgs universitet.
    Allodi Westling, Mara
    Stockholms universitet, Specialpedagogiska institutionen.
    Alin Åkerman, Britta
    Stockholms universitet, Specialpedagogiska institutionen.
    Eriksson, Charli
    Örebro universitet.
    Eriksson, Lilly
    Folkhälsoinstitutet.
    Fischbein, Siv
    Stockholms universitet, Specialpedagogiska institutionen.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD. Jönköping University, School of Health and Welfare, HHJ, Dep. of Social Work.
    Gustafsson, Per
    Linköpings universitet.
    Ljungdahl, Sophia
    Folkhälsoinsitutet.
    Ogden, Terje
    Universitetet i Oslo.
    Persson, Roland S.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    School, Learning and Mental Health: A systematic review2010Report (Other academic)
    Abstract [sv]

    Rapporten presenterar resultaten från en systematisk översikt av forskning om skola, lärande och barns psykiska hälsa. Kungliga Vetenskapsakademiens Hälsoutskottet har givit uppdraget att genomföra en sådan översikt till en arbetsgrupp som har arbetat med uppdraget från hösten 2008 till mars 2009.

    Det första syftet med översikten är att genomföra en kartläggning av forskning inom det breda fält som behandlar frågor om skola, lärande och barns och ungdomars psykiska hälsa. Det andra syftet är att genomföra en narrativ syntes av forskning som undersökt orsaksförhållanden mellan psykisk hälsa å ena sidan och skolresultat och lärande å den andra sidan. Det tredje syftet är att redovisa resultat från forskning som har studerat svenska barns och ungdomars erfarenheter och upplevelser av skola och undervisningssituationer. För att uppnå de första två syftena genomfördes systematiska litteratursökningar i bibliografiska databaser av artiklar publicerade i vetenskapliga internationella tidskrifter inom olika discipliner. Det tredje syftet undersöktes med litteratursökningar av kvalitativa svenska studier i bibliografiska databaser.

    Slutsatser

    På grundval dels av kartläggningen av forskning om skola, lärande och psykisk hälsa, dels av de två fördjupade översikterna kan följande slutsatser dras:

    • Omfattningen av forskning som undersöker relationerna mellan olika aspekter av skola och psykisk hälsa är begränsad och i synnerhet gäller detta forskning som undersöker organisationsfaktorer och undervisnings-faktorer, aktiviteter, läroplaners utformning, resurser, specialpedagogiskt stöd, och olika former av betyg och bedömning.

    • Tidiga svårigheter i skolan och i synnerhet läs- och skrivsvårigheter kan orsaka internaliserande och externaliserande psykiska problem.

    • Svårigheter i skola och psykiska problem tenderar att vara stabila över tid.

    • Skolrelaterade hälsoproblem tenderar att minska när eleverna börjar på gymnasiet och får tillgång till nya områden av aktiviteter, roller och valmöjligheter.

    • Att genomföra stora ansträngningar utan att detta leder till resultat är relaterat till utveckling av depression.

    Problem i skolan med skolresultat och prestationer orsakar inter-naliserande symptom för flickor under tonåren.

    • Det finns samband mellan olika typer av psykiska problem och de är också relaterade till ett brett spektrum av somatiska och psykosomatiska symptom.

    • Internaliserande och externaliserande psykiska problem har negativa effekter på skolprestationer genom mekanismer som är delvis ålders- och genusspecifika.

    • Kompetenser och prestationer i skolan är relaterade till psykisk hälsa.

    • Goda resultat i skolan har en positiv effekt på självuppfattning.

    • En god självuppfattning bidrar inte direkt till bättre resultat, men andra faktorer som är relaterade till självuppfattning (motivation och upplevd inre/yttre kontroll) påverkar lärande och resultat

    • Relationer med klasskamrater och lärare bidrar till processer som kopplar skolmisslyckande till psykisk ohälsa. Relationer med kamrater och lärare kan också skydda mot utvecklingen av psykiska problem.

    • Jämförelser med klasskamrater påverkar självuppfattningen, med effekter som varierar beroende på gruppsammansättning och typ av skola.

  • 6. Juslin, P.N
    et al.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Emotional communication2002In: The science and psychology of music performance: creative strategies for teaching and learning / [ed] Richard Parncutt & Gary E. McPherson, New York: Oxford University Press , 2002, p. 219-236Chapter in book (Other academic)
  • 7.
    Kaufman, C
    et al.
    California State University, San Bernardino, CA, USA.
    Kaufman, B
    New York University, Department of Psychology, USA.
    Beghetto, A
    University of Oregon, College of Education, USA.
    Burgess, A
    California State University, San Bernardino, CA, USA.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Creative giftedness: Beginnings, Developments, and Future Promises2009In: International Handbook on Giftedness: Part One / [ed] Shavinina, Larisa, Dordrecht, NL: Springer Science , 2009, p. 585-598Chapter in book (Other academic)
  • 8.
    Persson, Roland
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Hoogbegaafdheid in het buitenland: Zweden – begaafde leerlingen in een egalitair onderwijssysteem2002In: Talent, ISSN 1388-1809, Vol. 3, no 7, p. 12-Article in journal (Other (popular science, discussion, etc.))
  • 9.
    Persson, Roland
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The Elusive Muse: Understanding Musical Giftedness2009In: International Handbook on Giftedness / [ed] Larisa V. Shavinina, Dordrecht: Springer Science , 2009, p. 727-749Chapter in book (Other academic)
    Abstract [en]

    Many labels exist to outline musical giftednessor aspects of it; a profusion resulting from differentepistemological positions, disagreements, and theconsiderable complexity of the issue. In this chapter,musical giftedness as a sub-cultural attribute is discussedas well as the problems inherent in attributionby consensus procedures. Based on available researcha conceptual model of musical giftedness is outlinedbased on domain generality and domain specificity,thus proposing an understanding of musical giftednessas a set of core skills and sets of key skills, particularfor specific domains. The question of heredity isbrought to the fore as is the significance of accumulatedpractice over time. Differences between the developmentof Western Classical musicians and popularmusicians are demonstrated. Recent research on giftednessidentification is also discussed followed by aconcluding overview of potential research pitfalls asthe understanding of musical giftedness continues tobe explored.

  • 10.
    Persson, Roland
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The importance and weaknesses of the productivist industrial model of knowledge production2010In: Gifted and Talented International, ISSN 1533-2276, Vol. 25, no 1, p. 31-33Article in journal (Other academic)
    Abstract [en]

    To view contemporary Science as an industry is a very apt and timely stance. Ghassib's (2010) historical analysis of knowledge production, which he terms "A Productivist Industrial Model of Knowledge Production," is an interesting one. It is important, however, to observe that the outline of this model is based entirely on the production of Natural Science, and that its epistemological basis is a positivist one. Since the article argues to focus on the creative process and its developing objectives through history, this raises a few concerns needing further discussion in order to strengthen the legitimacy of the proposed model. The author discusses these concerns and proposes a widening of the epistemological worldview; a more updated understanding of the nature of Science; the inclusion of other Sciences and last but not least: to address the potentially negative consequences of the model.

  • 11.
    Persson, Roland
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Underground resistance is alive and well: An unofficial report from Sweden.2006In: ECHA News, Vol. 20, no 1, p. 4-5Article in journal (Other academic)
  • 12.
    Persson, Roland
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Vad är musikpsykologi och vad gör en musikpsykolog?1995In: Psykologtidningen, ISSN 0280-9702, Vol. 41, no 3, p. 4-7Article in journal (Other academic)
  • 13.
    Persson, Roland S.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    A bold and promising model with a few loose ends2012In: High Ability Studies, ISSN 1359-8139, E-ISSN 1469-834X, Vol. 23, no 1, p. 97-99Article in journal (Other academic)
  • 14.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    A voice of sanity in the arid land of dogmatic systems2015In: International Journal for Talent Development and Creativity, ISSN 2291-7179, Vol. 3, no 2, p. 65-70Article in journal (Refereed)
    Abstract [en]

    No abstract

  • 15.
    Persson, Roland S.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Ability climates in Europe as socially represented notability2011In: High Ability Studies, ISSN 1359-8139, E-ISSN 1469-834X, Vol. 22, no 1, p. 79-101Article in journal (Refereed)
    Abstract [en]

    The objective of this research was to study whether ability climate was a useful construct in exploring the possible pattern by which abilities were valued in the countries and cultures of Europe. Based on Moscovici’s (1973; 1989) Theory of Social Representations lists of famous and notable individuals published by the Wikipedia Encyclopedia were analyzed. In all, lists of 29 European countries representing 20.516 individuals perceived to be notable were subjected to a content analysis and a subsequent frequency analysis. The reliability of data derived from a database such as the Wikipedia will be discussed at length. Results suggested that as based on dominant ability clusters there appeared to exist three types of European ability climates: A uniform ability climate; a divergent ability climate, and a diverse ability climate; each of which was characterized by clusters of abilities that seemed to be particularly valued in a given European country. The possible implications of the result will be discussed.

  • 16.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Ability Climates: The forgotten cultural factor in promoting gifted education2011Conference paper (Refereed)
    Abstract [en]

    Intellectually gifted individuals are increasingly seen as the problem solvers of the future who are to secure societal prosperity and welfare. However, little attention has been paid to the fact that there may exist cultural obstacles in promoting intellectual giftedness in any given culture when setting such educational targets. If certain abilities are not highly valued in a given culture, it seems unlikely that increasing an interest in education focused on excellence in these abilities would be as successful as hoped. The abilities needed for economical growth and continued welfare are not necessarily the abilities valued by the people who are expected to pursue such training. Successful implementation is likely to dependent on the culturally dominant ability climate. The presentation focuses on a recent study of ability climates in 29 European countries as based on socially represented notability. The analysis of data yielded three types of European ability climates: A uniform ability climate; a divergent ability climate, and a diverse ability climate; each of which was characterized by clusters of abilities that seemed to be particularly valued in a given European country. Only nine of the participating countries appeared to feature an ability climate conducive to intellectual pursuits.

  • 17.
    Persson, Roland S.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Accountable talent: Under and overachievement as investible human capital2017In: Gifted underachiever / [ed] Roya Klingner, Hauppage, NY: Nova Science Publishers, Inc., 2017, 1, p. 1-32Chapter in book (Refereed)
    Abstract [en]

    The notion of underachievement seems often accepted uncritically at face value by educatorsand policy-makers alike. Few consider the origins of the terms and the culturalvalues motivating them. This chapter, therefore, aims at contextualizing how underachievement,and by extension, inevitably also overachievement and talent, are currentlyunderstood in educational settings to demonstrate that both definition and applicationare coupled with market oriented industry management strategies, and that these, inturn, are tied to current socioeconomic ideology and discourse. Individual considerationand empowerment by means of education are no longer favored values in society. Globalizedworld economy and the ideologies sustaining it, have made explicit demands onwhat education must be and do. The meaning and nature of both underachievement andoverachievement, therefore, have changed dramatically in a relatively short period oftime, prompted by policy changes based on a number of doubtful assumptions, all arguedto prompt both school systems and societal systems’ development into excellence. However,in scrutinizing research done on underachievement, overachievement, and talentsince the 1990s, this demonstrating how meanings and their underpinning values havediscretely changed, it is quite possible to conclude that it is perhaps better for most studentsand employees to remain unexcellent rather than to potentially sacrifice health andsanity being more or less forcefully assimilated into a culture of excellence.

  • 18.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Adding emotion to the gifted musical mind: Towards a model of gifted musical thinking2010In: The International Journal of Creativity and Problem Solving, ISSN 1598-723X, Vol. 20, no 2, p. 85-109Article in journal (Refereed)
    Abstract [en]

    Much research has explored cognitive functions and the nature of information processing since the cognitive revolution began with the advent of computers. With the establishing of music psychology attention was directed also to the cognition and processing of music. However, the initial reluctance of Science to avoid the study of emotions became a problem especially in studying music as a cultural phenomenon, with the inherent ability to trigger strong affective responses. For future research into music behavior to arrive at a more complete understanding of musical giftedness and what separates general music information processing from gifted music information processing, a heuristic model of gifted musical thinking, including affective behavior, bringing domain constituents together, is much needed. This is therefore the objective of this article, namely to review relevant research and in so doing propose a differentiated model of gifted musical thinking by outlining cognitive function and bringing the most probable constituents of such musical thinking together, drawing from Persson’s (2009) multidimensional model of musical giftedness, which adds the significance of affective responses and emotive skills to the construct of musical giftedness.

  • 19.
    Persson, Roland S.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Annorlunda land: Särbegåvningens psykologi1997Book (Other academic)
  • 20.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Big, bad and stupid or big, good and smart?: a three-year participant observational field study of the male bodybuilder stereotype and its consequences2004Book (Other academic)
    Abstract [en]

    This research aims at exploring the male bodybuilder stereotype by establishingwhether there indeed exists a stereotypical response pattern inbeing confronted with this type of athlete. If so, which is the content of thisstereotype? Is there also a cross-cultural fit to such a pattern? The study issocio-biologically oriented and designed mainly as a participant-observationfield study in varying Swedish settings over a period of three years. An internationalsample proper of bodybuilders (N = 22) from four Western countriesfor comparison participated by means of a questionnaire derived fromthe observational data (average age M = 36.6, SD = 6.9; average weight M =113.6 kilos, SD = 12.4 kilos and average height M = 177.6 cm, SD = 3.7 cm).The data were subjected to a content analysis focusing on categorising inaccordance with socio-biological assumptions as well as by the responses’assumed intent and type. Results suggest a distinctive pattern to responseswhich, in addition, appear cross-culturally valid (the agreement index was .84).The male bodybuilder stereotype may be outlined as a series of dichotomousdimensions, which vary by emphasis in accordance with culture but apparentlynot in nature: 1) Someone to envy or someone to admire; 2) Someone to beafraid of or someone to make friends with; 3) Someone unintelligent or someonedetermined and skilled; 4) Someone to harass or someone to desire; and 5)Someone embarrassing or someone to be proud of. A sub-sample of Swedishparticipants only (n = 13) is dealt with separately, since the Swedish researchcontext appears to have several unique features. Possible implications of the studyare discussed as well as future research.

  • 21.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Brilliant performers as teachers: A case study of common sense teaching in a conservatoire setting1996In: International Journal of Music Education, ISSN 0255-7614, E-ISSN 1744-795X, Vol. 28, no 1, p. 25-36Article in journal (Refereed)
  • 22.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Competence beyond IQ: On domain specificity and the need for a differentiated and culture-sensitive taxonomy of gifted behaviours1998In: Educating the Able Child, Vol. 2, p. 20-26Article in journal (Refereed)
  • 23.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Concert musicians as teachers: On good intentions falling short1996In: Fostering the growth of high ability: European perspectives / [ed] Arthur J. Cropley and Detlev Dehn, Norwood, NJ: Ablex , 1996, p. 303-320Chapter in book (Other academic)
  • 24.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Concert musicians as teachers: On good intentions falling short1994In: European Journal For High Ability, ISSN 0937-4450, Vol. 5, no 1, p. 79-89Article in journal (Refereed)
  • 25.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Control before shape - on mastering the clarinet: A case study on commonsense teaching1994In: British Journal of Music Education, ISSN 0265-0517, E-ISSN 1469-2104, Vol. 11, no 3, p. 223-238Article in journal (Refereed)
  • 26.
    Persson, Roland S.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Cultural Variation and Dominance in a Globalised Knowledge-Economy: Towards a Culture-Sensitive Research Paradigm in the Science of Giftedness2012In: Gifted and Talented International, ISSN 1533-2276, Vol. 27, no 1, p. 15-45Article in journal (Other academic)
    Abstract [en]

    The objective of this target article is to chart the potential threat to research validity in the field of giftedness research, and by implication also the study and practice of gifted education, in the light of cultural bias. It endeavours to pull together facts from a number of academic disciplines to make sense of how culture relates to science, research and society. In proposing a reasonable agenda for remedial action the nature and impact of cultural dominance, and the emergence of a socially engineered and transnational superculture are issues discussed first. Then follows a focus on the known cultural patterns of the World and how these relate to many of the notions and constructs of giftedness research as well as to the known pitfalls of the ethnocentric mind. In conclusion, a number of straightforward actions focusing on a) mindset and habits, b) research skills and c) self-knowledge and cultural competence are proposed as important in coming to terms with the weakening credibility of gifted science in a global perspective.

  • 27.
    Persson, Roland S.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Destined to lead the world? Great leaders, fashionable nonsense, and the origins and possible future of leadership2018In: Leadership in gifted education / [ed] R. Klingner, Hauppauge, NY: Nova Science Publishers, Inc., 2018, p. 1-47Chapter in book (Refereed)
    Abstract [en]

    Is the possession of formidable abilities, skills, a creative flair, and considerable intellectual prowess, a path to successful leadership? The brief answer is no. While leadership is a human universal, few theories and management procedures include a biological and genetic foundation for explaining and facilitating leadership behavior and practice. Gifted individuals, irrespective of how ethical, intelligent, and wise, are highly unlikely to reach the pinnacles of power and influence. They are too different in comparison to most others. Should they manage to move upwards in the social hierarchy despite of this, they arrive at the top as changed individuals. The force of evolution, social status, as well as degree of power and influence, change the behavior of an individual physiologically affecting both perception and personal characteristics prompting a leader to become less ethical and more coercive as well as manipulative. This chapter focuses on the evolutionary origins of leadership and discusses obstacles to operationalize transformational leadership in large groups and populations. While a consistent ethical and compassionate leadership is largely a futile endeavor on a large scale, it is nevertheless feasible on a much smaller scale with a group of fewer than about 250 individuals. Glamour, fame, and worldwide recognition, as attributes of an ethical and wise Great Leader to nations, large organizations, or multinational businesses, contrary to the hopes and wishes of many, are not available for our best and brightest—and never will be, unless Homo Sapiens is somehow reprogrammed by evolution. The possible implications of this for gifted leadership training is discussed.

  • 28.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Erudite, insightful and immensely important: A commentary on V. P. Glavenau's criticial article 'The Psychology of Creativity - A critical Reading'2015In: Creativity. Theories-Research-Applications, ISSN 2354-0036, Vol. 2, no 1, p. 17-20Article in journal (Refereed)
    Abstract [en]

    Glăveanu’s target article is indeed timely and thought provoking. This commentary argues that Glăveanu needs not to be criticised in regard to stances taken, but rather be encouraged to expand his scope further. I suggest that this should be done by addressing the need for inter-disciplinary knowledge synthesis and also by recognising and exploring the social dynamics (and politics) of the academic world. Researchers need to be knowledgeable with regard to both in order to further an understanding of creativity and also to apply research findings responsibly.

  • 29.
    Persson, Roland S.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Ett förord till en förträfflig bok2017In: Särskilt begåvade elever: Pedagogens utmaning och möjlighet, Stockholm: Gothia Förlag AB, 2017Chapter in book (Other academic)
  • 30.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Europe, Gifted Education2009In: Encyclopedia of Giftedness, Creativity, and Talent: Volume 1 / [ed] Barbara Kerr, Thousand Oaks, CA: Sage Publications , 2009Chapter in book (Other academic)
  • 31.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Experiences of intellectually gifted students in an egalitarian and inclusive educational system: A survey study2010In: Journal for the Education of the Gifted, ISSN 0162-3532, E-ISSN 2162-9501, Vol. 33, no 4, p. 536-569Article in journal (Refereed)
    Abstract [en]

    A study was launched in an educational setting where giftedness is not officially rec- ognized to explore intellectually gifted students’ experience of family background and support, their age and means of identification, the degree of support received in school, and the understanding they experienced from a primary to a tertiary education level. In all, 287 members of the Swedish branch of Mensa (216 men and 71 women), all with IQ scores equal to or higher than the 98th percentile, constituted the research group. A survey design was used and provided as an Internet-based questionnaire. Quantitative data were analyzed as within-group dispersions, whereas qualitative data were subjected to a straightforward content analysis. Results show cause for con- cern. In particular, primary school appeared to be a hostile environment. However, conditions improved somewhat as participants moved from primary to secondary school and again from secondary to tertiary education. However, the participants remained far from satisfied at any level of the education system. Four problem areas were identified in the study as constituting the gifted students’ compounded dilemma in an egalitarian, regular, and inclusive school system

  • 32.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Exploring high ability in egalitarian settings: Swedish school teachers and gifted students1999In: Gifted and Talented International, ISSN 1533-2276, Vol. 10, no 1, p. 6-11Article in journal (Refereed)
  • 33.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Exploring the meaning of gender: Evaluating and revising the Bem Sex-Role Inventory (BSRI) for a Swedish research context (BSRI-SE)1999Report (Other academic)
    Abstract [en]

    This research evaluates the Bem Sex-Role Inventory (BSRI) for use in a Swedish setting, and in the process of so doing also compares the distribution of American and Swedish gender roles as elicited by the inventory. A sample of 118 individuals (48 males and 70 females) was used in order to arrive at norms better suited to a Swedish context than those provided by Bem (1974). Reliability and factor analyses were performed and a revised version of the inventory, with acceptable psychometric properties for the Swedish sample, was arrived at and termed BSRI-SE. Comparisons between the original American and the Swedish sample show that differences in the way that femininity, masculinity, androgyny and undifferentiated gender are distributed are not statistically significant. Raw score data for the BSRI-SE, as well as the scoring sheet, are provided for continued standardisation of the inventory. Methods for classification and further research are discussed.

  • 34.
    Persson, Roland S.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Felrekrytering, framtidens anställda och fabulösa fantasier: Om marknadens behov av magiska egenskaper2017In: HR: Att ta tillvara mänskliga resurser / [ed] Helene Ahl, Ingela Bergmo-Prvulovic & Karin Kilhammar, Lund: Studentlitteratur AB, 2017, p. 113-136Chapter in book (Refereed)
  • 35.
    Persson, Roland S.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Formell struktur och personligt författarskap: Råd och regler för vetenskapliga uppsatser1996 (ed. 1)Book (Other (popular science, discussion, etc.))
  • 36.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Förord2010Other (Other (popular science, discussion, etc.))
  • 37.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Gifted Education: Recent developments in Sweden2009In: ECHA News, Vol. 23, no 2, p. 19-21Article in journal (Other academic)
  • 38.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Heroes, nerds or martyrs?: On giftedness and the leaderships of tomorrow2004Book (Other academic)
  • 39.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    High ability and dreams of innovation and prosperity in the emerging global knowledge economy: A critical analysis of changing orientations in research and practice2015In: International Journal for Talent Development and Creativity, ISSN 2291-7179, Vol. 2, no 2, p. 15-34Article in journal (Refereed)
    Abstract [en]

    Are the gifted and talented destined for greatness in a neoliberally oriented knowledge economy? This is undoubtedly an important question for scholars, teachers, and parents advocating the value of gifted education to policy makers and employers worldwide. This review of literature from a multitude of relevant disciplines attempts to answer this question in drawing from political ideology, economic history, human universal behaviour, and principles of social evolution to the extent that we currently understand them. The analysis showed that while high ability is well underway to take centre stage globally in terms of stakeholder interest, the analysis also suggested that hopes projected onto the highly able are often illusory. The social dynamics characterizing the knowledge economy appears unlikely to accept potential contributions of the highly able, since it is not in the nature of a neoliberal economy to offer the necessary conditions needed for creative and innovative efforts. Given that these conclusions are reasonably correct, clearly much of gifted education, its research and raison d’ȇtre, will need to be reconsidered and new objectives and fields of research be explored.

  • 40.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    High Ability, society and its future: The broader curriculum1999In: Australasian Journal of Gifted Education, ISSN 1323-9686, Vol. 8, no 1, p. 5-14Article in journal (Refereed)
  • 41.
    Persson, Roland S.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Human Nature: The Unpredictable Variable in Engineering the Future2016In: Giftedness and Talent in the 21st Century: Adapting to the Turbulence of Globalization / [ed] Don Ambrose & Robert J. Sternberg, Rotterdam: Sense Publishers, 2016, 1, p. 65-80Chapter in book (Refereed)
  • 42.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Hungry to win, losing your mind?: The eating and dieting behaviors of bodybuilders and power sport athletes2004Book (Other academic)
  • 43.
    Persson, Roland S.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Increasing self-awareness, decreasing dogmatism and expanding disciplinary horizons: synthesising a plan of action towards culture-sensitivity2012In: Gifted and Talented International, ISSN 1533-2276, Vol. 27, no 1, p. 135-154Article in journal (Other academic)
    Abstract [en]

    The author recognises the fact that knowledge of cultural diversity and its implications is growing in the field of giftedness research and practice. In some ways, the target article could therefore be considered "old news." The author contends that his effort to address culture variation and its problematic impact on research, however, is not to in anyway belittle the good work already done, but rather to address the apparent void of a macrodynamic understanding of the societal context in which people pursue research and teach. Apparently it is still acceptable to indulge in unfettered ethnocentrism in spite of the already existing knowledge of cultural variation and its detrimental impact when ignored. In this article, the author summarizes the main theses of his target paper and clarifies the major issues and his views on cultural bias in giftedness research. He also shows unusual foresight in developing a road map for cultural sensitivity. This article offers further comment on the critiques and commentaries, and answers a number of important, fundamental questions raised by the authors of this special issue.

  • 44.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Intellectually Gifted Individuals' Career Choices and Work Satisfaction: A descriptive study2009In: Gifted and Talented International, ISSN 1533-2276, Vol. 24, no 1, p. 11-25Article in journal (Refereed)
    Abstract [en]

    This study set out to investigate which career path a group of intellectually gifted individuals chose, if any. How did they actually like their work, and what were the reasons for satisfaction or dissatisfaction with their chosen career? In all, 287 Mensa members (216 men and 71 women) constituted the research group. Their average age was 34.4 years (SD = 8.8) and all had obtained IQ scores equal to or higher than the 98th percentile. The study was designed as a survey operationalized as an Internet-based questionnaire using the SPSS Dimensions software. A shortened version of the Work and Life Attitudes Survey (Warr, Cook & Wall, 1979) was included as part of the questionnaire. Quantitative data were analyzed as dispersions within the research group whereas qualitative data were content-analyzed using the so-called VSAIEEDC Model. Results show that participants tended to pursue careers mainly in Technology, Science and Social Work and to a lesser degree in Practical and Aesthetic work. Work satisfaction for all these fields was shown to be average. However, for individuals choosing to start their own company and, or assume leading managerial positions, satisfaction with work and career is very high. This article focuses on possible reasons for differences between subgroups in the sample and discusses a possible way forward to improve work satisfaction for intellectually gifted individuals at work, where needed.

  • 45.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Kulturförståelse i ett globaliserat samhälle2010 (ed. 1st)Book (Other academic)
    Abstract [sv]

    Den pågående globaliseringen ökar hela tiden behovet inte bara av att söka sig nya marknader, studera på andra orter och att arbeta och bo i andra länder. I allt ökande grad behövs också en kännedom om hur kulturer skiljer sig åt vad gäller värderingar, könsroller, maktförhållanden, ideal, regler, relationer och så vidare. I arbets- och vardagslivet har kulturkompetens blivit en nödvändighet. Boken vänder sig till alla som yrkesmässigt på olika sätt samspelar med andra kulturers representanter kortare eller längre tid, hemma eller utomlands. Den bygger på inrapporterad erfarenhet av en grupp personer från andra länder än Sverige som på olika sätt interagerat med Sverige och svenskarna. Fakta har emellertid huvudsakligen hämtats från en mycket omfattande vetenskaplig bas som representerar psykologi, sociologi, antroplogi, etnografi, management, pedagogik och i någon mån även psykiatri.

  • 46.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Musical reality: Exploring the subjective world of performers1995In: Song and signification: Studies in music semiotics / [ed] Raymond Monelle and Catherine T. Gray, Edinburgh: Faculty of Music, Edinburgh University , 1995Chapter in book (Other (popular science, discussion, etc.))
  • 47.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    On being musically gifted: For teachers, parents and their music-­studying pupils2011Other (Other (popular science, discussion, etc.))
  • 48.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Pandora’s Box revisited?: On information technology, technostress, virtual addiction and the effects of information overload2001In: Perspectives on Human-Computer Interactions: A multidisciplinary approach / [ed] Mohamed Chaib, Lund: Studentlitteratur , 2001, p. 17-49Chapter in book (Other academic)
  • 49.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Paragons of virtue: Teachers’ conceptual understanding of high ability in an egalitarian school system1998In: High Ability Studies, ISSN 1359-8139, E-ISSN 1469-834X, Vol. 9, no 2, p. 181-196Article in journal (Refereed)
  • 50.
    Persson, Roland S
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Psychosocial stressors among student musicians: A naturalistic study of the teacher-student relationship1995In: International Journal of Arts Medicine, ISSN 1057-4263, Vol. 4, no 2, p. 7-13Article in journal (Refereed)
12 1 - 50 of 93
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