Dr. Thornberg’s current research is on school bullying, especially in relation to social processes, peer norms, moral disengagement, and students' perspectives and explanations. He uses a range of methods including qualitative interviews, questionnaires, ethnographic fieldwork, grounded theory and statistical methods.
His second line of research is on school rules, values education, moral practices, student participation, and social interactions in everyday school life. He has investigated teachers’ everyday work with school rules and how students view, judge and make meanings of school rules, student participation, school democratic meetings, and teachers’ disciplinary practices.
His third line of research is an ongoing study of academic motivation and self-efficacy among teacher students by using questionnaires and statistical methods.
A fourth line of research is on multi-professional collaboration in school settings.
- Aggression, Conflict, Peace
- Attitudes and Beliefs
- Causal Attribution
- Ethics and Morality
- Group Processes
- Helping, Prosocial Behavior
- Judgment and Decision Making
- Motivation, Goal Setting
- Self and Identity
- Social Cognition
- Sociology, Social Networks
- Jungert, T., Alm, F., & Thornberg, R. (2014). Motives for becoming a teacher and their relations to academic engagement and dropout among student teachers. Journal of Education for Teaching, 40, 173-185.
- Thornberg, R. (in press). School bullying as a collective action: Stigma processes and identity struggling. Children & Society.
- Thornberg, R. (2014). Consultation barriers between teachers and external consultants: A grounded theory of change resistance in school consultation. Journal of Educational and Psychological Consultation, 24, 183-210.
- Thornberg, R. (2012). Informed grounded theory. Scandinavian Journal of Educational Research, 56, 243-259.
- Thornberg, R. (2011). "She's weird!" – The social construction of bullying in school: A review of qualitative research. Children & Society, 25, 258–267.
- Thornberg, R. (2010). A student in distress: Moral frames and bystander behavior in school. The Elementary School Journal, 110, 585-608.
- Thornberg, R. (2010). A study of children's conceptions of school rules by investigating their judgments of transgressions in the absence of rules. Educational Psychology, 30(5), 583-603.
- Thornberg, R. (2010). Schoolchildren's social representations on bullying causes. Psychology in the Schools, 47, 311-327.
- Thornberg, R. (2008). A categorisation of school rules. Educational Studies, 34, 25-33.
- Thornberg, R. (2008). School children's reasoning about school rules. Research Papers in Education, 23, 37-52.
- Thornberg, R. (2007). A classmate in distress: Schoolchildren as bystanders and their reasons for how they act. Social Psychology of Education, 10, 5-28.
- Thornberg, R. (2006). The situated nature of preschool children's conflict strategies. Educational Psychology, 26, 109-126.
- Thornberg, R., Halldin, K., Bolmsjö, N., & Petersson, A. (2013). Victimising of school bullying: A grounded theory. Research Papers in Education, 28, 309-329.
- Thornberg, R., & Jungert, T. (2014). School bullying and the mechanisms of moral disengagement. Aggressive Behavior, 40, 99-108.
- Thornberg, R., & Jungert, T. (2013). Bystander behavior in bullying situations: Basic moral sensitivity, moral disengagement and defender self-efficacy. Journal of Adolescence, 36, 475-483.
- Thornberg, R., & Knutsen, S. (2011). Teenagers’ explanations of bullying. Child & Youth Care Forum, 40, 177-192.
- Thornberg, R., & Oğuz, E. (2013). Teachers' views on values education: A qualitative study in Sweden and Turkey. International Journal of Educational Research, 59, 49-56.
- Thornberg, R., Rosenqvist, R., & Johansson, P. (2012). Older teenagers' explanations of bullying. Child & Youth Care Forum, 41, 327-342.
- Thornberg, R., Tenenbaum, L., Varjas, K., Meyers, J., Jungert, T., & Vanegas, G. (2012). Bystander motivation in bullying incidents: To intervene or not to intervene? Western Journal of Emergency Medicine, 13, 247-252.
- Thornberg, R., Thornberg, U., Alamaa, R., & Daud, N. (in press). Children's conceptions of bullying and repeated conventional transgressions: Moral, conventional, structuring and personal-choice reasoning. Educational Psychology.
- Bullying and Anti-Bullying Practices
- Grounded Theory
- Qualitative Analyses
- Social Relations, Classroom Management, and Conflict Management in School
- Values Education: Ethics and Democracy in School
- Phone: +46 13-28 21 18
- Skype Name: robertthornberg
Department of Behavioural Sciences and Learning
581 83 Linköping