{"id":6368,"date":"2026-10-19T09:48:49","date_gmt":"2026-10-19T09:48:49","guid":{"rendered":"https:\/\/phd.hi.is\/doktorsvorn\/doktorsvorn-i-salfraedi-gudlaug-marion-mitchison\/"},"modified":"2026-10-19T09:48:49","modified_gmt":"2026-10-19T09:48:49","slug":"doktorsvorn-i-salfraedi-gudlaug-marion-mitchison","status":"publish","type":"phd_defence","link":"https:\/\/phd.hi.is\/en\/doktorsvorn\/doktorsvorn-i-salfraedi-gudlaug-marion-mitchison\/","title":{"rendered":"Doktorsv\u00f6rn \u00ed s\u00e1lfr\u00e6\u00f0i – Gu\u00f0laug Marion Mitchison"},"content":{"rendered":"
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Mi\u00f0vikudaginn 23. okt\u00f3ber 2024 ver Gu\u00f0laug Marion Mitchison doktorsritger\u00f0 s\u00edna \u00ed s\u00e1lfr\u00e6\u00f0i vi\u00f0 S\u00e1lfr\u00e6\u00f0ideild H\u00e1sk\u00f3la \u00cdslands. Ritger\u00f0in ber heiti\u00f0: Fr\u00e1vik \u00ed tilfinningastj\u00f3rnun og \u00fer\u00f3un einkenna m\u00f3t\u00fer\u00f3a\u00ferj\u00f3skur\u00f6skunar me\u00f0al barna \u00e1 sk\u00f3laaldri: Langt\u00edmaranns\u00f3kn. Emotion dysregulation and the Development of Symptoms of Oppositional Defiant Disorder in School-aged Children: A Longitudinal Study. <\/strong><\/p>\n

Andm\u00e6lendur eru dr. Lars Wichstr\u00f8m, pr\u00f3fessor vi\u00f0 Norges teknisk-naturvitenskapelige universitet (NTNU) \u00a0\u00ed \u00der\u00e1ndheimi, og dr. Peter Prinzie, pr\u00f3fessor vi\u00f0 Ghent University \u00ed Belg\u00edu.<\/p>\n

Umsj\u00f3narkennari og lei\u00f0beinandi var dr. Ur\u00f0ur Njar\u00f0v\u00edk, pr\u00f3fessor. Auk hennar s\u00e1tu \u00ed doktorsnefnd dr. Dagmar Hannesd\u00f3ttir, lektor, dr. Juliette Margo Liber, lektor vi\u00f0 University of Amsterdam, og dr. Freyr Halld\u00f3rsson, lektor vi\u00f0 H\u00e1sk\u00f3lann \u00ed Reykjav\u00edk.\u00a0<\/p>\n

Ragnar P\u00e9tur \u00d3lafsson, pr\u00f3fessor og deildarforseti S\u00e1lfr\u00e6\u00f0ideildar, stj\u00f3rnar ath\u00f6fninni sem fer fram \u00ed H\u00e1t\u00ed\u00f0asal H\u00e1sk\u00f3la \u00cdslands og hefst kl. 13.00.<\/p>\n

\u00c1grip<\/strong><\/p>\n

A\u00f0almarkmi\u00f0 \u00feessarar ritger\u00f0ar var a\u00f0 meta hvort og hvernig fr\u00e1vik \u00ed tilfinningastj\u00f3rnun stu\u00f0la a\u00f0 \u00fer\u00f3un einkenna m\u00f3t\u00fer\u00f3a\u00ferj\u00f3skur\u00f6skunar. \u00de\u00e1tttakendur voru foreldrar og kennarar 547 barna \u00e1 aldrinum 5-8 \u00e1ra. Samkv\u00e6mt ni\u00f0urst\u00f6\u00f0um voru st\u00falkur almennt me\u00f0 betri tilfinningastj\u00f3rnun en drengir. Drengir voru me\u00f0 almennt meira \u00f3st\u00f6\u00f0uglyndi og neikv\u00e6\u00f0ni og me\u00f0 markt\u00e6kt fleiri einkenni m\u00f3t\u00fer\u00f3a\u00ferj\u00f3skur\u00f6skunar og meiri almennan heg\u00f0unarvanda en st\u00falkur. Misr\u00e6mi milli uppl\u00fdsingagjafa var einnig sko\u00f0a\u00f0. Samr\u00e6mi \u00e1 milli foreldra og kennara var \u00e1berandi l\u00e1gt, nema hva\u00f0 var\u00f0ar \u00f3st\u00f6\u00f0uglyndi og neikv\u00e6\u00f0ni (L\/N). \u00deegar sko\u00f0a\u00f0 var samr\u00e6mi \u00e1 me\u00f0al kennara \u00e1 mismunandi sk\u00f3lastigum var misr\u00e6mi milli uppl\u00fdsingagjafa minna \u00e1berandi en milli foreldra og kennara. Einnig var keyr\u00f0 r\u00f6\u00f0 af l\u00edk\u00f6num, sem tengdu \u00e1 hverjum t\u00edmapunkti tilfinningastj\u00f3rnun og \u00f3st\u00f6\u00f0uglyndi\/neikv\u00e6\u00f0ni vi\u00f0 einkenni m\u00f3t\u00fer\u00f3a\u00ferj\u00f3skur\u00f6skunar. Ni\u00f0urst\u00f6\u00f0urnar s\u00fdndu a\u00f0 fylgni var \u00e1 milli tilfinningastj\u00f3rnunar (ER) og \u00f3st\u00f6\u00f0uglyndis\/neikv\u00e6\u00f0ni (L\/N) \u00e1 hverjum t\u00edmapunkti vi\u00f0 einkenni m\u00f3t\u00fer\u00f3a\u00ferj\u00f3skur\u00f6skunar \u00e1 sama t\u00edmapunkti. \u00deegar liti\u00f0 var \u00e1 forsp\u00e1rgildi fr\u00e1vika tilfinningastj\u00f3rnunar \u00e1 t\u00edma 1 \u00e1 einkenni m\u00f3t\u00fer\u00f3a\u00ferj\u00f3skur\u00f6skunar \u00e1 t\u00edma 2 og 3 voru einfaldari l\u00edk\u00f6n keyr\u00f0. Samkv\u00e6mt sv\u00f6rum foreldra s\u00fdndi l\u00edkani\u00f0 markt\u00e6kt samband fyrir b\u00e6\u00f0i tilfinningastj\u00f3rnun (ER) og \u00f3st\u00f6\u00f0uglyndi\/neikv\u00e6\u00f0ni (L\/N) \u00e1 t\u00edma 1 vi\u00f0 einkenni m\u00f3t\u00fer\u00f3a\u00ferj\u00f3skur\u00f6skunar \u00e1 b\u00e6\u00f0i t\u00edma 2 og 3. Fyrir kennarag\u00f6gnin var a\u00f0eins \u00f3st\u00f6\u00f0uglyndi\/neikv\u00e6\u00f0ni (L\/N) \u00e1 t\u00edma 1 forsp\u00e1 um einkenni m\u00f3t\u00fer\u00f3a\u00ferj\u00f3skur\u00f6skunar \u00e1 t\u00edmum 2 og 3.<\/p>\n

Abstract<\/strong><\/p>\n

The overall aim of this thesis was to better understand how emotion dysregulation contributes to the development of ODD symptoms. Participants were parents and teachers of 547 children aged 5-8 years. According to the findings, girls had better emotion regulation than boys. The boys had higher lability\/negativity and more behavior problems\/ODD symptoms than girls. Informant discrepancies were also examined. Agreement between parents and teachers was only fair for lability\/negativity at both time points. For other symptoms (emotion regulation and both ODD dimensions), agreement was markedly poor. When examining agreement among teachers across different school levels, discrepancies between informants were less evident compared to those between parents and teachers. Finally, a series of path models were constructed, linking at each time point emotion regulation and lability\/negativity with ODD symptoms. The results showed that emotion regulation and lability\/negativity at each time point were consistently related to ODD symptoms at the same point in time. To test if emotion regulation and lability\/negativity at time 1 can possibly predict ODD symptoms at times 2 and 3, in a more direct manner, simpler path models were created. For the parent data, the model showed a significant predictive relationship for both emotion regulation and lability\/negativity at time 1 with ODD symptoms at both times 2 and 3. For the teacher data, only lability\/negativity at time 1 was significantly predictive of ODD symptoms at times 2 and 3.<\/p>\n

Um doktorsefni\u00f0<\/strong><\/p>\n

Gu\u00f0laug Marion Mitchison er f\u00e6dd \u00e1ri\u00f0 1983 \u00ed Reykjav\u00edk. H\u00fan \u00fatskrifa\u00f0ist af f\u00e9lagsfr\u00e6\u00f0ibraut Menntask\u00f3lans \u00ed K\u00f3pavogi \u00e1ri\u00f0 2003. Gu\u00f0laug lauk B.Sc. pr\u00f3fi \u00ed s\u00e1lfr\u00e6\u00f0i fr\u00e1 H\u00e1sk\u00f3la \u00cdslands \u00e1ri\u00f0 2009 og M.Sc. gr\u00e1\u00f0u fr\u00e1 sama sk\u00f3la \u00e1ri\u00f0 2012. Gu\u00f0laug lauk einnig M.Sc. gr\u00e1\u00f0u \u00ed ge\u00f0heilbrig\u00f0i barna og unglinga (Child and Adolescent Mental Health) fr\u00e1 King\u00b4s College London \u00e1ri\u00f0 2013. \u00cd framhaldi af \u00fev\u00ed hlaut h\u00fan leyfi fr\u00e1 emb\u00e6tti landl\u00e6knis a\u00f0 starfa sem s\u00e1lfr\u00e6\u00f0ingur. Hausti\u00f0 2014 h\u00f3f Gu\u00f0laug vinnu vi\u00f0 doktorsranns\u00f3kn s\u00edna. Ranns\u00f3knarverkefni\u00f0 hlaut styrk \u00far H\u00e1sk\u00f3lasj\u00f3\u00f0i Eimskipaf\u00e9lags \u00cdslands og Gu\u00f0laug hlaut einnig a\u00f0sto\u00f0arkennarastyrk. Samhli\u00f0a doktorsn\u00e1mi hefur Gu\u00f0laug sinnt kennslu \u00ed grunn- og framhaldsn\u00e1mi \u00ed s\u00e1lfr\u00e6\u00f0i vi\u00f0 H\u00e1sk\u00f3la \u00cdslands, \u00e1samt \u00fev\u00ed a\u00f0 sinna fullu starfi, fyrst hj\u00e1 Ge\u00f0heilsumi\u00f0st\u00f6\u00f0 barna (\u00fe\u00e1 \u00deroska- og heg\u00f0unarst\u00f6\u00f0) og svo hj\u00e1 Menntasvi\u00f0i K\u00f3pavogsb\u00e6jar. Foreldrar Gu\u00f0laugar eru Ingunn Erlingsd\u00f3ttir og Alan Mitchison (d. 2008). Gu\u00f0laug b\u00fdr \u00ed Brei\u00f0holti me\u00f0 kisunni sinni Dimmu.<\/p>\n<\/div><\/div>","protected":false},"featured_media":5700,"template":"","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"_phd_date_start":"2024-10-23T13:00:00+00:00","_phd_date_end":"2024-10-23T16:00:00+00:00","_phd_location":"A\u00f0albygging H\u00e1t\u00ed\u00f0asalur","_phd_admission":"A\u00f0gangur \u00f3keypis","_phd_thesis_title":"Fr\u00e1vik \u00ed tilfinningastj\u00f3rnun og \u00fer\u00f3un einkenna m\u00f3t\u00fer\u00f3a\u00ferj\u00f3skur\u00f6skunar me\u00f0al barna \u00e1 sk\u00f3laaldri: Langt\u00edmaranns\u00f3kn. 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