Educational psychology in Norway
English-language
publications 1990-2001
Allgood, E. (1999). Catching transitive thought through Q methodology: Implications for counselling education. Scandinavian Journal of Educational Research, 43(2), 209-225.
ABSTRACT: Describes Q methodology and describes its application to counseling education because of its ability to give meaning to transitive thought. Suggests Q methodology as a useful systematic approach for counselors to learn about themselves and to include the feeling part of thought in their practice.
Aukrust, V. G. (1996). Learning to talk and keep silent about everyday routines: A study of verbal interaction between young children and their caregivers. Scandinavian Journal of Educational Research, 40(4), 311-324.
ABSTRACT (ERIC): Child and caregiver conversations were studied within a highly redundant caretaking routine in a preschool setting with six children and three caregivers. Results suggest that the hypothesis of predictability and semantic contingency are of relevance in explaining how children learn to talk about the here-and-now.
Aukrust, V. G. (1997). ''Wanting to make powder?'' On verbal repetitions during play - A contribution to hypotheses on language acquisition in young children. Nordisk Psykologi, 49(3), 192-211.
While young children's verbal repetition of adult models is well documented and discussed, we know less about the significance of repetition when young children try to communicate with each other. Two boys around the age oi two were videofilmed in preschool during dyadic play once or twice a week for a time period of four months. A particular game format, constructed by the children in cooperation and named by them ''making powder'', was selected for analysis. Three different forms of verbal repetition during play were identified: self-repetition, immediate repetition of the peer and delayed repetition of non-present adults. During the period of observation the boys' speech became less repetitive and more narratively organized. Their tellings about the simultaneous activity started to include the use of introducers and abstract and naming of the different sequences of the format. It is argued that the children's extensive use of different forms of repetition had the function of verbally mediating activity.
Aukrust, V. G., & Snow, C. E. (1998). Narratives and explanations during mealtime conversations in Norway and the US. Language in Society, 27(2), 221-246.
Mealtimes reveal culturally specific ways of talking, and constitute opportunities for socialization of children into those ways. In 22 Norwegian families and 22 American families, matched for age and gender of preschool-aged child and for participant constellation, mealtimes were examined for the occurrence and type of narrative and explanatory talk. All indices suggested that the Norwegian families produced more narrative talk - in particular, talk about minor deviations from social scripts - whereas the American families produced more explanatory talk, particularly talk focused on explanations for physical events or for individual behaviors. When Norwegian families gave explanations, they were likely to be focused on social norms and deviations from them, like their narratives. The results are interpreted in relation to the Norwegian cultural values of mitigated collectivism, egalitarianism, homogeneity, and implicit social rules, in contrast to American values of individualism, diversity, and explicit formulation and transmission of civic values.
Aukrust, V. G. (2001). Agency and appropriation of voice cultural differences in parental ideas about young children's talk. Human Development, 44(5), 235-249
The problem of how children develop culturally molded individuality through talk is approached through a discussion of the concept of appropriation of voice, developed within Bakhtinian dialogical theory. The concept turns attention to otherness and ownness as processes that are simultaneously present in speaking. The problem is discussed through a study of parental ideas about otherness and ownness in talk, asking whether parents living in two different countries view their children's talk as a process of children making others' utterances their own or rather as a process of creating their own new utterances. The empirical examples are used to explore further the conceptual distinction between otherness and ownness in appropriation of voice, suggesting that culturally molded conceptions of agency may be at work in the construction of individuality through talk. Copyright (C) 2001 S.Karger AG, Basel.
Balke, E. (1997) International Focus Issue. Childhood Education, 73(6), 355-360.
Argues that children need play time to explore the world because it is valuable, irreplaceable, spontaneous, and provides situations where children can learn with all their senses. Examines play in terms of its role in exploration, imagination, creative activity, work, learning, knowledge expansion, art, and the culture of children.
Bergem, T. (1986). Teachers' Thinking and Behavior. An Empirical Study of the Role of Social Sensitivity and Moral Reasoning in the Teaching Performance of Student Teachers. Scandinavian Journal of Educational Research, 30(4), 193-203.
This study tested the assumption of a moral component in teacher behavior. Student-teaching performance was rated according to 14 different scales, using supervising teachers as raters. Results indicated that individual differences in social sensitivity were significantly related to differences in teacher ratings, while individual differences in moral reasoning were not.
Bergem, T. (1990a). The development of professional perspectives and behaviour in prospective teachers. In H. Mandl, E. De Corte, N. Bennett & H. F. Friedrich (Eds.), Learning and instruction. European research in an international context, volume 2.2. (pp. 153-171). Oxford: Pergamon Press.
Bergem, T. (1990b). The teacher as moral agent. Journal of Moral Education, 19(2), 88-100
ERIC ABSTRACT: Analyzes responses from 65 preservice teachers in 6 Norwegian colleges addressing the question of the teacher as a moral role model. Reports differences in understanding role-modeling implications, with half of the respondents believing teachers should serve as moral leaders. Finds that future teachers are governed by implicit theories reflecting basic attitudes.
Bergem, T. (1993). Examining aspects of professional morality. Journal of Moral Education, 22(3), 297-312
In this article findings from a recent attempt to gain insight into the nature and development of the professional morality of teachers-to-be are discussed. The findings are based on examinations of students' analyses of a moral dilemma related to staff co-operation. Furthermore, the question of moral components in teacher proficiency is addressed.
ERIC
ABSTRACT: Reviews research on the nature and
development of the professional morality of preservice teachers. Reports on a
longitudinal study of 284 education students regarding an ethical dilemma about
teacher interrelationships. Maintains that one barrier is the lack of a
well-established professional moral language. (CFR)
Bjaalid, I-K, Høien, T, & Lundberg, I. (1993). Letter identification and lateral masking in dyslexics and normal readers. Scandinavian Journal of Educational Research, 3 (2), 151-161.
ABSTRACT: Accuracy of letter identification and latency of reaction time were studied as a function of retinal position in 19 dyslexic adolescents. Dyslexics did not show higher performance scores in the peripheral visual fields but did have longer reaction times in all experimental conditions.
Bjaalid, I.-K., Høien, T., & Lundberg, I. (1995).A comparision of components in word recognition between dyslexic and normal readers. Scandinavian Journal of Educational Research, 39, 51-59.
Bjaalid, I. K., Hoien, T., & Lundberg, I. (1996). The contribution of orthographic and phonological processes to word reading in young Norwegian readers. Reading and Writing, 8, 189-198
Bjaalid, I. K., Hoien, T., & Lundberg, I. (1997). Dual-route and connectionist models: A step towards a combined model. Scandinavian Journal of Psychology, 38(1), 73-82.
Current models of word recognition are mainly constructed within the frameworks of either dual-route or connectionist theories. The most important test of a word recognition model is how it succeeds in accounting for various reading behaviors. In the present paper dual-route and connectionist word recognition models are briefly described and evaluated. As a further development of these models, a combined framework is proposed. An amalgamation of the two main types of models might give a more satisfactory account of various phenomena within word recognition.
Boyesen, Marit & Edvin Bru (1996b). Small school-classes, small problems? Size of class, peer harassment and emotional problems among Norwegian 8th grade students. Paper, Conferance on the Status of Nordic Health Promotion Research, University of Bergen, 22 August - 24 August, 1996, Senter for atferdsforskning, Høgskolen i Stavanger, 1996.
Boyesen, Marit, & Bru, E. (1999). Small school classes, small problems? A study of peer harassment, emotional problems and student perception of social support at school in small and large classes School Psychology International, 20(4), 338-351
ABSTRACT (ERIC): Explores relations among class size, social support, harassment of others, and emotional problems in a sample of 1,071 Norwegian eighth-graders. Results show stronger associations between perceived teacher support and peer relations, as well as between peer relations and emotional problems in small classes. Results indicate no difference between classes in the actual prevalence of peer harassment and emotional problems. (Contains 31 references and 5 tables.) (Author/GCP)
Abstract (ISI) In accordance with social group theory on primary and secondary groups (Parsons, 1951) and conflict theory (Coser, 1956), relations among class size, social support, harassment of others and emotional problems were explored in a sample of 1071 Norwegian 8th graders. Results showed stronger associations between perceived teacher support and peer relations, as well as between peer relations and emotional problems in small classes than in large classes. In contrast there was a tendency for stronger associations between peer relations and peer harassment in large classes than in small classes. Results indicated no difference between small and large classes in the actual prevalence of peer harassment and emotional problems, whereas students reported better teacher support in small classes.
Braten, I. (1991). Reading and spelling disorders – A biological perspective. Nordisk Psykologi, 43(3), 219-234.
Computerized tomographic scans, electrophysiological studies, and postmortem studies of dyslexics have yielded inconsistent findings with regard to neurobiological anomalies. This may, in part, be due to inadequate assessment of dyslexia at a cognitive-behavioural level of analysis. In accordance with dual-route models of normal word processing, dyslexics may be seen as having problems with either or both of two different information processing routes. Preliminary evidence indicates that specific problems with the indirect phonological route may have a neurobiological and/or genetic basis. Problems with the direct orthographic route, on the other hand, seem to be caused primarily by environmental conditions. Alternative conceptions of the orthographic route may, however, make it necessary to consider new hypotheses about possible biological mechanisms underlying orthographic coding deficits. It is concluded that systematic instructional efforts may be of vital importance for dyslexics, the cause of their disorders notwithstanding.
Braten, I. (1991). Vygotsky as Precursor to Metacognitive Theory: II. Vygotsky as Metacognitivist. Scandinavian Journal of Educational Research, 35(4), 305-320.
Braten, I. (1991). Vygotsky as Precursor to Metacognitive Theory: I. The Concept of Metacognition and Its Roots. Scandinavian Journal of Educational Research, 35(3), 179-192.
Braten, I. (1992). Vygotsky as Precursor to Metacognitive Theory: III. Recent Metacognitive Research within a Vygotskian Framework. Scandinavian Journal of Educational Research, 36(1), 3-19.
Braten, I. (1993). Cognitive Strategies: A Multicomponential Conception of Strategy Use and Strategy Instruction. Scandinavian Journal of Educational Research, 37(3), 217-242.
Braten, I. (1998). Cognitive Strategies in Mathematics, Part I: On Children's Strategies for Solving Simple Addition Problems. Scandinavian Journal of Educational Research, 42(1), 5-24.
Braten, I., Lie, Alfred, & Andreassen, Rune. (1998). Explaining Individual Differences in Reading: On the Orthographic Component of Word Recognition. Scandinavian Journal of Educational Research, 42 (4), 389-399.
Braten, Ivar; Lie, Alfred; Andreassen, Rune; & Olaussen, Bodil S. (1999) Leisure Time Reading and Orthographic Processes in Word Recognition among Norwegian Third- and Fourth-Grade Students. Reading and Writing: An Interdisciplinary Journal, 11(1), 65-88.
Braten, I., Lie, A, Andreassen, R, & Olaussen, B.S. (1999). Leisure time reading and orthographic processes in word recognition among Norwegian third- and fourth-grade students. Reading and Writing, 11(1), 65-88.
Abstract ISI: Third- and fourth-grade Norwegian children completed a battery of tasks that measured indicators of orthographic and phonological processing skill, leisure time reading, home literacy environment, and nonverbal intelligence. Using latent variable structural equation modeling, it was found that home literacy environment influenced leisure time reading, and that leisure time reading contributed to orthographic processing skill beyond the prediction provided by phonological processing skill. Home literacy environment influenced orthographic processing skill indirectly by its influence on leisure time reading. In addition, some children with poor phonological skill and good orthographic skill were found to score high on a leisure time reading measure. Even though Norwegian has much more regular orthography than English, these results are consistent with previous findings in the United States linking variance in orthographic processing skill to differences in leisure time reading. Thus, this study showed the robustness of orthographic skill independent of phonological processing even within the context of an orthographically regular language.
Braten, I., & Olaussen, B. S. (1998). The relationship between motivational beliefs and learning strategy use among Norwegian college students. Contemporary Educational Psychology, 23(2), 182-194
We studied how motivational beliefs were related to learning strategy use in 176 Norwegian college students who were in the second year of their teacher training. Students' implicit theories of intelligence, self-efficacy beliefs, and learning strategy use were assessed by self-report instruments. It was found that students who conceived of intelligence as a relatively modifiable quality reported using more strategies than students who had doubts about the modifiability of intelligence. However, the relation between students' theories of intelligence and their learning strategy use varied with the way their theories of intelligence were assessed, with only indirect questions about the modifiability of intelligence yielding a positive relation. Regression analysis and group comparisons suggested that beliefs in the modifiability of intelligence may override the contribution of self-efficacy to students' use of learning strategies. With this study, relations previously emphasized within American theory and research are extended to college students in a different cultural context.
Braten, I., & Olaussen, B. S (1998) The learning and study strategies of Norwegian first-year college students. Learning and Individual Differences, 10(4), 309-327
In this study, we examined the learning and study strategies of 173 Norwegian first-year college students and compared the resulting profiles to those of the American students who established the norms for the selected strategy measure (i.e., Learning and Study Strategies Inventory [LASSI]). In addition, we compared the strategy profiles of students with different levels of perceived ability, gender, and age. It was found that the profiles of the Norwegian students were remarkably similar to the profiles of the American norming sample, with only the Motivation subscale of the LASSI showing a large difference between the two samples. Moreover, students with high perceived ability reported using more strategies than students with low perceived ability, and female students, on the whole, reported using more strategies than males. Finally, the age differences in reported strategy use were rather small among the Norwegian students. The results of this study are discussed in both cross-cultural and practical perspectives.
Braten, I, & Olaussen, B. S. (2000). Motivation in college - Understanding Norwegian college students' performance on the LASSI Motivation Subscale and their beliefs about academic motivation. Learning and Individual Differences, 12, (2), 177-187
Norwegian college students have been found to score remarkably low on the Motivation subscale of the Learning and Study Strategies Inventory (LASSI) in relation to American norms. In this study, we first administered the LASSI Motivation subscale to a sample of 15 Norwegian college students and then interviewed the students about their responses to the scale items and their beliefs about academic motivation. Only the students having the highest scores on the Motivation scale seemed to wholeheartedly value the activities described by the scale items and conceive of motivation in the self-discipline and duty-oriented way reflected by the scale. In contrast, the students having the lowest scores did not seem to value the activities described by the scale items and clearly defined academic motivation in terms of interest, enjoyment, and excitement. It is suggested that one important reason why so many Norwegian students score low on the LASSI Motivation scale might be that they have a strong sense of autonomy and are intrinsically rather than extrinsically motivated. In conclusion, possible contextual differences between American students and our Norwegian participants are also discussed.
Braten, Ivar;
& Throndsen, Inger S. (1998). Cognitive Strategies
in Mathematics, Part II: Teaching a More Advanced Addition Strategy to an
Eight-Year-Old Girl with Learning Difficulties. Scandinavian Journal of Educational Research, 42(2), 151-175.
ABSTRACT: Teaching an eight-year-old girl with learning difficulties a more advanced addition strategy through multicomponent self-regulation training and a self-instructional model resulted in more rapid problem solving, fewer learning errors, and the acquisition of even more advanced addition strategies.
Olaussen, B. S., & Braten, I. (1998). Identifying latent variables measured by the Learning and Study Strategies Inventory (LASSI) in Norwegian college students. Journal of Experimental Education, 67(1), 82-96.
The latent structure of the Learning and Study Strategies Inventory (LASSI) was examined in 2 independent samples of Norwegian college students. Exploratory factor analyses using the LASSI subscales showed the same 3-factor structure for the 2 samples. That factor structure was the same as the structure reported for American college and high school students. The authors performed confirmatory factor analyses to examine how well measurement models suggested by American research on the inventory fit the Norwegian data. On the basis of those analyses, a modified model was generated that was tested on data from both Norwegian and American students. The 3 latent constructs in this modified model were labeled effort-related activities, goal orientation, and cognitive activities. The cross-cultural generalizability of the latent structure of the LASSI was demonstrated, and some new information that aided in the authors' interpretation of the constructs assessed by the inventory was provided.
Olaussen, B. S.& Braten, I. (1999). Students' Use of Strategies for Self-regulated Learning: Cross-Cultural Perspectives. Scandinavian Journal of Educational Research, 43 (4), 409-432.
Bru, E., Boyesen, M., Munthe, E., & Roland, E. (1998) Perceived social support at school and emotional and musculoskeletal complaints among Norwegian 8th grade students Scandinavian Journal of Educational Research, 42, 339-356.
ABSTRACT (ERIC): A majority of 1071 Norwegian eighth graders studied reported satisfactory support from teachers and relations with peers, although 12% reported more severe emotional complaints and 10% reported more severe musculoskeletal complaints. Exposure to harassment at school and a perceived lack of academic support show the strongest associations with emotional and musculoskeletal complaints.
Boyesen, Marit, & Bru, E. (1999). Small school classes, small problems? A study of peer harassment, emotional problems and student perception of social support at school in small and large classes School Psychology International, 20(4), 338-351
ABSTRACT (ERIC): Explores relations among class size, social support, harassment of others, and emotional problems in a sample of 1,071 Norwegian eighth-graders. Results show stronger associations between perceived teacher support and peer relations, as well as between peer relations and emotional problems in small classes. Results indicate no difference between classes in the actual prevalence of peer harassment and emotional problems. (Contains 31 references and 5 tables.)
Abstract (ISI) In accordance with social group theory on primary and secondary groups (Parsons, 1951) and conflict theory (Coser, 1956), relations among class size, social support, harassment of others and emotional problems were explored in a sample of 1071 Norwegian 8th graders. Results showed stronger associations between perceived teacher support and peer relations, as well as between peer relations and emotional problems in small classes than in large classes. In contrast there was a tendency for stronger associations between peer relations and peer harassment in large classes than in small classes. Results indicated no difference between small and large classes in the actual prevalence of peer harassment and emotional problems, whereas students reported better teacher support in small classes.
Midthassel, U.V., & Bru, E. (2001). Predictors and gains of teacher involvement in a school development project. Educational Psychology, 21, 229-242.
Midthassel, U.V., Bru, E., & Idsø, T. (2000) The principal’s role in promoting school development activity in Norwegian compulsory schools. School Leadership & Management, 20, 247-260.
ABSTRACT: A Norwegian study of 81 schools in 42 randomly selected municipalities suggests that the principal can promote school development activities among teaching staff by actively creating an innovative school culture. This role (and central-office support) may be more important in secondary than in elementary schools.
Thuen, E., & Bru, E. (2000) Learning environment, meaningfulness of schoolwork and on-task-orientation among Norwegian 9th grade students. School Psychology International, 21, 393-413.
The main aim of this study was to explore how learning environment dimensions are related to on-task-orientation, and how these relations are mediated by students' perceptions of the meaningfulness of schoolwork. The study was conducted as a survey among a representative sample of 2006 Norwegian 9th graders. Results showed that a majority of the students reported to be on-task-oriented during school lessons, however, between 10 and 20% reported to have problems with their on-task-orientation At the same time, slightly more than half of the students reported their schoolwork to be useful, whereas one in five students reported their schoolwork to be rather uninteresting. On-task-orientation was also found to be related to students' perceptions of several learning environment dimensions, primarily to students' perceptions of teacher support (academic and emotional), the possibility for influencing ones' schoolwork and the meaningfulness of schoolwork. Associations of perceptions of teachers' support and student influence with on-task-orientation were partly mediated via perceptions of the meaningfulness of schoolwork. Finally, results indicate that there is likely to be considerable room for improvement, within Norwegian schools at least, in the areas of teachers' emotional support of students, students' influence on schoolwork and the meaningfulness of school subjects. For practising school psychologists results seem to imply an increased focus on the learning environment, and particularly on the importance of the social emotional dimensions for students' motivation and on-task-orientation In order to bring about changes in the learning environment, counselling teachers on how to create a supportive learning environment with student influence could be one important way of approaching this held.
Bru, E. (2001). Teachers' class management styles and pupil misbehaviour. Paper presented at the European Educational Research Association Conference in Lille, September 2001.
Boyesen, Marit & Edvin Bru (1996b). Small school-classes, small problems? Size of class, peer harassment and emotional problems among Norwegian 8th grade students. Paper, Conferance on the Status of Nordic Health Promotion Research, University of Bergen, 22 August - 24 August, 1996, Senter for atferdsforskning, Høgskolen i Stavanger, 1996.
Bru, Edvin & Marit Boyesen
(1996a). Social school climate, peer harassment, emotional problems and
musculoskeletal complaints among Norwegian 8th grade students. 'Paper
presentert på 'Conference on the status of Nordic Health Promotion Research:
Progress during the Decade of the Ottawa Charter. August
22-24, 1996, Bergen, Norway.
Mykletun, R.J. & Bru, E. 1993. Psychological stress, burnout, musculoskeletal pain, and general health for the service occupations: Comparisons between hospital staff and teachers. Work and Health. Abstracts. International Conference, Copenhagen, Febr. 22.-25., 1993. Pp 96-97.
Chapters in books
Svebak, S., Mykletun, R. & Bru, E. (1997). Back pain and work stress. I S. Svebak & M. Apter (Eds) Stress & Health. A reversal theory perspective. Bristol: Taylor & Francis.
Bull, T. (1990a). Teaching school-beginners to read and write in their vernaculars: some lessons from one Norwegian experience. In Robert Le Page (convenor), International Group for the Study of Language Standardization and the Vernacularization of Literacy. Abstracts and Transcriptions of the Discussion (pp. 45-50). York Workshop.
Bull, T. (1990b). The Influence of Multilingualism on a Northern Norwegian Dialect. In M.A.K. Halliday, John Gibbons, Howard Nicholas (Eds.) 1990: Learning, keeping and using language (Vol ii; pp. 51-61). Amsterdam/Philadelphia: John Benjamins.
Bull, T. (1990c). Teaching Scool
Beginners to Read and Write in the Vernacular. In Tromsø
Linguistics in the Eighties", Tromsø Studies in Linguistics 11 (pp.
69-84). Oslo: Novus.
Bull, T. (1995). Language, Minority Education and Gender (Book review of David Corson 1993: Language, Minority Education and Gender, Clevedon: Multilingual Matters), Language, Culture, Curriculum (pp. 69-71). The Linguistics Institute of Ireland.
Gardner-Chloros, Penelope, with contributions from T.Bull, G. Varro and J. Warwick (1997). Vernacular Literacy in New Minority Settings in Europe. In Andrée Tabouret-Keller, Robert B. Le Page, Penelope Gardner-Chloros and GabrielleVarro (Eds.), Vernacular Literacy. A Re-Evaluation (pp. 189-221). Oxford studies in anthropologiacal linguistics, Clarendon Press.
Abstract: This study investigates gender differences regarding perceived self-efficacy and academic performance in marketing, organizational behaviour, accounting, computing, mathematics and statistics among 154 college students in business administration. At the beginning of their second year in college, the students completed a questionnaire designed to measure self-efficacy in subjects they had studied during their first year. Female students had significantly lower self-efficacy in computing and marketing and higher self-efficacy in statistics than male students. Except for statistics, where female students outperform their male counterparts, there were no significant gender differences in academic performance.
Abstract: This study is aimed to investigate gender differences regarding computer attitudes and perceived self-efficacy in the use of computers among 147 college students. At the end of a computer course, the students completed a questionnaire designed to measure self-efficacy, computer anxiety, computer liking and computer confidence. The results revealed gender differences in perceived self-efficacy regarding completion of complex tasks in both word processing and spreadsheet software. No gender differences were found in computer attitudes or self-efficacy regarding simple computer tasks. Male students had previously had more computer experience in programming and computer games and reported that they had previously had more encouragement from parents and friends.
Abstract: This study aimed to investigate whether gender, group composition or self-efficacy in computing has any impact on cooperation, giving or getting task-related help, and level of activity in student groups. The groups were established during a computer course among 150 college students in business administration. According to our results, students with low self-efficacy in computing, and students in groups with a majority of females, cooperated more than any other categories in their work with computers. Furthermore, students with high self-efficacy in computing, and students with a high degree of previous computer experience, offered more task-related help to other students than did the rest. In terms of gender, the level of activity was evaluated as highest in majority-female or majority-male groups. Moreover, female students had significantly lower self-efficacy in computing, less previous computer experience, and they had received less previous encouragement to work with computers. Finally, female students were receiving more task-related help, while at the same time giving less task-related help than male students.
Bø, Ola O., Marklund, E., Hamsten, P. O., Persson, H. E., Tonnquist-Uhlen, I. (1992). Relations between neurological aberrations and psychological dysfunctions in children with serious language problems. Scandinavian Journal of Educational Research, 36, 49-59.
Dahl, T. I. (August, 2001). Conceptions of a fuzzy standard: what students and examiners “know” about a questionable national grading practice. European Association for Research on Learning and Instruction 9th European Conference, Fribourg, Switzerland.
Dahl, T. I. (August, 2001). Do students’ epistemological beliefs influence the strategies they use when learning? European Association for Research on Learning and Instruction 9th European Conference, Fribourg, Switzerland.
Schulze, C., & Dahl, T. I. (May, 2000). Empowering students to actively learn peacemaking skills through teaching them to others. Higher Education for Peace Conference, Tromsø, Norway.
Dahl, T. I., & J. Liskin-Gasparro. (April, 1999). Situated cultural encounters: Feeling at home in a new place. American Educational Research Association Annual Meeting, Montreal, Canada.
Dahl, T. I. (1999, January). A situated learning approach to the study of second language acquisition. Ecology of Language Acquisition Workshop, Amsterdam, The Netherlands.
Dahl, T. I. (1998, April). Meeting the situation in situated learning. American Educational Research Association Annual Meeting, San Diego, California.
Dahl, T. I. (1997, November). In
search of the Holy Grail: Designing curriculum from the bottom up. Wisconsin
Association of Foreign Language Teachers. Appleton,
Wisconsin, USA.
Dahl, T. I.
(1997, November). Situated learning in immersion
environments. The American Council on the Teaching of Foreign Languages 31st
Annual Meeting. Nashville,
Tennessee, USA.
ABSTRACT: This paper looks at the nature of second language immersion learning and instruction through the lens of situated learning theory. This theory has strong relevance for language immersion practice and research. An emerging research program is introduced that is focused on the overlap of immersion learning and situated learning theory, and an initial study is discussed that explored how learners think, feel, and act during initial meetings with immersion environments.
Dahl, T. (1993, March). Does
motivation for learning differ among students attending high schools and folk
high schools? 21st Congress of the Nordisk Forening for
Pedagogisk Forskning (Nordic Association for Educational Research). Linköping,
Sweden.
Dahl, T., & Schallert, D. L. (1990, December). Constructing ideas in different languages. National Reading Conference. Miami, Florida.
Dahl, T. (1990a, November). What learning strategies do students know about and use when learning a foreign language? American Council on the Teaching of Foreign Languages Annual meeting. Nashville, Tennessee.
Dahl, T. (1990b, January). Idea acquisition and retention: Does the language we acquire ideas in affect how we process them? Southwest Educational Research Association Annual Meeting.
Silvera, D. H., Laeng, B., & Dahl,
T. I. (In press). Training of psychology doctoral students in the United States.
European
Psychologist.
Silvera, D. H., Martinussen, M., & Dahl, T. I. (2001). The Tromsø Social Intelligence Scale, a self-report measure of social intelligence. Scandinavian Journal of Psychology, 42, 313-319.
Dahl, T. (1994). Working together: Motivation, goals and volition. In S. Tøsse, B. Wahlgren, J. Manninen, & M. Klasson (Eds.), Social change and adult educational research: Adult education research in Nordic countries 1992/93 (pp. 132-145). Trondheim, Norway: Norwegian Institute for Research on Adult Education.
Dahl, T. (1992). Making the lesson come alive. In Handbook for volunteer reading aides. Revised Edition. Minneapolis, Minnesota. Augsburg Fortress Publishing.
Dahl, T. (1992). Helping your students take responsibility for their own learning. In Handbook for volunteer reading aides. Revised Edition. Minneapolis, Minnesota. Augsburg Fortress Publishing.
Dahl, T. (1992). What role do age and context play in self-regulated learning? In J. Tuomisto (Ed.), Social change and adult educational researchAdult education research in Nordic countries 1990/91 (pp. 154-164). Linköping, Sweden: National Agency for Education.
Weinstein, C. E., Ridley, D.S., Dahl, T., & Weber, E. S. (1989). The role of the learner in knowledge acquisition: Implications for classroom teachers. Educational Leadership, 46, pp. 17-19. Reprinted in R. S. Brandt (Ed.), Readings from Educational Leadership: Teaching thinking. Alexandria, Virginia: Association for Supervision and Curriculum Development.
Diseth, Åge (2001). Validation of a Norwegian version of the approaches and study skills inventory for students (ASSIST): application of structural equation modelling Scandinavian Journal of Educational Research, 45(4), 381–394.
The Approaches and Study Skills Inventory for Students (ASSIST) were administered to 573 under-graduate students in order to analyse a Norwegian version of this inventory. To cross-validate the factor structure, the subjects were divided into two equal samples. Principal axis factor analysis of sample 1 reproduced the three main factors of deep, surface and strategic approaches to learning. However, two of the subscales failed to load appropriately on the 'strategic approach'. When omitting these subscales, the principle of simple structure was better supported by the results. A subsequent CFA with comparison of samples 1 and 2 supported the existence of the expected three-factor model. It is concluded that this Norwegian version of ASSIST is valuable as a research tool for the assessment of approaches to learning among Norwegian students, but that caution should be taken with respect to the interpretation of particular subscales and possible sample effects.
Dysthe, O. (1996). The multivoiced classroom: Interactions of writing and classroom discourse. Written Communication, 13, 385-425.
ABSTRACT ERIC: Presents a description and qualitative case study of three high school classrooms, in two of which the teachers actively elicited student dialog and thereby improved writing. Draws on M. Bakhtin, R. Rommetveit and Y. M. Lotman to suggest that a combination of writing and dialogue (spoken interaction) lead to more chances to learn than either activity by itself.
ISI Abstract: This article presents descriptions of and examples from qualitative case studies of 3 high school classrooms in Norway and the United States. The focus is on how classroom discourse and writing interact with each other and provide an important and unique instructional resource. The leachers in 2 of the classrooms consistently elicited, overtly valued, and helped develop student opinions and ideas. In this process, authentic questions and uptake were common, and a great diversity of voices was heard. Bakhtin's and Rommetveit's dialogical framework is used as the basis of analysis, as is Lotman's theory about the functional dualism of texts. The main argument is that the interaction of oral and written discourse increased dialogicality and multivoicedness and therefore provided more chances for students to team than did talking or writing alone. In this way the texts, both oral and written, were used to generate thoughts and opinions.
Dysthe, O. (1999). Dialogue theory as a tool for understanding interactive learning processes. Literacy and Numeracy Studies, 9 (1), 39-64.
ABSTRACT ERIC: Explicates aspects of dialogue theory that may enhance understanding of educational processes in general and interactive learning processes in particular. Bakhtin's extended theory of dialogue, the concept of multivoicedness and Lotman's dual functions of texts are explained and used to analyze a Web-mediated discussion among university students.
Evenshaug, Oddbjørn
& Hallen, Dag (1988). Readiness for Religion - An
Educational Perspective. In:
Kasvatus Ja Uskonto. Festskrift
til professor Kalevi Tamminen til hans 60-årsdag. Eds.:
M. Pyysiäinen. Werner Söderström Osakeyhtiö, Helsinki 1988, pp. 201-213. ISBN
951-0-14816-4.
Oddbjørn Evenshaug & Dag Hallen (1989). Readiness for Religion - revisited. An Educational Perspective. In: Proceedings of the Fourth Symposium on the Psychology of Religion in Europe, pp. 42-50. Department of Cultural Psychology and Psychology of Religion, University of Nijmegen, The Netherlands. ISBN 90-37300-29. 4/CIP/NUGI 631.
Falkenberg, E-S. (2001). "Neurophysiological based management of tinnitus (NBM)" Adult Aural Rehabilitation: A Challenge for the New Century",7.-9.May 2001, Portland, Maine, USA.
Falkenberg,
Eva-Signe, Tungland, Ole Petter, Skollerud, Siri. (Submitted).
Neurophysiological Based Mangament of chronic distressing tinnitus. A
presentation of the treatment programme and an evaluation study on the effects
of the programme." International
Journal of Audiology
I have applied socio-cultural or
cultural-historical perspectives as the most frequently used theories through
the last years. (Teorier som jeg
har anvendt de siste årene går som oftes på sosiokulturell teori eller
kulturhistorisk perspektiv)
Flem, A., & Keller, C. (2000). Inclusion in Norway. A study of ideology in practice. European Journal of Special Needs Education, 15(2), 188-205.
Pettersson, T., Gudmundsdottir, S., & Flem, A. (in press). Cultural mediation in the teaching of art and craft - A case study of classroom processes. Teaching and Teacher Education. An International Journal.
Postholm, M. B., Pettersson, T., Flem, A., & Gudmundsdottir, S. (in press). The accidental learner: Experiences from participation in classroom research. Mind, Culture, and Activity. An International Journal.
Postholm, M., Gudmundsdottir, S., & Flem, A. (in press). Learning by talking: Analysis of group dialogue in project work. Teaching and Teacher Education. An International Journal.
Søvik, N., Samuelstuen, M., & Flem, A. (in press). Cognitive and linguistic predictors of text comprehension. European Journal of Psychology of Education.
Søvik, N., & Flem, A. (1999). The effects of different tasks on children’s process and product variables in writing. Learning and Instruction, 9, 167-188.
Flem, A., Thygesen, R., Mangnes, E., & Valås, H. (1998). A social skills intervention programme for kindergarten children at risk of developing behavioural problems. European Journal of Special Needs Education, 13(2), 208-215.
Flem, A. Thygesen, R., & Mangnes,
E. (1998). A presentation of a social skills intervention program. In: A. Flem
& R. Karlsdottir (Eds.), Learning
Strategies and Skill Learning (pp. 167- 182). Det
Kongelige Norske Videnskabers Selskab. Skrifter 4. Trondheim: Tapir.
Flem Mæland, A. (1994). Self-esteem in children with motor coordination problems. In: J. Alston, Handwriting Review. The Handwriting Interest Group.
Flem Mæland, A. & Søvik, N. (1993). Children with motor coordination problems and learning disabilities in reading, spelling, writing and arithmetic. European Journal of Special Needs Education, 8 (2), 81-98.
Flem Mæland, A. (1992). Self-esteem in children with and without motor co-ordination problems. Scandinavian Journal of Educational Research, 36(4), 313-321.
Flem Mæland, A. (1992). Identification of children with motor coordination problems. Adapted Physical Activity Quarterly (APAQ), 9, 330-342.
Flem Mæland, A. (1992). Handwriting and perceptual-motor skills in clumsy, dysgraphic, and 'normal' children. Perceptual and Motor Skills, 75, 1207-1217.
Flem Mæland, A. (1992). Identification
of dyslexia subtypes based on deficient reading and spelling strategies. Det Kongelige Norske Videnskabers Selskab. Skrifter 5. Trondheim: Tapir.
Flem Mæland, A., & Karlsdottir, R. (1991). Development of reading, spelling, and writing skills from 3rd to 6th grade in normal and dysgraphic schoolchildren. In: Wann et al. (Eds.). Development of Graphic skills. London: Academic Press.
Flem Mæland, A. (1992). Learning disabilities and motor coordination problems in schoolchildren. Doctoral thesis. University of Trodheim, AVH.
Flem, A., & Karlsdottir, R. (1998)
(Eds.). Learning Strategies and Skill
Learning. Det Kongelige Norske
Videnskabers Selskab. Skrifter 4. Trondheim: Tapir.
Flem, A., Moen, T., & Gudmundsdottir, S. Towards inclusive schools: a study of how a teacher facilitates differentiated instruction. European Conference on Educational Research (ECER 2000), Edinburgh, Scotland, September 20-23, 2000.
Pettersson, T., Postholm, M. B., "Tina", Flem, A., & Gudmundsdottir, S. Cultural scaffolding: the art and craft teacher's mediation with students with behaviour problems. European Conference on Educational Research (ECER 2000), Edinburgh, Scotland, September 20-23, 2000.
Postholm, M. B., Pettersson, T., Wold-Granum, M., Flem, A., & Gudmundsdottir, S. Scaffolding processes in the classroom. European Conference on Educational Research (ECER 2000), Edinburgh, Scotland, September 20-23, 2000.
Gudmundsdottir, S., Flem, A., & Olsen, U. School reforms mediating classroom practice: one teacher's biography. European Conference on Educational Research (ECER 2000), Edinburgh, Scotland, September 20-23, 2000.
Sandø, R., Flem, A, Moen, T., & Gudmundsdottir, S. The development of the language of practice in special education: a biographical approach. European Conference on Educational Research (ECER 2000), Edinburgh, Scotland, September 20-23, 2000.
Gudmundsdottir, S., & Flem, A. Language of practice for child centred teaching practice. III Conference for Sociocultural Research, Sao Paulo, Brazil, July 16-20, 2000.
Flem, A., & Gudmundsdottir, S. Voices of teachers in school reform. Seminar on "Teachers lives, narrative inquiery and school change". University of Haifa, Israel, May 18-19, 2000.
Postholm, M. B., Pettersson, T., Flem, A., & Gudmundsdottir, S. The accidental learner: Experiences from participation in classroom research. Paper presented at the Bi-annual Conference of the European Association for Educational Research (ECER), Lathi, Finland, September, 1999.
Flem, A., & Keller, C. Inclusion in Norway. A study of ideology put into practice. The 8th European Conference for Research on Learning and Instruction (EARLI), Göteborg, August 24-28, 1999, 17 pages.
Fimreite, H., Flem, A., & Gudmundsdottir, S. Peer interactions among preschool children in play. The 8th European Conference for Research on Learning and Instruction (EARLI), Göteborg, August 24-28, 1999, 16 pages.
Postholm, M., Gudmundsdottir, S., & Flem, A. Learning by talking: Analysis of group dialogue in project work. The 8th European Conference for Research on Learning and Instruction (EARLI), Göteborg, August 24-28, 1999, 15 pages.
Pettersson, T., Gudmundsdottir, S., & Flem, A. Cultural mediation in the teaching of art and craft - A case study of classroom processes. The 8th European Conference for Research on Learning and Instruction (EARLI), Göteborg, August 24-28, 1999, 15 pages.
Flem, A., & Keller, C. Inclusion in Norway. The Council for Exceptional Children, Minneapolis, Minnesota, April 15 - 18, 1998.
Flem, A. Special education in Norway. (1998). Paper presented at the Council for Exceptional Children, Minneapolis, Minnesota, April 15 - 18, 1998, 8 pages.
Flem, A., & Thygesen, R. A social skills intervention program for children at risk of developing behavioural problem. ISCRAT, 4th International Congress, Aarhus, Denmark, 7 - 11 June, 1998.
Flem, A. Characteristics of children with motor coordination problems. Third Annual Conference on Developmental Coordination Problems (DCD III), Cardiff, University of Wales, 15. - 16. May, 1997.
Flem, A., & Thygesen, R. Early intervention program for children at risk of developing behavioural problems. The 7th European Conference for Research on Learning and Instruction (EARLI), Athen, August 1997.
Flem, A. Thygesen, R., & Valås, H. (1995). A study of a school in Norway dealing successfully with children’s behavioural problems. Paper presented at the 6th European Conference for Research on Learning and Instruction, University of Nijmegen, August 26 - 31, 1995, 8 pages.
Flem, A. Identification of children with motor coordination problems. The International Society for the Study of Behavioural Development (ISSBD), Amsterdam, June, 1994.
Flem Mæland, A. Handwriting performances in clumsy children and children without motor coordination problems. Fifth Handwriting Conference of the International Graphonomics Society (IGS). Arizona State University, Oct. 27-30, 1991.
Abstract: The paper addresses a study which objective is to broaden our knowledge about how cancer and treatment affect the academic development of pupils at school, and their academic self-concept and self-esteem. Eight school children (whose treatment for various cancer diagnoses had been completed), their parents, teachers and health personnel answered retrospective, semi-structured interviews. The interviews were recorded on tape and later transcribed verbatim, categorised and analysed using NUDIST qualitative data analysis software. The results demonstrated that pupils with cancer have a clear desire to value their own academic ability, that they strive to master academic requirements in spite of the illness-related restrictions, that school proved to be an important self-concept area for the cancer-ridden children, and that their self-esteem is greatly influenced by their evaluation of own academic status.
Abstract: By evoking the notion of memory pictures, the author recalls her early years as teacher. Rather than calling herself a beginning teacher, she characterizes herself as a fledgling teacher to capture the insecurity associated with the first years of teaching. This experience is narrated through five memory pictures: (1) The new schools many rooms. (2) The staffroom as an arena for curriculum interpretation. (3) The reading road to Alababa. (4) Solving mathematical problems in the classroom. (5) The assembly hall. These five memory pictures are related to theory, teacher education, visions for child centered education and author’s current practice as a teacher educator. Key words: beginning teacher, autobiography, curriculum interpretation, teacher education.
Abstract: Learning
to read is a major achievement for any child. Similarly, it is also a main
accomplishment for a beginning teacher to teach young children to read. This
paper presents two autobiographical reading instruction memory pictures, in
narrative genres. The first memory picture is from my own period as a young,
fledgling teacher in a first grade primary school classroom in the middle of the
70s. The second picture tells about my experiences as a fresh assistant
professor at The University College of Education almost 20 years later. My
agenda here was to teach young student teachers to become good reading mentors
for their future first grade pupils
The
narratives illustrate how I matured as a teacher. This happened because I, in
both contexts, continuously was discussing my class room practise and my
knowledge about children’s development and needs in general, and their reading
acquisition requirements in particular, with novel and veteran colleagues and
college students. The stories also exemplify that I constantly was in search of
good “teaching to read methods”. I sought after procedures that could force
myself, and later on my college students, to become professional, high-quality
teachers, able to serve children in an optimal manner on their reading road, on
an upward curve, finally conquering the art of reading.
Abstract: This is a study of a yearlong university college program in special education using Internet groupware (Basic Support for Cooperative Work) to establish a community of student learners online and off (face to fact interactions). The paper focuses on one of the students’ groupware assignments, which was to carry out as a project. This project included generating research questions from practice in special education, collecting data and writing the final project report. The study focuses on two groups of 4 students, while it gives attention to a larger group of 45 students, during their 8 weeks intensive project work. Data source were; transcripts of their internet exchanges among themselves and the researchers related to the task, the students evaluation reports of the process, and interviews with two sub groups selected from total on the basis that they stood out as the most active participants in the exchanges. The analysis revealed five initial phases in the students’ progression: Phase one; situation definition of the learning environment. Phase two; writing to learn. Phase three; from written interaction to conversation (on and off line). Phase four; developing critical awareness. Phase five; dissemination of understanding.
Frost, J. (2000): From 'Epi' through 'Meta' to Mastery. The balance of meaning and skill in early reading instruction. Scandinavian Journal of Educational Research, 44(2), 125-144.
This study examined the nature of the relationship between phonemic awareness and reading and spelling development and focused particularly on the development of early self-directed writing. The spontaneous writing attempts of 44 first-graders were followed on 6 test occasions from the start of grade 1 (7 years) until the middle of grade 2. The children were divided into 2 groups, one group (N = 21) with a high level of phonemic awareness on entry into grade 1 (HPA) and one group (N = 23) with a low level on entry (LPA). The connection between level of invented spelling used in the self-directed writing and later reading and spelling achievement in grades 1 and 2 was investigated. The results showed remarkable differences between the two groups. Level of invented spelling at Time 1 was highly predictive of both reading and spelling achievement at the end of grades 1 and 2, but only for the HPA group. With Time of Mastery regarding phonemic spelling as the independent variable and reading and spelling at the end of grade 2 as the dependent variable, regressions analysis indicated strong direct effects of early phonemic spelling upon later reading and spelling development, but only for the LPA children. The two groups showed different patterns of development in learning to read and spell during grades 1 and 2.
This longitudinal study explored the relation between preschool phoneme awareness and initial reading development. Distinctions were made between formal and functional letter knowledge and between foundation and subsequent phases of reading development. 44 children with at least average language comprehension were followed from the beginning of grade 1 (7 years) until the end of grade 2. They were divided into two groups: one group of 21 children with high phonemic awareness (HPA) and 23 children with low phonemic awareness (LPA) on entering grade 1. The results showed persistent group differences in favour of the HPA children regarding letter-knowledge and word reading. The results confirmed a significant impact of functional letter knowledge on the length of the foundation period and on later reading development. Length of foundation period was shown to have a significant impact on reading development at the end of grades 1 and 2. It is argued that phonemic awareness is an indispensable catalyst in the development of initial word processing ability.
Gjesme, T. (1994). Grouping in education in light of theory and results in motivation. Scandinavian Journal of Educational Research, 38, 245-265.
Halvari, H., & Gjesme, T. (1995). Trait and state anxiety before and after competitive performance. Perceptual and Motor Skills, 81(3), 1059-1074.
33 subjects were tested on competitive trait and state anxiety immediately before and after a competitive motor task of shea duration (average performance time of 25 seconds). It required precise coordination of correct muscular activity, timing as well as speed, and physical strength that included explosive shifts in direction of movement. Two types of performance measures were employed, (a) number of errors during the performance and (b) the time it took to complete the motor task. Analysis showed a positive relation between trait anxiety and performance errors when a linear model was applied; however, when a curvilinear model was used, a strong significant U-relationship between errors and precompetition state anxiety emerged. Further, a strong positive linear relation between poststate anxiety and number of performance errors was observed. The results indicate that making errors in performance situations is a critical factor in producing postcompetition state anxiety.
Hagtvet, B. E. (1993). From oral to written language – A developmental and interventional perspective. European Journal of Psychology of Education, 8(3), 205-220
The article discusses relations between early oral language abilities and reading and writing development as reflected in longitudinal research. The observation that poor reading is less accurately predicted than superior reading is documented, and developmental characteristics of poor readers and superior readers, respectively, are described. The importance of early intervention is emphasized both by reference to experimental research and by a documented high consistency between reading at grades 2-3 and reading in adolescence.
Hagtvet, B. E., Horn, E., Lassen, L. M., Lauvaas, K., Lyster, S., & Misund, S. (1999). Developing literacy in families with histories of reading problems: Preliminary results from a longitudinal study of young children of dyslexic parents. European Journal for Special Needs Education, 14, 135-143.
* Stringent editorial review
** Invited
*/**Hagtvet, K.A., & Johnsen, T.B. (1992). Advances in Test Anxiety Research. Volume 7. Swets & Zeitlinger, Amsterdam/Lisse, The Netherlands. (Pp. 1 - 410).
**Hagtvet, K.A., & Renmin, Y. (1998) Anxiety and stress in a time-based performance process. In A. Sen & A.K. Sen (Eds.), Challenges of Contemporary Realities: A Psychological Perspective on Future of Human Society (pp. 164-188). New Dehli, India: New Age International.
*/**Benson, J., & Hagtvet, K.A. (1996) The Interplay Among Design, Data Analysis and Theory in the Measurement of Coping. In N.S. Endler & M. Zeidner (Eds.), Handbook of coping: Theory, research, applications (pp. 83-106). New York: Wiley.
**Hagtvet, K.A. (1995). Using preconceptions in quantitative analysis of empirical data. In G. Imsen, E. Skaalvik & A. Oftedal Telhaug (Eds.), Frontlinjer i pedagogisk forskning. [Frontlines in educational research]. (pp.27-56). Trondheim, Norway: Norwegian Center for Child Research/Norwegian Research Council.
*/**Hagtvet, K.A. & Sharma. S. (1995). The distinction between self-and other-related failure outcome expectancies: An internal domain study of Indian and Norwegian students. In A. Oosterwegel and R. A. Wicklund (Eds.) The Self in European and North American Culture: Development and Processes (pp.239-255). London: Kluwer Academic Publishers.
*/**Hagtvet, K.A. & Renmin, Y. (1992) The changing impact of ability, motivation and anxiety in cognitive performance: A process analysis. In Forgays, D.G., Sosnowski, T & Wrzesniewski, K. (Eds.) Anxiety: Recent developments in cognitive, psychophysiological, and health research.(pp. 63-74). Washington: Hemisphere.
*Hagtvet, K.A. & Halpern, E. (1992). A dimensional analysis of a pictorial experimental paradigm measuring childrens' developmental anxieties. In K.A. Hagtvet & T.B. Johnsen (Eds.) Advances in Test Anxiety Research. Vol 7. (pp.175‑192). Lisse, The Netherlands: Swets & Zeitlinger.
*Bauer, H., Moorman, P.P. & Hagtvet, K.A. (1992). Anxiety and perceived development of self at different stages of poly‑hard‑drug addicts. In K.A. Hagtvet & T.B. Johnsen (Eds.) Advances in Test Anxiety Research. Vol 7. (pp.208‑223). Lisse, The Netherlands: Swets & Zeitlinger.
*Man, F., Stuchlik, L. & Hagtvet, K.A. (1992). Effects of cognitive interference and experimentally manipulated failure on information processing in a complex strategic game. In K.A.Hagtvet & T.B.Johnsen (Eds.) Advances in Test Anxiety Research. Vol 7. (pp. 332‑343). Lisse, The Netherlands: Swets & Zeitlinger.
**Håseth, K., K.A. Hagtvet, & C.D. Spielberger (1990). Psychometric properties and research with the Norwegian State ‑ Trait Anxiety Inventory. In C.D. Spielberger, and R. Diaz‑Guerrero (Eds.) Cross‑cultural Anxiety, Vol. 4.(pp. 169-181). New York: Hemisphere/Taylor‑Francis
* Hagtvet, K.A., Man, F., & Sharma, S. Generalizability of Self-Related Cognitions in Test Anxiety. Personality and Individual Differences (In press, Oct. 2001)
*Hagtvet, K.A. & Zuo, L. (2000) Conceptual and empirical components of an internal domain study: an illustration in terms of the Achievement Motives Scale. Scandinavian Journal of Educational Research, 44,49-78.
*Engelsen, B.K. & Hagtvet, K.A. (1999a) A generalizability study of the Eating Attitudes Test (EAT-12) in non-clinical adolescents. Journal of Eating and Weight Disorders, 4,179-186.
*Engelsen, B.K. & Hagtvet, K.A. (1999b) The dimensionality of the 12-item version of the Eating Attitudes Test. Confirmatory factor analyses. Scandinavian Journal of Psychology,40, 293-300.
*/** Hagtvet, K.A. (1998) Assessment of latent constructs: a joint application of generalizability theory and covariance modelling with an emphasis on inference and structure. Scandinavian Journal of Educational Research, 42, 41-63.
*/**Hagtvet, K.A. (1997) The function of indicators and errors in construct measures: An application of generalizability theory. Journal of Vocational Education Reseasrch, 22, 247-266.
*Hagtvet, K.A. & Benson, J. (1997) The motive to avoid failure and test anxiety responses: Empirical support for integration of two research traditions. Anxiety, Stress, and Coping. An International Journal, 10, 35-57.
*Bejek, K. & Hagtvet, K.A. (1996) The content of pre-competitive state anxiety in top and lower level of female gymnasts. Anxiety, Stress, and Coping. An International Journal, 9, 19-31.
*Hagtvet, K.A. & Ye Renmin (1996) Anxiety and stress in a time-based performance process. Anxiety, Stress, and Coping: An International Journal, 9, 33-51.
*Skaalvik, E.M. & Hagtvet, K.A.
(1995) Academic achievement, self‑concept, and conformity to school norms:
A developmental analysis. Zeitschrift
für Pädagogische Psychologie,9, 211-220.
*Sen, A.K. & Hagtvet, K.A. (1993) Correlations among creativity, intelligence, personality and academic achievement. Perceptual and Motor Skills, 77, 497-498.
*Rønning, J. & Hagtvet, K.A. (1993) Assessing therapeutic problem solving skill. Empirical analysis of a measuring operation. Scandinavian Journal of Psychology, 34, 27-38.
*Renmin, Y. & Hagtvet, K.A. (1992) The assessment and analysis of the achievement motives. Psychological Development and Education, 2, 14-17.(In Chinese)
*Hagtvet, K.A.
(1991). Interaction of anxiety and ability on task
performance: A simultaneous consideration of
parameters. Zeitschrift
für Pädagogische Psychologie. 5, 111‑119.
*Skaalvik , E.M. & Hagtvet, K.A. (1990). Academic achievement and self concept. An analysis of causal predominance in a developmental perspective. Journal of Personality and Social Psychology, 58, 292‑307.
*Hagtvet, K.A. & Hagtvet, B. (1990). The discriminant predictive validity of the Reynell Developmental Language Scales. Scandinavian Journal of Educational Research, 34, 77‑88.
ABSTRACT: The discriminant validity of two subscales of the Reynell Developmental Language Scales (RDLS) was investigated using data from 225 children given the RDLS at age 4 and the Illinois Test of Psycholinguistic Abilities at age 5. Results support the hypothesis; the RDLS scales measure distinct but correlated language abilities. (SLD)
**Hagtvet, K.A. (1997): Thomas Oakland
& Ronald K. Hambleton (Eds.) Internationalperspectives on academic
assessment. Kluwer Academic Publishers: Boston. (Review for Educational
Measurement: Issues and Practice; 16, (4), 55-56.
**Hardy, L. & Hagtvet, K.A. (1996) Anxiety and performance: Measurement and modeling issues. Anxiety, Stress, and Coping. An International Journal, 9, v-viii.
**Al-Issa. I. & Hagtvet, K.A. (1994). Special Issue on War and Stress in the Middle East. Anxiety, Stress, and Coping. An International Journal, Vol.7, no.3.
$ has a published counterpart.
Martinsen, Ø. & Hagtvet, K.A.(March, 1994) Cross-situational consistency and inconsistency: Assessing assimilator ‑ explorer styles. Department of General Psychology, Psychometrics Unit, University of Bergen, Norway.
Sipos, K., Bodo, M., Veer, A., Hagtvet, K.A., & Banyasz, A. (1994). Neurosis, depression, anxiety, and stroke risk factors in a Hungarian village. Review of the Hungarian University of Physical Education, 32(1), 94-114.
Hagtvet, K.A. & Renmin, Y. (1991) Szorongas ‑ motivacio ‑kepesseg ‑ teljesitmeny. [Anxiety ‑ motivation ‑ ability ‑ performance]. In A Magyar Testnevelesi Egyetem közlemenyei, 3, 145‑164. [Review of the Hungarian University of Physical Education]. (Summary in English and Russian).
Hagtvet, K.A. & Sipos K. (1991) A vizsgaszorogas. Egyhelyzetspecifikus fogalom - szeles korulehetosegekkel. [Test anxiety: A situation specific construct with a wide potential]. In A Magyar Testnevelesi Egyetem közlemenyei, 3, 117-121. [Review of the Hungarian University of Physical Education]. (Summary in English and Russian).
Hagtvet, K.A. (August, 1991) Implicit concepts of stability and change in ordinary regression and (M)ANOVA models. Psychometrics Unit, University of Bergen, Norway.
$Hagtvet, K.A. & Renmin, Y. (1990)
Anxiety ‑ motivation
‑ ability ‑ performance. A process model emphasizing its stability
and change. Conceptual and methodological foundation. Review of the Hungarian University for Physical Education. Pp.
199‑223. [Hagtvet, K.A. & Renmin, Y, 1992].
Hagtvet, K.A. (1997) The interplay between substantive and methodological concepts in educational/ psychological measurement. Department of Educational Psychology, Research and Measurement, College of Education, The University of Georgia, Athens, USA, November.
Hagtvet, K.A. (1994). Testing for heterogeneity in cross-cultural comparisons: An internal domain study of Indian and Norwegian students. Department of Educational Psychology, Research and Measurement, College of Education, The University of Georgia, Athens, USA, October.
Hagtvet, K.A. (1993). Analyzing data from structured measurement designs: Links between correlationally-oriented analysis of variance, covariance modeling, and generalizability theory. Department of Educational Psychology, Research and Measurement, College of Education, The University of Georgia, Athens, USA, January.
Hagtvet, K.A. (1992) On testing dimensions in pre-structured measurement designs. Hungarian University of Physical Education, Budapest, Hungary, November.
Hagtvet, K.A. & Renmin, Y (1990). Anxiety ‑ motivation- ability ‑ performance. A process model emphasizing its stability and change. Conceptual and methodological foundation. Invited presentation at the Hungarian University of Physical Education, Budapest, Hungary, May.
$ has a published counterpart
** Invited presentations
Hagtvet, K.A. & Kim, S. (2000) Assessing the effects of item parceling in Structural Equation Modeling: A simulation study. Paper presented at the 2000 AERA Annual Meeting, New Orleans, LA, April.
Hagtvet, K.A. (1999) A Covariance Modeling Approach to Investigate Dimensionality Within a Generalizability Framework. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada, April.
Hagtvet, K.A., Man, F., & Sharma, S.(1998) Generalizability of Self-Related Cognitions in Test Anxiety. Paper presented at the 19th Annual Meeting of the Stress and Anxiety Research Society, Bogazici University, Istanbul, Turkey, July.
$Engelsen, B.K. & Hagtvet,K.A.(1997a)
The dimensionality of the Eating Attitudes Test. Paper presented at 5th
European Congress of Psychology, Dublin, Ireland July.
[Engelsen, B.K.. &
Hagtvet, K.A.,1999b].
$Engelsen, B.K.
& Hagtvet, K.A. (1997b). Eating Attitudes Test as
a screening instrument for eating disorders. International Conference of
Psychological Assessment, Lisabon, Portugal, September. [Engelsen,
B.K. & Hagtvet, K.A., 1999a].
$Hagtvet, K.A. (1997) The error
structure of constructs: A joint application of generalizability analysis and
covariance structural modeling. Paper presented at the National Council on
Measurement in Education, Annual Meeting, Chicago,IL, March. [Hagtvet, K.A., 1998].
$Hagtvet, K.A. (1996a) Generalizability theory and latent variable modeling in a unified framework. Paper presented at Annual Meeting of the Psychometric Society, Banff, Alberta, Canada, June.[Hagtvet, K.A., 1998].
Hagtvet, K.A. (1996b) A combined generalizability/latent variable modeling approach to measurement equivalence. 17th International Conference of the Stress and Anxiety Research Society (STAR) at the Karl-Franzens-University of Graz, Austria, July.
**/$Hagtvet, K.A. (1995) Assessment
of psychological constructs: A joint application of factor analysis and
generalizability theory. Invited keynote address at the IV European
Congress of Psychology, Athens, Greece, May. [Hagtvet.,
K.A., 1998].
**/$Hagtvet, K.A.
& Sharma. S. (1995) Failure outcome
expectancies in female and male Norwegian students. Paper presented at the
Symposium "Stress and Anxiety in Achievement Settings" under the
auspices of the Stress and Anxiety Research Society. IV European Congress of
Psychology, Athens, Greece, May. [Hagtvet,
K.A., & Sharma, S. , 1995].
Hagtvet, K.A. & Man, F. (July, 1995) Failure outcome expectancies in female and male Czech students. Paper presented at 16th International Conference of the Stress and Anxiety Research Society, Prague, Czech Republic.
**Hagtvet, K.A. (1995). The perspective of generalizability in cross-cultural comparisons. Invited paper for the National Council on Measurement in Education Annual Meeting; Symposium: Methodological approaches and issues in cross-cultural psychometrics, San Francisco, CA., April.
$Hagtvet, K.A.
& Benson, J. (1994). Fear of Failure: A
Component of Test Anxiety or Explanation for Test Anxiety? Paper
presented at the 15th International Conference of the Society for Stress and
Anxiety Research, Madrid, Spain, July. [Hagtvet, K.A. & Benson, J., 1997].
**/$Hagtvet, K.A.
& Sharma. S. (1994) The distinction between self- and other-related
failure outcome expectancies: An internal domain study of Indian and Norwegian
students. Paper presented at the NATO Advanced Research Workshop at Crete,
Greece, 1994, January. [Hagtvet,
K.A. & Sharma, S., 1995].
**/$Hagtvet, K.A. ( 1993). Using preconceptions in quantitative analysis of empirical data. Invited lecture at the National Conference in Educational Research in Rørås, Norway.October. [Hagtvet, K.A., 1995].
Sipos, K., Bodo, M., Veer, A., Hagtvet, K.A., & Banyasz, A. (1993). Neurosis, depression, anxiety, and stroke risk factors in a Hungarian village. Paper presented at the 7th Conference of the European Health Psychology Society, Brussels, Beligum, September.
Rise, J. & Hagtvet, K.A., (1993). The applicability of Mizes anorectic cognition scale (MACS) among Norwegian school children. Paper presented at the 7th Conference of the European Health Psychology Society, Brussels, Beligum, September.
**Hagtvet, K.A. & Renmin, Y. (1993). Differential relations of ability and anxiety to stability and change of a problem solving process. Paper presented at the 5th EARLI Conference in AIX-en-Provence, France, August.
$Hagtvet, K.A. & Sharma, S. (1993). Self-related cognitions in test anxious students: An internal domain study of Indian and Norwegian students. Paper presented at the 14th International Conference of the Stress and Anxiety Research Society, Cairo, Egypt, April.[Hagtvet, K.A.& Sharma, S., 1995].
*Bejek, K. & Hagtvet, K.A. (1993). The dynamics of precompetitive anxiety in top and lower level of female gymnasts. Paper presented at the 14th International Conference of the Stress and Anxiety Research Society, Cairo, Egypt, April.
$Sipos, K., Sipos, M. & Hagtvet, K.A. (l993). Changes in anxiety level in Hungarian schools from 1975 to 1990. Paper presented at the 14th International Conference of the Stress and Anxiety Research Society, Cairo, Egypt, April. [Part of Hagtvet, K.A., 1995].
Hagtvet, K.A. & Sharma, S. (1993). Assessing the same construct in different cultures: the case of test anxiety.Paper presented at the Conference on Qualitative Research in Education. Cultural diversity: Contexts, Perspectives, and Voice. The University of Georgia, Athens, USA. January
**Hagtvet, K.A. (1992) Psychometric problems in a nation wide assessment of academic achievement. Paper presented at a Working Conference organized by The Ministry of Education, Oslo, Norway, November.
**/$Hagtvet, K.A.
(1992). The process of anxiety: Perspectives
of achievement motivation and (test) anxiety theory. Invited address at
the 13th International Conference of the Stress and Anxiety Research Society,
Leuven, Belgium, July. [Hagtvet,
K.A., & Renmin, Y., 1996].
Hagtvet, K.A.,
Martinsen, Ø., & Renmin, Y. (1992). The
duality versus bipolarity hypothesis of the achievement motive: An empirical test among Chinese and Norwegian
students. Paper presented at the 13th
International Conference of the Stress and Anxiety Research Society.Catholic
University of Leuven, Belgium. July.
$Hagtvet, K.A.
& Renmin, Y. (1992). The differential impact
of intelligence, negative motivation, self preoccupation and state
anxiety in stressed and "neutral" task conditions: a problem
solving process approach.Interactive thematic poster session at the 25th
International Congress of Psychology, Brussels, Beligum, July. [Hagtvet,
K.A., & Renmin, Y.,1992].
$Hagtvet, K.A.
& Renmin, Y. (1991). Research in test anxiety:
An integrative process analytic approach. Invited
paper at the International Conference of Stress, Anxiety and Emotional disorders,
Braga, Portugal, July. [Hagtvet,
K.A., & Renmin, Y.,1992].
$Hagtvet, K.A. & Renmin, Y. (1991). The processual dynamics of anxiety‑oriented factors, ability and problem solving in experimentally defined neutral and stressfull conditions.
A comparison of process construct
models. Paper presented at the Symposium "Emotion,
Cognition, and Coping", 2nd Eurpean Congress of Psychology,
Budapest, Hungary, July. [Hagtvet,
K.A., & Renmin, Y.,1992].
$Hagtvet, K.A. & Renmin, Y. (1991). The processual dynamics of anxiety‑oriented factors, ability and problem solving in experimentally defined neutral and stressfull conditions. A comparison of autoregressive models. Paper presented at the 12th International Conference of the Society for Test Anxiety Research, Budapest, Hungary, July.[Hagtvet, K.A., & Renmin, Y.,1992].
**/$Hagtvet, K.A. (1990a). Modeling the influence of anxiety in the process of cognitive problem solving: Theoretical and methodological issues. Invited presentation at The International Conference: Anxiety; Biological and Social Approach, Warsaw, Poland, July.[Hagtvet, K.A., & Renmin, Y.,1992].
Hagtvet, K.A. (1990b). On testing dimensions in structured anxiety measures in small samples. Presidential address at the 11th Annual Conference of the Society for Test Anxiety Research, Berlin, Germany, July.
$Hagtvet, K.A.
& Halpern, E. (1990). Measuring anxiety in
children by the pictorial experimental paradigm. Paper presented at the
11th Annual Conference of the Society for Test Anxiety Research, Berlin, Germany,
July. [Hagtvet, K.A. & Halpern,
E., 1992].
Hagtvet, K.A. (1990c). Anxiety ‑ ability ‑ performance. A process model emphasizing its stability and change. Methodological foundation. Paper presented at the Symposium: Stability and change in anxiety research, the 11th Annual Conference of the Society for Test Anxiety Research, Berlin, Germany, July.
Halvari, H. (1996). Personality and educational choice of general versus vocational studies among 16- to 19-year-olds. Psychological Reports, 78(3), 1379-1388.
Abstract (ISI) Achievement motives, future rime orientation, and perceived instrumentality of theoretical subjects were investigated in relation to educational choice of general versus vocational studies at secondary school. Among 257 students, multivariate regression of educational choice showed that the higher the scores on the motive to achieve success, the lower the scores on the motive to avoid failure, and the higher the scores on perceived instrumentality, the more likely a student will be to choose general, i.e., mainly theoretical, studies at secondary school. No significant effect of future time orientation on educational choice occurred. The results are discussed in relation to achievement motivation theory, school attachment and achievement, and implications for reform of the school system.
Halvari, H., Johansen, A.,& Sørhaug, T. (1998). The relations between autonomy and control in the management of external consultants and organizational learning. Scandinavian Journal of Educational Research, 42, 295-307.
Cock, D., & Halvari, H. (1999). Relations among achievement motives, autonomy, performance in mathematics, and satisfaction of pupils in elementary school. Psychological Reports, 84(3), 983-997
Abstract (ISI) Based on a literature review a moder of motivation was constructed with dispositional achievement motives at the global level, relative autonomy at the context-specific level, and performance and satisfaction in school at the criterion level. Among 110 elementary-school pupils, assessments included the Achievement Motives Scale for achievement motives, the Self-regulation Questionnaire for relative autonomy, the Mathematics Test for Children, and the Satisfaction at School Scale. Both bivariate and multiple regression analyses yielded the following significant results: (i) The motive to achieve success correlated positively and the motive to avoid failure correlated negatively with relative autonomy at school. (ii) The motive to avoid failure correlated negatively with performance in mathematics. (iii) Satisfaction in school correlated positively with the motive to achieve success, relative autonomy, and performance.The results are discussed in relation to achievement motivation and self-determination theory.
Kirkhaug, R., & Halvari, H. (1998). Relations among freedom of action, goal orientation, coupling, and satisfaction with frame management among school managers. Psychological Reports, 83(1), 339-352.
Abstract (ISI) Determinants of satisfaction with frame management were investigated among 78 managers representing all 30 upper secondary schools in Nordland county, Norway. The school managers are managed by the central county administration through a frame management system. Frame management or frame budgeting is a system for managing decentralised units in the public sector while trying to meet the needs for accountability and flexibility which should make public service more cost effective and of better quality. Subjects were tested on perceived goal orientation of the management system, their perceived personal coupling to the central county administration and their perceived freedom of action within the frames. The school managers' personal competence, i.e., education and leadership competence, and the cultural climate of cooperation in schools were also assessed. Analyses showed that all these determinants correlated positively and significantly with satisfaction with frame management, and multiple regression analysis showed freedom of action and education to be the major predictors of satisfaction with frame management in this sample.
Thomassen, T.O., & Halvari, H. (1996). Achievement motivation and involvement in sport competitions. Perceptual and Motor Skills, 83(3), 1363-1374
Abstract (ISI) 213 pupils (M=17.2 yr.) were tested on the motive to achieve success, the motive to avoid failure, future lime orientation, perceived instrumentality of cognitive and physical tasks at school, and the involvement in sport competitions. Analysis shows a significant positive correlation between the scores on motive to achieve success and the amounts of competitive involvement in sport. Conversely, the motive to avoid failure was negatively correlated with the involvement in sport. Further, a positive significant correlation for the involvement in sport competitions with perceived instrumentality of physical or sport tasks at school appeared. The relations were similar for both girls and boys. An hypothetical model based on hierarchical regression of the data showed that all independent variables affected involvement in sport competitions directly or indirectly.
Haugen, R. (1996). Defensiveness, performance, feedback and attribution. In T. Gjesme & R. Nygård (Eds.), Advances in Motivation, I, 46-60. Oslo: Scandinavian University Press.
Haugen, R. & Lund, T. (1998). Attributional style and its relation to other personality dispositions. British Journal of Educational Psychology, 68, 537-549.
Background. People vary greatly with respect to the way they explain negative events (personal failures), and this variation in attributional style seems to be related to various personality traits and also academic performance. For example, the theory of learned helplessness regards a pessimistic attributional style as an important determinant in the development of depression. Aim. The primary purpose of the present study was to compare attributions far positive and negative events with respect to correlations with seven personality dispositions. The comparisons concern the three attributional dimensions internality, stability and globality, as well as their combination. The hypothesis was that attributions for positive events are differently correlated with the seven personality dispositions than are attributions for negative events. Sample. 166 advanced teacher students (132 females and 34 males). Method. On the basis of an inventory the students were given scores on the attributional variables (related to imagined positive and negative academic events), global and academic self-esteem, motive to seek success, motive to avoid failure, self-efficacy, defensiveness, and depression. Results. The hypothesis was confirmed. Attributions for positive events correlated differently with the seven personality dispositions than attributions for negative events. Also, factor analysis of the attributional dimensions indicated that attributions for positive events measured quite different components than attributions for positive events. Conclusion. The general conclusion is that both event kinds should be considered when using attributional style for predicting or explaining personali ty and behavioural variables.
Haugen, R. & Lund, T. (1999). The concept of general expectancy in various personality dispositions. Scandinavian Journal of Psychology, 40, 107-112.
Haugen, R. & Lund, T. (2000). Achievement motives, values, and attribution. Scandinavian Journal of Educational Psychology, 44, 423-432.
ABSTRACT: Studied how achievement motives and incentive values were related to attribution for 166 advanced education majors in Norway. As expected, success-oriented persons attributed positive events more internally, stably, and globally, and negative events more externally, unstably, and specifically, than did failure-avoidant persons.
Haugen, R.
& Lund, T. (in press). Self-concept, attributional
style, and depression. Educational Psychology.
Hundeide, K. (1993). Intersubjectivity and interpretive background in childrens development and interaction. European Journal of Psychology of Education, 8(4), 439-450
In this paper I try to show how intersubjectivity is a deeply taken for granted feature of our every day lifeworld in the sense that we, as cultural beings, always assume the pregiveness of other human beings as intentional agents trying to make sense in accordance with pregiven cultural communicative forms and practices, and it is these reciprocally shared assumptions that make intersubjectivity possible. The achievement of momentary situational intersubjectivity interlocutors thus presuppose the sharing of background experiences. The more sharing the less explicit needs the message be. In our cultural everyday practice we have 'codes' for sharing of background premises - for what is appropriate discourse and conduct at any social occasion. Some of these codes seem more akin to musical-aesthetical and emotional, rather than logical, metaphors; as indicated by expressions like 'finding the right voice, finding the key, feeling right'. Confirmation of identity and group inclusion/exclusion is also part of that. Other codes are more related to situational definitions and projects, which are particularly relevant in an educational context. In any context, an interpretive approach seems necessary in order to uncover the rationality behind collision of codes or non-successful attempts at achieving intersubjectivity - that can easily be mistaken for deficient competence. In its more radical form the intesubjectivity approach assumes that the early interaction between caregiver and child is functioning as a self-organizing preadapted dialogical system that is biologically based. The child is searching for his 'virtual other' in the caregiver and so is the caregiver in the child.
Hoien, T., Lundberg, I., Stanovich, K. E., & Bjaalid, I. K. (1995). Components of phonological awareness. Reading and Writing, 7(2), 171-188
The factorial structure underlying different types of tasks within the domain of phonological awareness was examined in two studies. Large sample sizes allowed for sensitive differentiation of constructs. In the first study, 128 preschool children without any experience of formal reading instruction were tested with a battery of tasks intended to tap various aspects of phonological awareness: rhyme recognition, syllable counting, initial-phoneme matching, initial-phoneme deletion, phoneme blending, and phoneme counting. Three basic components were extracted in a principal component analysis: a phoneme factor, a syllable factor and a rhyme factor. Cross-tabulations indicated considerable dissociation between performance on phoneme, syllable, and rhyme tasks. The structural relationships were replicated on a much larger sample (n = 1509) in the second study. Subjects in this study were one year older and were attending grade 1 thus providing an opportunity to test their reading achievement. Multiple regression analyses demonstrated that the phonemic factor was by far the most potent predictor. However, the rhyming factor made an independent (although small) contribution to explaining the reading variance. Among the phonemic tasks, phoneme identification proved to be the most powerful predictor.
Aarsland, D., Hoien, T. Larsen, J. P., & Oftedal, M. (1996). Lexical and nonlexical spelling deficits in dementia of the Alzheimer type. Brain and Language, 52(3), 551-563
Written spelling was assessed in 16 subjects with dementia of the Alzheimer type (DAT) using an information processing approach. The results were compared to the performance in a group of healthy elderly subjects. The Alzheimer subjects scored significantly lower in word spelling and nonword spelling ability than the controls (F(1, 7) = 187, p < .0001), and both the lexical and the nonlexical spelling strategies were affected. The results did not support the hypothesis that nonlexical ability is preserved in DAT. In the DAT group, spelling correlated significantly (p < 0.01) with the severity of dementia, but spelling performance was not associated with the age of onset of dementia or family history of dementia. (C) 1996 Academic Press, Inc.
Bjaalid, I. K., Hoien, T., Lundberg, I. (1996). The contribution of orthographic and phonological processes to word reading in young Norwegian readers. Reading and Writing, 8(2), 189-198
The dissociation between phonological and orthographic processes in word reading was investigated in a study involving 147 children in grade 3. The criterion measure was a timed word reading test. Two tasks assessed phonological skills and two tasks assessed orthographical skills. Orthographic ability accounted for variance in word reading even after phonological ability had been controlled. Poor readers differed from skilled readers in the way phonological and orthographic factors were balanced. The relationship between the two factors was fairly strong among poor readers, whereas the correlation was low for more skilled readers. Furthermore, phonological factors played a much stronger role in explaining the variance in word reading among poor readers, while on the other hand, orthographic factors were more powerful among skilled readers.
Bjaalid, I. K., Hoien, T., & Lundberg, I. (1997). Dual-route and connectionist models: A step towards a combined model. Scandinavian Journal of Psychology, 38(1), 73-82.
Current models of word recognition are mainly constructed within the frameworks of either dual-route or connectionist theories. The most important test of a word recognition model is how it succeeds in accounting for various reading behaviors. In the present paper dual-route and connectionist word recognition models are briefly described and evaluated. As a further development of these models, a combined framework is proposed. An amalgamation of the two main types of models might give a more satisfactory account of various phenomena within word recognition.
Larsen, J. P., Hoien, T., & Odegaard, H. (1992). Magnetic-resonance-imaging of the corpus-callosum in developmental dyslexia. Cognitive Neuropsychology, 9(2), 123-134.
The cerebral anatomy of reading processing in normals and developmental dyslexics is incompletely understood. However, the core problem of developmental dyslexia seems to be located in the word recognition aspect of reading. Most probably, normal reading involves right-hemisphere cerebral functions in addition to the more important left-hemisphere functions. The major communicator between the hemispheres is the corpus callosum and the splenium of the corpus callosum, in particular, may be involved in efficient word processing. In this study we could not find any gross differences in size of the total corpus callosum or the splenium between groups of dyslexics and controls. Furthermore, we could not find any abnormalities in size of the corpus callosum in subgroups of dyslexia related to gender, linguistic deficiencies, or symmetry/asymmetry of the planum temporale.
Lundberg, I., Høien, T. (1990). Patterns of information processing skills and word recognition strategies in developmental of dyslexia. Scandinavian Journal of Educational Research, 34, 231-
Santa, C. M., & Hoien, T. (1999). An assessment of Early Steps: A program for early intervention of reading problems. Reading Research Quarterly, 34(1), 54-79.
IN THIS study the authors examine issues related to selecting and evaluating early intervention programs for first graders at serious risk For failing in reading acquisition. The program evaluated is Early Steps, an intervention with one-to-one tutoring and with particular emphasis on story reading, writing, and phonological skills. Four neighborhood schools were selected to participate in the study-two experimental and two control schools. The 49 children came from lower- to middle-class Caucasian families with similar socioeconomic backgrounds. The design of the study includes pre-, post-, and retention assessments of an experimental and a control group. Various tests were used to assess spelling performance, word recognition, nonword reading, and reading comprehension. The results at the end of Grade 1 and at the beginning of Grade 2 indicate that the experimental group performed statistically significantly better than the control group on all variables assessed. In particular, the children with the lowest pretest levels, the very high-risk children, benefit most from the intervention. Their improvement approaches the average performance level after an intervention period of 8 months. We presume that the substantial progress among high-risk children reflects the importance of a balanced approach to beginning reading and the power oi the Early Steps program to increase the phonological and word study skills among those children most at risk in this domain.
Tonnessen, F.E., Hoien, T., Lundberg, I., & Larsen, J. P. (1994). Immune disorders and dyslexia - A study of asthmatic-children and their families. Reading and Writing, 6(2), 151-160.
The Geschwind-Behan-Galaburda hypothesis of cerebral lateralization postulates an association between immune disorders and learning disabilities. So far, the empirical evidence for such a relationship has been ambiguous. The present study is an attempt to investigate the hypothesis in a population where all the individuals were affected by immune disorders. Thus, 29 students in a special school for asthmatic children (total number of students in the school: 32) were investigated. A number of reading tests with special focus on word decoding were administered. The parents filled in a detailed questionnaire on the prevalence of reading difficulties and immune disorders among the other family members. The proportion of students with reading problems - especially phonological problems - was much higher than would be expected in a normal population. Among the family members we also found an elevated incidence of both reading problems and immune disorders. A cautious interpreptation of these findings leads to tentative and partial support of the Geschwind-Behan-Galaburda hypothesis.
? (1993). Acta Neurologica Scandinavica, 88(6), 434-439.
The reading aloud of single words in 16 subjects with dementia of the Alzheimer's type (DAT) was compared with the performance of control subjects. The assessment included a computerised test-battery designed to assess word recognition ability and the efficiency of the two underlying reading strategies; the lexical and the non-lexical strategy. The DAT patients had severe difficulties in word recognition ability. Both accuracy score and reaction time were significantly impaired compared with the results in the control group. Furthermore, the results demonstrated that both the lexical and the non-lexical reading strategies were impaired. There was a significant correlation between reading performance and severity of dementia. However, no significant association between reading performance and age of onset or family history of dementia could be observed.
Johannessen, Tor Aase, Grønhaug, K., Risholm, N. G., & Mikalsen, Ø. (1997). What Is Important to Students? Exploring Dimensions in Their Evaluations of Teachers. Scandinavian Journal of Educational Research, 41(2), 165-177
ABSTRACT: What students emphasize in their evaluations of teachers was studied with 465 high school students in Norway. Factor analysis revealed that affective and emotional aspects related to classroom learning situations play a major role, as do student feelings of security and acceptance.
Hoel, T, L. (1997). Voices from the classroom. Teaching and Teacher Education, 13(1), 5-16.
This is a story about how
''Guri,'' a high school student, constructs meaning about a poem, aided and
assisted by her interactions with her two peers in a response group, as well as
starting a process of mastery of a literary genre expected in the Norwegian
secondary school system. It is based on three years of field work by the teacher/researcher
in Guri's class. The theoretical framework for this study are the theories
inspired by Vygotsky, Bahktin and their followers. Copyright (C) 1997 Elsevier
Science Ltd.
Hoel, T.L., & Gudmundsdottir, S. (1999). The REFLECT project in Norway: Interactive pedagogy using e-mail. Journal of Information Technology for Teacher Education, 8(1), 89-110.
Hoel, T, L. (2000). Students Cooperating in Writing: Teaching, Learning, and Resarch Based on Theories from Vygotsky and Bakhtin. Education-line database maintained by the British Education Index – http://www.leeds.ac.uk/educol/
Hoel, T.L., & Gudmundsdottir, S. (2000). Using e-mail to promote reflection in teacher education. In C. W. Day & D. van Veen (Eds.), Educational Research in Europe. EERA Yearbook 2000 (pp 173-183). Leuven/Apeldoorn: Garant.
(2001). Interaction as learning potential in web-mediated discussions. Paper presented at ISATT 2001, The International Study Association on Teachers and Teaching Conference, Faro, Portugal, September 21 - 25, 2001.
(2001). Communicative conditions for learning in web-mediated discussions. Paper presented at ECER 2001, European Conference on Educational Research, Lille, France, 5 - 8 September 2001.
(2000a). Students collaborating in writing related to theories from Vygotsky and Bakhtin. Paper presented at EARLI - Special Interest Group Writing. Writing Conference 2000. Verona, 07.-09.09. 2000.
(2000b). Social practice as a tool in problem
solving, related to students cooperating in writing. Paper presented at ISCRAT -
Fourth Congress of the International Society for Cultural Research and Activity
Theory. Århus 07. - 11.06. 1998.
Hohr, Hansjörg (2000). Dynamic Aspects of Fairy Tales: social and emotional competence through fairy tales. Scandinavian Journal of Educational Research, 44(1) 89-103.
ABSTRACT: Explores how fairy tales address socio-emotional challenges children face during their socialization. Applies a structural theory of fairy tales to three literary versions of the Cinderella story. Suggests that the combination of simplicity of form and complexity of content makes the fairy tale a powerful tool for perception of and reflection on emotions. (SLD)
Johnsen, Berit & Skjørten, Miriam. 2001. Education-Special Needs Education. An Introduction. Oslo, Unipub.
Johnsen, Berit H. 2000a. A Curricular Relation Model with Some Important Aspects of Individual Learning-Teaching Processes. Lecture at Nordisk Ministerråd’s project "Teacher Training in Latvia 2000-2002". Riga, 29-30.09.
Johnsen, Berit H. 1999. Children with Special Needs - Recognition and Integration". "Paper" at the conference "Special pedagogics - Challenges in Education System of Bosnia-Herzegovina" Fojnica i Bosnia 19.-21.11: 10 p.
Johnsen, Berit H. 1998. Curricula for the plurality of individual learning needs. Some thoughts concerning practical innovation towards an inclusive school. Paper presented at "Pedagoska Akademija" in Sarajevo 17. September:18 p.
Johnsen, Berit H. 1993. How do we seek to accommodate the special needs of children with disabilities in Iceland? Paper presented at European conference on special needs education for children with mental and physical handicaps at Hindsgavl Manor, Middelfart, Denmark 22. - 26. May (4 p.).
Johnsen, Berit H. 2001. Introduction
to Assessment - Assessment as part of curriculum for the plurality of individual
learning needs. Forelesningsmanuskript. Project Teacher-Training in Latvia
2000-2002. Rezekne, Latvia
01-03.03.2001 (32p.)
Johnsen, Berit H. 2000b. Listening to a Historical Voice: Traditions and Ideas Underlaying the Inclusive School. Paper at ISEC 2000 (International Special Education Congress 2000), University of Manchester, UK. 24-28.07.
Johnsen, Berit H. 1997. National curriculum making - the case of Iceland. Paper presented at the symposium "Curriculum making and curriculum studies: Comparative and empirical research on curriculum change" at The Institute of educational research, University of Oslo 10.02. - 12.02.(12 p.).
Johnsen, Berit H. Special education in Iceland. In Special needs education in Europe - for children with mental and physical disabilities. As seen in the context of the European community programmes and council resolutions. Denmark, The county of Funen, Department for Special Education:73-75.
Johnsen, Berit H. 1999. The Norwegian educational system in a welfare perspective. In Sekai no shakaifukushi (Welfare systems in the world), vol. 6. Tokyo: Junposha (13 p.). [The article is translated from English into Japanese, and is published in a Japanese series.]
Johnsen, Berit H. 1993. Theory and Practice Hand in Hand. Educational Media International no.2: pp. 65-68.
Johnsen, Berit H. 2000c. Traditions and
Ideas Underlaying "the School for All" or "the Inclusive School".
Lecture at "International Research Colloquium on Inclusive Education".
Hamar College, Department of Teacher Education. Høgskolen
i Hamar, 28-30.06
Kallestad, J.H., Olweus, D., & Alsaker, F. (1998). School climate reports from Norwegian teachers: A methodological and substantive study. School Effectiveness and School Improvement, 9(1), 70-94
Using a set of data derived from 42 schools at two points in time and a widely accepted definition of organizational climate, a number of methodological and substantive issues relating to school climate were explored. Via principal component analysis, four dimensions of school climate were identified. In approaching the key issue, under what conditions it is meaningful to speak of a climate dimension as a characteristic of the school (and not some lower-level unit), it is tentatively proposed that a climate dimension has a 'unit reliability' of .15 or more and an 'aggregate reliability' of at least .35 in order to be considered a school characteristic. Furthermore, the ''longitudinal relative consistency'' or stability of the dimensions was examined. It was found that at least three of the dimensions were relatively enduring over time, as they should be according to the definition of school climate. Multilevel analyses suggested;hat the teacher reports of school climate were fairly robust and generalizable. The thinking and findings in this article are related to recent work in the school improvement and effectiveness field.
Karlsdottir, R. (1996). Print-script as initial handwriting style I: effects on the development of reading and spelling. Scandinavian Journal of Educational Research, 40, 161-174.
Karlsdottir, R. (1996). Print-script as initial handwriting style II: effects on the development of reading and spelling. Scandinavian Journal of Educational Research, 40, 255-262.
Karlsdottir, R. (1996). Development of cursive handwriting. Perceptual and Motor Skills, 82(2), 659-673
The efficiency of two different instructional methods for improving the growth of handwriting qualify in the upper grades of primary school was investigated in field experiments using a control-group design. No improvement in mean quality was found for a group of 38 children using a method based on copying exercises. A substantial improvement in mean quality, corresponding to about 1.4 SD, was found for 23 children using a method based on reintroduction of the letter forms explaining each form visually and verbally. It was concluded that the bottleneck in the development of handwriting quality in primary school is a mismatch between the instructional methods used and the perceptual ability of the children.
Karlsdottir, R. (1997). Comparison of cursive models for handwriting instruction. Perceptual and Motor Skills, 85(3), 1171-1184
The efficiency of four different cursive handwriting styles as model alphabets for handwriting instruction of primary school children was compared in a cross-sectional field experiment from Grade 3 to 6 in terms of the average handwriting speed developed by the children and the average rare of convergence of the children's handwriting to the style of their model. It was concluded that styles with regular entry stroke patterns give the steadiest rate of convergence to the model and styles with short ascenders and descenders and strokes with not too high curvatures give the highest handwriting spaed.
1993:
Kulturelle Aktivitäten in Kinderregie. Eine Darstellung der Erfahrungen mit dem
Projekt "Probier's selbst". In H. Hengst. Von für und mit Kids in
Europäischer Perspektive. Munchen: KoPad Verlag.
1993·Children's Culture and Childhood
in Norway. In:Norwegian Literature
4/5 -1 (ed:Johan Fr. Heyerdahl) Oslo:Nordmannsforbundet.
1996·Children as special Citizens. In V. Johnsen (Ed.), Proceedings of workshop on Use of Participatory Techniques with Children. University of Sussex, Brighton, England. Co writer: Chawla,Louise.
1998·Children as Active Citizens:
Perspectives on Norwegian Child Policy and the implementation on the UN
Convention on the Rights of the Child. Norwegian speaker appointed by the
Norwegian Minsitry for Foreign Affairs at the Conference: Children's Rights and
Wrongs, Nicosia, Cyprus. 5-6
November. Publisert på internett.
2001:"Children's participation" - A vital Pillar in this Century? Nordisk Pedagogikk. Nordic Educational Research no 2.Volume 21.Oslo, Universitetsforlaget
2002: Small is powerful. Discourses on 'children and participation' in Norway. Childhood 9 (1). Sage Publications. London.
1999: Children as participants - Political discources in the - 90's. Paper at the conference "Children in space and time". Joint seminar British-Norwegian cooperation between ESRC-programme Children,Youth and Family. Trondheim, September, 3-4.
1999:Hut-building as cultural practices among girls and boys in a rural local community in Southern Norway in the 90's. Paper at the Conference: "Sites of Learning" 14-16th September, Dennison Centre, University of Hull.
2000a: Policies and Projects for Infancy in Europe: The Norwegian Project:"Try Yourself". Invitert foredrag på konferansen From the Children to the Town. Participated Planning and Social Context in Italy and Europe, arrangert av Fano Town Council og Institute of Sociology, University of Urbino. Fano, Italia, 05.05-06.05.
2000b:· The Competent Child and the Right "to be Oneself". Discourses on Childhood and Participation in two Nordic Countries. Paper på forskningsseminaret Det nordiska/det kompetente barnet, arrangert av Nettverket: NordBarn. Jyväskylä, Finland, 31.08-03.09.
2001: The Local Community as a Site
for Children as Fellow Citizens. Paper presented at the Research Seminar:
Children, Generation and Place. Netværk
for Tverkulturel Børneforskning. Institut for Antropolgi. København
Universitet 19-21 May
2001: 'Creating a Place to belong'. The Place of Childhood, Play and Generational relations in a local community. Paper presented at the Conference: Comparing Childhoods. International Conference, jointly organised by ISA-Research Committee 53: Sociology of Childhood, and NordBarn: Research Network for the Study of Nordic Conceptions of Childhood. Espoo, August 23-26.
Kleven, T. A. (1991). Interactive teacher decision-making – still a basic skill? Scandinavian Journal of Educational Research, 35, 287-294.
Knivsberg, A.M. (1997) Urine patterns, peptide levels and IgA/IgG antibodies to food proteins in children with dyslexia. Pediatric Rehabilitation, 1, 5-33.
Abstract: There is an association between psychiatric disorders and dyslexia. In some psychiatric disorders abnormal urinary peptide patterns and peptide levels, and elevated levels of IgA antibodies to food proteins have been detected. These abnormalities are probably due to insufficient breakdown of the proteins gluten and casein. The aim of this study was to discover whether such abnormalities could be found in urine samples and serum of children with dyslexia. After screening 291 pupils in the fourth grade, 15 dyslexics and 15 controls were pair wise matched by gender, age, and cognitive level. Word decoding, spelling, and short-term memory tests were carried out, and information on handedness, immune and other disorders was obtained Analyses of 24-h urine samples and of serum were performed. The reading abilities significantly differentiated the groups, and significant differences were found in frequency of left-handedness, immune disorders and other disorders. Three dyslexic children had elevated IgA antibodies. Two of these had positive endomycium tests, and coeliac disease was confirmed med by biopsy. One had antibodies to proteins in milk. Our findings may suggest weak urinary peptide abnormalities in the dyslexic children, and they show significant differences in levels of IgA antibodies to food proteins.
Knivsberg, A.M., Reichelt, K.L., Nødland, M. & Høien, T. (1995) Autistic syndromes and diet. A four year follow-up study. Scandinavian Journal of Educational Research, 39, 223-236.
Abstract: Dietary intervention was applied to 15 subjects with autistic syndromes, with pathological urine patterns, and increased levels of peptides found in their twenty-four-hour urine samples. The peptides, some of which are probably derived from gluten and casein, are thought to have negative pharmacological effect on attention, brain maturation, social interaction and learning. Our hypothesis was that a diet without these proteins would facilitate learning. Social behaviour, as well as cognitive and communicative skills, were assessed before diet. The subjects were closely followed for a year, after which their urine was retested blind, and the assessment of behaviours and skills were repeated. Further retesting was made four years after the onset of dietary intervention. Normalization of urine patterns and peptide levels was found after one year. Likewise, a decrease in odd behaviour and an improvement in the use of social, cognitive and communicative skills were registered. This positive development continued through the next three years, though at a lower rate. The promising results encourage further research on the effect of dietary intervention.
Knivsberg, A.M., Reichelt, K.L. & Nødland, M. (1999) Comorbidity, or coexistence, between dyslexia and attention deficit hyperactivity disorder (ADHD). British Journal of Special Education, 26, 42-47.
Abstract: The authors outline the problems resulting from comorbidity (the
simultaneous occurrence of two or more disorders) in children, the effects of which tend to be more serious than those resulting from a single disorder. Two of the most common developmental disorders are dyslexia and ADHD (attention deficit hyperactivity disorder), which frequently co-occur and affect almost all developmental areas. It is, therefore, important to identify comorbidity before planning and implementing educational programs. In considering the implications of comorbidity, a comprehensive review of the international litterature is provided.
Knivsberg, A.M., Reichelt, K.L., & Nødland, M. (1999) Dietary intervention for a seven year old girl with autistic behaviour. Nutritional Neuroscience, 2, 435-439.
Abstract: Abnormal urinary peptide patterns and peptide levels are reported in autism. These abnormalities are in part peptides from gluten, gliadin and casein, and some of them are opioids. These opioids cross the blood-brain barrier and effect the central nervous system. A seven year old girl with autistic behaviour who benefited from a diet without gluten and casein is described in this case report. The young girl's behaviour and skills were registered before diet, after one year and after two. Over the period of two years the girl changed from being severely withdrawn to a normally communicating child who enjoys the company of others. The child's linguistic and cognitive skills also increased simultaneously more than could be expected. Furthermore her urine patterns and peptide levels were normalised.
Knivsberg, A.M., Reichelt, K.L., & Nødland, M. (2001) Reports on dietary intervention in autistic disorders. Nutritional Neuroscience, 4, 25-37.
Abstract: Autism is a
developmental disorder for which no cure currently exists. Gluten and/or casein
free diet has been implemented to reduce autistic behaviour, in addition to
special education, since early in the eighties. Over the last twelve years
various studies on this dietary intervention have been published in addition to
non-scientific parental reports. The scientific studies include both groups of
participants as well as single cases, and beneficial results are reported in
all, but one study. While some studies are based on urinary peptide
abnormalities, others are not. The reported results are, however, more or less
identical; reduction of autistic behaviour, increased social and communicative
skills, and reappearance of autistic traits after the diet has been broken.
Knivsberg, A.M., Reichelt, K.L., Høien, T., & Nødland, M. (2001) Gluten and casein free diet for children with autistic syndromes. A single blind controlled study. In: 2001: An Autism Odyssey. Sunderland: Autism Research Unit, University of Sunderland, and Autism North Ltd., 193-202.
Abstract: In autistic syndromes urinary peptide abnormalities, reflecting insufficient break down of the proteins gluten and casein, are reported. These abnormalities reflect processes that have opioid effect. The aim of the study was to evaluate effect of a gluten and casein free diet for children with autistic syndromes and urinary peptide abnormalities. This was done by comparing one group of children on diet to another group on ordinary nutrition. It was hypothesised that the children would benefit from the dietary intervention in accordance with previously reported studies. 20 children participated in this single blind study. Registrations of behaviour and testing of cognitive, linguistic, motor skills were done before and after the experimental period of one year. The children were pair wise matched on age, cognitive level and severity of autistic symptoms, and randomly selected to a diet or a control group. The development in the two groups were significantly different, the children on diet doing better than the control group.
Lauvas, Per; Havnes, Anton; Raaheim, Arild (2000). Why This Inertia in the Development of Better Assessment Methods? Quality in Higher Education, 6(1), 91-100.
ABSTRACT: Argues that it is essential to introduce alternatives to the traditional assessment approaches (usually examinations) used in Norwegian higher education. Proposes that the focus should be on the basis for selecting assessment methods, rather than on the methods themselves and that methods that empower students such as portfolio assessment should be examined.
Lie, A. (1991). Effects of a training-program for stimulating skills in word analysis in first grade children. Reading Research Quarterly, 26(3), 234-250.
Lie, S., & Wold, A. H. (1991). Linguistic minority childrens comprehension of language in the classroom and teachers adjustment to their pupils performance - A Norwegian case-study. Journal of Multilingual and Multicultural Development, 12, 363-381.
ABSTRACT: This exploratory study is an attempt to examine linguistic minority (LM) children's comprehension of the language used by the teacher in a fifth grade classroom of Norwegian and LM children. A further goal is to examine how teachers adjust their communication to their pupils' language competence. A language comprehension test was developed on the basis of two hours of recorded instruction on local history by the teacher. Both Norwegian and LM children were tested individually. A number of teachers were asked to evaluate the expected difficulty of the same test items for both groups. The results show that some of the LM children still have serious comprehension problems despite the fact that they were born in Norway and had all their schooling within the Norwegian school system. Words related to the physical context of the classroom and frequently used abstract expressions were well understood. Words less frequently used posed problems for the weakest pupils even in cases where the words were concrete and understanding contextdependent. The teachers correctly expected the LM children to comprehend less than their Norwegian classmates. However, they systematically accentuated the differences between pupil groups.
Lillemyr, O. F. (2002). Play in School - The Teacher’s Role. In O.N., Saracho, & B. Spodek, (Eds.), Contemporary Perspectives on Play in Early Childhood Education. Greewich, CT: Information Age Publishing Inc.
Lillemyr, O. F.
(2001). Play -
Experience -
Learning, in early childhood education. Paper
presentert ved 22. ICCP-konferanse (International Council for Children’s Play)
i Erfurt, Tyskland, etter invitasjon fra arrangørene. Konferansen holdes
6. - 8. juni.
Lillemyr, O. F.
(2001). Play and learning in school. A motivational
approach. In D.M. McInerney, & S. Van Etten (Eds.), Research on sociocultural influences on motivation and learning.
Greewich, CT: Information Age Publishing Inc. Lagt fram ved forlagenes
bokutstillinger ved The American Educational Research Association’s annual
meeting i april 2001. 23
s.
Lillemyr, O. E,
Bratterud, Å., & Granrusten, P. T. (2000). What
is special about men? About Men’s as Opposed to Women's Motivation for the
Choice of Teacher Training in Early Childhood Education and Care. English
summary av rapport (se nr. 104), Vil bli sendt inn for publisering i European
Journal of Teacher Education.
Lillemyr, O. F.
(1999). Play and Learning in School. A student
autonomy perspective. Paper
presentert ved The 2. International Toy Research
Conference ved Högskolan i Halmstad, juni,
22 s. + vedl.
Lillemyr, O. F.
(1999). Play -
A New Motivational Element in School? Paper
presentert ved den 21. Internasjonale lekkonferanse arrangert av International
Council of Children's Play (ICCP) ved Høgskolen i Oslo, september.
19 s. + vedl.
Lillemyr, O. F.
(1998). Toward Making Schools Less Like Work
and More Like Play: Norway's New School Curriculum. Paper presentert ved årskonferansen
i American Educational Research Association, i San Diego, California, april. Paperet
var invitert til et symposium, ledet av professor Martin L. Maehr, Univ.
of Michigan. 23 s + vedl.
Lillemyr, O. F.
(1998). Play and Learning in the School A New
Motivational Approach to Education in Norway. Et invitert
paper til konferansen "The First International Conference on the
Application of Psychology to the Quality of Teaching and Learning",
i Hong Kong, juni 26 s.+ vedl.
Lillemyr, O. F.
(1996). Play and Learning in Our Schools. Are They
Taken Seriously? Paper presentert ved
International Toy Research Conference at Halmstad University, Sweden, June
17.-22. 22s
Lillemyr, O. F. (1995). The Self Aspects of Student Motivation. Paper presentert ved årskonferansen i American Educational Research Association, San Fransisco, California 18.-22. april. 9s
A Global Perspective on Early
Childhood Care and Education. Need
of a new Model.”Monograf som publiseres av UNESCO, Paris i 2001. En kort
omtale av den på 2 sider legges ut på UNESCO's hjemmesider. Redigert av OFL,
medforfattere er Oddvar Fagerli og Frode Søbstad.
36
s.
(2000a,b). “A glimpse into Norway's educational
system and some recent school-related research - in particular regarding early
childhood education.” Foredrag ved University of Western Sydney, Sydney (24.
oktober 2000) og ved Queensland
University of Technology, Brisbane (2. november 2000)
i Australia. Foredragene ble holdt i sammenheng med et studieopphold som
gjesteforsker ved henholdsvis University of Western Sydney, The Self Research
Centre og ved Queensland University of Technology, The Centre for Applied
Studies in Early Childhood. 5s
Lysne, A. (1995). Elective Mutism: Special treatment of a special case. Scandinavian Journal of Educational Research, 39, 93-97.
Abstract:
The case study of a therapy that restored speech for an electively mute 14-year-old boy is presented. Treatment based on contingency management had not been successful, but an escape procedure released verbal responding. Limitations and cautions in use of escape therapy are discussed
The
present work has aimed at making explicit the documented possibilities embedded
in social intercourse among peers in the second and third year of life who
interact with one another within the everyday context of public day care. Action
is viewed as the actions of perceiving body-subjects in motion, who are as such
already at work with intentional and meaning-giving 'operations', even on a
prereflective level. On this basis, the present work focuses on toddler peers as
'equals' with particular regard to the characteristic corporeal motion of their
age. Toddler peer culture is considered to emerge through the children's
recurrent and routinized action on the everyday scene of their barnehage.
In the present work, such cultures are identified along two main lines: through
the review of earlier toddler peer studies and through carrying out a new
observational study focusing the toddling greetings among the 9 children of a
toddler group in a Norwegian barnehage.
Abstract: Reviewed studies of the
social interaction of toddlers in interaction and play in daycare centers in
Europe. Identified a characteristic style in the interaction with peers of 1-
and 2-year-olds shown in play sequences, construction of shared meaning, and
affiliative structures. (SLD)
Lokken, G. (2000).
Using Merleau-Pontyan
phenomenology to understand the toddler. Toddler interactions in day-care. Nordisk
Pedagogik, 1, 13-23.
Lokken, G.
(2000). The playful quality of the toddling style. International Journal of Qualitative Studies in
Education, 13(5),
531-542.
Lokken,
G. (1999). Challenges in toddler peer research. Nordisk
Pedagogik, 3.
Note:
* Included in doctoral thesis
Manger, T. (2000). Effects of social-cognitive training on students’ empathic responsiveness. Paper presented at the XXVII International Congress of Psychology. Stockholm, July 23 - 28.
Manger, T. (1998). Staff attitudes to students evaluation of teaching and to formal training of teachers. Paper presented at the 10th European Air Forum. Bergen, August 14 - 18.
Manger,
T. (1997). Gender differences in mathematical
achievement among Norwegian elementary school students. Mean differences,
subskill differences, and relationships to mathematics self-concept and spatial
visualization. Department of psychosocial Science,
Faculty of Psychology, University of Bergen.
*Manger, T. (1995). Gender differences in mathematical achievement at the Norwegian elementary-school level. Scandinavian Journal of Educational Research, 39, 257-269.
Manger, T. (1987). The University
of Bergen as an educational institution. Paper presented at the UNESCO
training workshop for young academics doing research on higher education. Bucarest,
September 13 - 21.
Manger, T.,
Eikeland, O.- J., & Asbjørnsen, A. (2001). Effects
of social-cognitive training on students’empathy. Swiss Journal of Psychology,
60, 82-88.
The study evaluated the effect of a school-based social-cognitive training program on 14- and 15-year-old students' empathy. Two instruments were used, an empathy subscale derived from Gresham and Elliot's Social Skills Rating System and Olweus' Empathic Responsiveness Questionnaire, Significant shifts in the direction of higher empathy were found for students in the training condition but not for students in the comparison condition. No interaction effects between condition (training or comparison) and students' sex were found.
Manger, T., Eikeland, O.-J., &
Asbjørnsen, A. (in press). Effects of social-cognitive training on students’
locus of control. School
Psychology International.
Manger, T., & Eikeland, O.-J. (2000). On locus of control, cognitive ability and gender. Scandinavian Journal of Psychology, 41, 225-229.
* Manger, T., & Eikeland, O.- J. (1998a). The effects of spatial visualization and students’ sex on mathematical achievement. British Journal of Psychology, 89, 17-25.
* Manger, T., & Eikeland, O.- J. (1998b). Gender differences in mathematical subskills. Research in Education, 59, 59-68.
*
Manger, T., & Eikeland, O.- J. (1998c). The effect of mathematics
self-concept on girls’ and boys’ mathematical achievement. School
Psychology International, 19,
5-18.
* Manger,
T., & Eikeland, O.- J. (1998d). The effects of
mathematical achievement and cognitive ability on
girls’ and boys’ mathematics self-concept. Zeitscrift
für Pädagogische Psychologie,
12, 210-218.
* Manger, T., & Eikeland, O.-J. (1997). The effect of social comparisons on mathematics self-concept. Scandinavian Journal of Psychology, 38, 237-241.
Manger, T., & Gjestad, R. (1997). Gender differences in mathematical achievement related to ratio of girls to boys in school classes. International Review of Education, 43, 198-201.
Manger, T., & Eikeland, O.- J.
(1996). Relationship between boys'
and girls’ nonverbal ability and mathematical
achievement. School
Psychology International,
17, 71- 80.
Manger, T., & Eikeland, O.- J. (1990). Factors predicting staff's intentions to leave the university. Higher Education, 19, 281-291.
Manger, T., & Teigen, K. H. (1988). Time horizon in students' predictions of grades. Scandinavian Journal of Educational Research, 32, 77-91.
Manger, T., & Eikeland, O.- J. (2000). The relationship between mathematics intrinsic motivation and mathematical achievement in Norwegian elementary school. Manuscript submitted for publication.
Manger, T., Asbjørnsen, A., & Eikeland, O.- J. (2000). Effects of training on students’ social skills. Manuscript submitted for publication.
Manger, T., & Olweus, D. (2000). A short form classroom climate instrument based on data at different points of time. Manuscript in preparation for publication.
Manger, T., Eikeland, O.-J., & Asbjørnsen, A. (2000). Effects of social-cognitive training on students’ empathy. Prosjekt KREPS - delrapport 5 (The KREPS project - report 5). With short form in Norwegian. Department of Psychosocial Science, University of Bergen.
Manger, T., Eikeland, O.-J., & Asbjørnsen, A. (1999). Effects of social-cognitive training on students’ locus of control. Prosjekt KREPS - delrapport 4 (The KREPS project - report 4). With short form in Norwegian. Department of Psychosocial Science, University of Bergen.
Midthassel, U., Manger, T., & Torsheim, T. (2001) Community effects on teacher involvement in school development activity. A study of teachers in cities, smaller towns and rural areas in Norway. Manuscript submitted for publication.
Eikeland, O.- J., & Manger, T.
(2000). The relationship between empathy and self-control. Manuscript in
preparation for publication.
Anthun, R., &
Manger, T. (2000). Effects of special
education teams on school psychology services. Manuscript
submitted for publication.
Owusu, K. A., & Manger, T. (1996).
Strategies of treating behavioral problems in the junior secondary schools of
Ghana. IFE
Psychologia. An International Journal,
4, 26-43.
Raaheim, A.,
& Manger, T. (1995). Problem solving and academic
achievement. In G. Kaufmann, T. Helstrup, & K. H. Teigen (Eds.), Problem
solving and cognitive processes. A
festscript in honour of Kjell Raaheim. Bergen:
Fagbokforlaget.
Eikeland, O.- J., & Manger, T. (1992). Why students fail during their first university semester. International Review of Education, 38, 489-503.
Abstract: This article focuses on Norwegian students' achievement and adjustment in their first university semesters. A survey showed a positive correlation between success in upper secondary school and success at university. The study also showed that to have good organised study habits had a positive effect on self-confidence during the students' first semester, but the organised study habits did not, surprisingly, have a direct influence on grades in this semester. The effect on grades emerged as late as in their fourth semester. The article shows that increasing the amount of study hours does not automatically contribute positively to achievement. Comments made by students during interview indicated that successful students were more actively involved with the course and in their studies as a whole, than the unsuccessful students.
Martinsen, Ø. (1994).The Effect of Individual Differences in Cognitive Style and Motives in Solving Insight Problems. Scandinavian Journal of Educational Research, 38(2), 83-96.
Abstract: The relationship between cognitive style, achievement motives, and problem solving performance was investigated in two studies involving a total of 362 Norwegian high school students solving insight problems. Findings support the hypothesis of optimal motivation of Atkinson (1980
Martinsen, Ø., & Kaufmann, G. (1991). Effect of imagery, strategy and individual diferences in solving insight problems. Scandinavian Journal of Educational Research, 35, 69-76.
Munthe, E. (2001). Measuring Teacher Certainty. Scandinavian Journal of Educational Research, 45(2), 167-181.
Abstract: journal web-site
The concept of teacher certainty and one means of measuring this is presented and critically assessed in the following article. In this study teacher certainty has been operationalized as a second order latent variable with three first order latent variables consisting of four observed items each. The first order latent variables measure a teacher's perceived didactic certainty, practical certainty and relational certainty. A clustered, yet random representative sample of 1153 Norwegian teachers in elementary and junior high schools took part in this study in spring 1998. The theoretical and empirical framework for analyses and discussion are confirmatory factor analysis (CFA) and generalizability theory (GT). This combination is not usual, but is found to be fruitful. GT focuses on both the theoretical and empirical domain, making it necessary for the researcher to contemplate questions of substance in addition to statistical calculations. The measurement model described above is therefore arrived at through a theoretical and empirical review and reasoning and is then tested in LISREL. Results indicate a good model fit. GT provides additional information by estimating how well the scores can be generalized to the defined universe. In this article a major question is whether the design specified for the generalizability study should be mixed or random. The two possibilities are explored and, in this case, both g coefficients computed are regarded as good.
Ogden, T., & Sorlie, M. A. (2001). Social competence in a funtional and empirical perspective. Nordisk Psykologi, 53(3), 209-222. Okt.
This article pertains to the functional and empirical aspects of social competence in children and youth. The problems of definitions are touched upon, and the relationship between competency dimensions, skills dimensions and social settings for the development of social competence is illustrated with the competency cube. In an empirical analysis of social skills dimensions, the Social Skills Rating System was used in two Norwegian samples of 8th graders. The factor analysis of teacher assessment produced identical results in the Norwegian and U.S. samples, with cooperation, self-control and assertion as the main dimensions. The practical relevance of research into social competence is finally discussed.
BackeHansen, E. & Ogden, T. (1996). Competent girls and problematic boys? Sex differences in two cohorts of Norweigan 10- and 13-year-olds. Childhood -A Global Journal Of Child Research, 3(3), 331-350. Aug.
In this article, Sex differences as they appear from a resource-oriented as opposed to a problem-oriented I perspective are discussed, The data derive from two cross-sectional cohort studies and a sample of children referred to the helping services from roughly the same cohorts. The cohort children were 10 and 13 years old, and were in the fourth and seventh grade respectively. The cohorts came from a large eastern Norwegian municipality, consisting of about 500 children each. Data were collected from the children, their parents and teachers in questionnaire form, The referral study included 140 10- and 13-year-olds. The results portray the girls, particularly in the fourth grade, as the 'competence winners', while the boys are most visible once the focus switches to problems and problem behaviour. This is in accordance with other, research-based findings. However, the sex differences were smaller from the children's own perspective than the adults', particularly the teachers'. A main concern in the discussion of these results is a 'no win, no lose' perspective, pointing to areas of improvement for both sexes.
Olsen, S. M.
(1995). Mathematics education : women's talk.
Landås: Caspar.
117 s.
Bishop, A. J., Olsen, S. M., & Dormolen. J. van (Eds.), (1991). Mathematical knowledge : its growth through teaching. I serie: Mathematics education library ; 10 Dordrecht: Kluwer Academic.
Nielsen, H. B. & Rudberg, M. (2000). Gender, love and education in three generations - The way out and up. European Journal of Womens Studies, 7(4), 423-453. Correction, see: European Journal of Womens Studies, 8(2),U1
EUROPEAN JOURNAL OF WOMENS STUDIES
The paths to adulthood for the last three generations of young Norwegian women have been accompanied by significant geographical and social changes. How has this process of modernization been experienced from 'below': from the perspective of everyday life and through the eyes of the young women themselves? This article presents results from a three-generational study consisting of interviews with a sample of 18-year-old Norwegian girls, their mothers and grandmothers. The significance of upbringing, parental identification and management of gender for young women's processes of modernization is analysed. These issues affect choices made in education and romantic relationships - choices crucial to social mobility. The study looks at how the processes of social mobility and cultural modernization have been associated with the psychological project of becoming adults for these young women.
Nordhaug, O. (1993). Human capital in organizations : competence, training, and learning. Oslo: Scandinavian University Press. New York: Oxford University Press. 278s
Nordhaug,
O. (1991). The Shadow Educational System: Adult Resource Development.
Scandinavia Library. Oslo/New York: Oxford
University Press & Norwegian University Press. 240s
Nordhaug,
O. (1998). Competence Specificities: A Classificatory Framework. International
Studies of Management and Organization, 28(1), 8-29.
Nordhaug,
O. (1995). Organizational Competences. Social Change and Adult Education
Research. Nordic Annual Review of
Adult Education Research, 4.
Nordhaug,
O. (1994). Structural learning barriers in organizations. Scandinavian
Journal of Educational Research, 38(3-4).
Nordhaug,
O. (1991). Organizational Effects of Training: Aggregation and Transformation. Scandinavian Journal
of Management, 7, 111-121.
Nordhaug,
O. (1991). Sociological Adult Education Research: Status and Directions. Scandinavian Journal of Educational Research, 35, 57-68.
Nordhaug,
O. (1991). Human Resource Provision and Transformation: The Role of Training and
Development. Human Resource Management
Journal, 1(2), 17-27.
Nordhaug, O. (1991). Educacion
de Adultos y Sociologìa: Un Marco Teorico. Revista de Educacíon, 29,
67-78.
Nordhaug, O.
(1991). Aikuiskasvatuspolitiikka ja vapaan sivistystyön järjestöt norjassa. Aikuiskasvatus,
11, 86-94.
Nordhaug, O.,
& Grønhaug, K. (1994). Competence
Resources in Firms. International Journal
of Human Resource Management, 5(1), 89-106.
Nordhaug, O., & Gjelsvik, M. (1998). Creation of cross-organizational learning: The case of a European multinational. In S. Tøsse, P. Falkencrone, A. Puurula, & B. Bergstedt (Eds.), Corporate and nonformal learning. Adult Education Research in Nordic countries (pp. 105-128). Trondheim: Tapir [Adult Education Research in Nordic countries, annual review, vol 6].
Nordhaug,
O., Døving, E., & Gooderham, P. N. Analysis of Competence Needs in Firms:
Rational and Institutional Determinants. Current
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Nygard, R., & Kunszenti, A. (1999).The Agent-Pawn Construct: Basic Viewpoints and Preliminary Scale Development Work. Scandinavian Journal of Educational Research, 43(1), 91-106. March
Abstract:
Developed
a scale for measuring an individual's tendency to see himself or herself as an
inner-directed agent or as a pawn, an outer-directed creature and tested the
scale with 49 Norwegian college students. Reliability and validity results are
promising. (SLD)
Olaussen, B. S., & Braten, I. (1999). Students' Use of Strategies for Self-regulated Learning: Cross-Cultural Perspectives. Scandinavian Journal of Educational Research, 43(4), 409-432.
Olaussen, B. S., & Braten, I. (1998). Identifying latent variables measured by the Learning and Study Strategies Inventory (LASSI) in Norwegian college students. Journal of Experimental Education, 67(1), 82-96.
The latent structure of the Learning and Study Strategies Inventory (LASSI) was examined in 2 independent samples of Norwegian college students. Exploratory factor analyses using the LASSI subscales showed the same 3-factor structure for the 2 samples. That factor structure was the same as the structure reported for American college and high school students. The authors performed confirmatory factor analyses to examine how well measurement models suggested by American research on the inventory fit the Norwegian data. On the basis of those analyses, a modified model was generated that was tested on data from both Norwegian and American students. The 3 latent constructs in this modified model were labeled effort-related activities, goal orientation, and cognitive activities. The cross-cultural generalizability of the latent structure of the LASSI was demonstrated, and some new information that aided in the authors' interpretation of the constructs assessed by the inventory was provided.
Olweus, D. (1997). Bully/victim
problems in school: Facts and intervention. European Journal of Psychology of Education, 4, 495-510.
Bully/victim
problems among school children are a matter of considerable concern in
Scandinavia and, more recently, in a number of other countries as well.
Estimates based on the author's large-scale surveys indicate that some 9% of the
students in grades I through 9 are fairly regular victims of bullying and that
6-7% engage in bullying others with some regularity. It is argued that it is a
fundamental democratic right for a child to be spared the oppression and
repeated humiliation implied in bullying. The author has developed a
school-based intervention programme against bullying, the effects of which were
evaluated in 42 schools over a period of two years. Analyses indicate that the
frequency of bully/victim problems decreased by 50-70%. In addition, the
prevalence of antisocial behaviours in general such as vandalism, theft,
drunkenness and truancy showed a substantial drop. The main content of the ''core''
programme as well as its key principles are presented. The overriding goal of
the programme can be described as a ''restructuring of the social environment''.
The programme emphasizes behaviours and attitudes characterized by a combination
of positive involvement from teachers and parents, firm limits to unacceptable
behaviour (''we don t accept bullying in our class/school''), and consistent use
of non-hostile non-corporal sanctions on rule violations. Explanations of the
positive results include changes in the opportunity and reward ''structures''
for bullying behaviour.
Ostad, S.A.
(2001). Understanding
and handling numres. In B. H. Johnsen and M.D.Skjørten (Eds.), Education – Specal Needs Education. An introduction. (pp.
203-224).Oslo: UNIPUP,
Ostad,
S. A. (2000). Cognitive subtraction in a developmental perspective: Accuracy,
speed‑of‑processing and strategy‑use differences in normal and
mathematically disabled children. Focus on
Learning Problems in mathematics, 22(2),
18-31.
Ostad,
S. A. (1999). Developmental progression of subtraction strategies: A comparison
of mathematically normal and mathematically disabled children. European
Journal of Special Needs Education, 14(1),
21‑36.
Ostad,
S. A. (1999). Mathematical difficulties.
Studies of learner characteristics
in developmental perspective. Oslo: Department of Special Needs Education,
University of Oslo.
Ostad,
S. A. (1998). Comorbidity between mathematics and spelling difficulties. Logopedics
Phoniatrics Vocology, 23(4),
145‑154.
Ostad,
S. A.(1998). Strategy‑use differences between mathematically normal and
mathematically disabled children. In H. Nilsen (Ed.), Learning Strategies and Skill Learning. Essays in honour of Nils Søvik.
Trondheim: Tapir.
Ostad, S. A.
(1998). Subtraction
strategies in developmental perspective: A comparison of mathematically normal
and mathematically disabled children. In A., Oliver, & K., Newstead, (Eds.),
PME22, 12‑17 July 1998, Stellenbosch,
South Africa, Volume 3, The 22 nd Conference of International Group for the
Psychology of Mathematics Education, Stellenbosch, South Africa: University
of Stellenbosch.
Ostad,
S. A. (1998). Developmental differences in solving simple arithmetic word
problems and simple number‑fact problems: A comparison of mathematically
normal and mathematically disabled children. Mathematical
Cognition, 4(1), 1‑19.
ABSTRACT: Presents a study that examined the differences between mathematically disabled children and mathematically normal children in a cross-sectional perspective. Concludes that mathematically disabled children need mathematics instruction to move from a focus on computation to strategy-learning activities.
Ostad,
S. A. (1997). Strategic competence: Issues of task‑specific strategies in
arithmetic. Nordic Studies in Mathematics
Education, 3, 7‑32.
Ostad,
S. A. (1997). Developmental differences in addition strategies: A comparison of
mathematically disabled and mathematically normal children. British
Journal of Educational Psychology, 67,
345‑357.
Background. Several studies
concerned with task-specific strategies in addition have suggested that, when
compared with the performance of mathematically normal peers (MN pupils), the
performance of mathematically disabled pupils (MD pupils) is characterised by
frequent use of inefficient problem-solving strategies. These studies, however,
have focused more or less exclusively on single age-soups and on the youngest
age-groups in particular. What characterises strategy use, as this develops year
by year during the primary school stage, has not been adequately studied. Aims.
The major purpose of the present study was to investigate the character and
extent of differences between the MD pupils and the MN pupils as reflected in
the use of task-specific strategies for solving elementary addition problems as
the pupils move up through primary school, i.e., from grade 1 to grade 7.
Particular concern was with the variability within the groups of MD pupils,
especially in light of the general literature showing substantial heterogeneity
in the performance characteristics of the mathematically less able children.
Sample. The sample included 32 MD pupils in grade 1, 33 MD pupils in grade 3, 36
MD pupils in grade 5 and a corresponding number of MN pupils in each of the
grades. Methods. The pupils were asked to solve 28 single-digit addition
problems on two different occasions separated by an interval of two years. The
task-specific strategies used by the pupils were recorded on a 'trial-by-trial
basis' and were classified as defined single variants of backup strategies and
retrieval strategies, respectively. Results. The pattern of development as it
emerged in a longitudinal perspective in the present study showed the
mathematically disabled pupils as bein g characterised by: (a) use of backup
strategies only, (b) use of the most primary backup strategies, (c) small degree
of variation in the use of strategy variants and, (d) limited degree of change
in the use of strategies from year to year throughout the primary school.
Conclusions. Compared with the mathematically normal pupils, the mathematically
disabled exhibited a divergent pattern of development, with unexpectedly little
variability within the group itself.
Rand, P., Lens, W., & Decock, B. (1991). Negative motivation is half the story: achievement motivation combines positive and negative motivation. Scandinavian Journal of Educational Research, 35, 13-30.
Roald, I., & Mikalsen, O. (2001). Configuration and dynamics of the Earth-Sun-Moon system: an investigation into conceptions of deaf and hearing pupils. International Journal of Science Education, 23(4), 423-440.
The day-and-night cycle, the seasons and the phases of the moon, as seen by Norwegian deaf pupils aged about 7, 9, 11 and 17 years, and by Norwegian hearing pupils about 9 years old, are reported and analysed. The analysis centred around 'naive', 'synthetic' or 'scientific' conceptions. The majority of students of all cohorts were found to hold a 'synthetic' conception. The explanatory power and the inner coherence of the conceptions were also investigated. A high level of explanatory power and also of inner coherence in the models were found. Among the 9-year olds there was no difference in the inner coherence of the conceptions between the deaf pupils and the hearing ones, and little if any difference in explanatory power of known phenomena. The possibly positive influence of the spatial/gestural sign language on the deaf pupils' conceptions of these spatial phenomena is discussed
Roald, I., & Mikalsen, O. (2000). What are the Earth and the heavenly bodies like? A study of objectual conceptions among Norwegian deaf and hearing pupils. International Journal of Science Education, 22(4), 337-355.
This study addresses deaf pupils' conceptions of phenomena, that can be directly observed, of the Earth and sky. In the study deaf pupils aged 7, 9, 11, and 17 years were interviewed. A control group of 9-year-old Norwegian pupils with normal hearing was also interviewed. The results show that the young deaf children have conceptions that are remarkably like the scientifically accepted ones, when their age is taken into account, while this is not the case for the oldest groups. Four out of five deaf 7-year-olds, for example, thought the Earth was spherical, not flat; while only five out of eight deaf 17-year-olds thought the same for shapes of the heavenly bodies. Possible reasons for this are discussed. The results also indicate that the shapes of the signs representing objects may affect deaf people's conceptions of those objects.
Senter for
atferdsforskning, 1989-
Roland, E. (in press a). Bullying,
Depressive Symptoms and Suicidal Thoughts. British Journal of Educational
Research.
Roland, E. (in press b). Aggression,
Depression and Bullying Others. Aggressive Behavior.
Roland, E. (submitted). Aggressiveness
and minor non-violent crime among preadolescent boys and girls.
Roland, E. (2000). Bullying in School: Three National Innovations in Norwegian Schools in 15 Years. Aggressive Behavior, 26, 135-143.
In Norwegian primary and secondary schools, approximately 5% of the pupils are bullied persistently, and about the same percentage of the pupils bully regularly. Three national programs to counteract bullying in schools are described and discussed. The first one was conducted in 1983, and the second one in 1996. A third, very comprehensive 3-year program is decided and will be started about 2000. The content of these national programs has changed gradually, from being rather bullying and intervention focused to being more preventive and comprehensive. Improvement of the school as an organisation and improved, general classroom management are two central aspects in the recent approach, which is supposed to have multiple effects. Also, the support system for the schools to implement and maintain a national program has developed, and it includes researchers, personnel from Educational Psychological School Services (EPSS) and headteachers in the forthcoming program. Research, which has promoted these changes in content and support system, is discussed. (C) 2000 Wiley-Liss, Inc.
Roland, E. (1998). School Influences on Bullying. Durham: University of Durham, (Ph.D).
Roland, E., &
Munthe, E. (1997). The 1996 Norwegian Program for
preventing and managing bullying in schools. The Irish Journal of Psychology, 18(2),
233-247.
Abstract (ISI) The Norwegian Ministry of Education has recently initiated a new nationwide program to prevent and manage bullying in school. The Centre for Behavioural Research, Stavanger College, is responsible for the professional contents of the new programme. Both previous research and experience with the 1983 national campaign against bullying in school, comprise an important background for this new large-scale project. Research indicates that management is essential to reduce the prevalence of bullying, and the 1983 campaign showed that continuity was vital. The new national programme also focuses on the necessity of involvement from more people; school administrators, teachers, pupils, parents and a corps of resource people who can assist the schools in developing school-based action plans. A booklet for the teachers, a collection of articles for the parents, and a notebook of ideas on how the pupil councils can work to improve school and class climate and contribute to the reduction of bullying have been published and distributed to all schools. The 300 plus resource people nationwide who have participated at seminars will be meeting again in spring 1997 to have the opportunity to improve their knowledge and capability in assisting schools in the continuing work to prevent and stop bullying.
Roland, E. (1993). Bullying. A developing tradition of research and management. In D. P. Tattum (Ed.), Understanding and Managing Bullying. Oxford: Heinemann Educational.
Roland, E., & Idsøe, T. (2001) Aggression and bullying. Aggressive Behavior, 27(6), 446-462.
Models are presented describing how bullying others and being bullied are related to proactive and reactive aggressiveness. This was investigated among 1801 pupils in Norwegian schools at the end of grade five and among 2083 pupils at the end of grade eight. Pupils in the two samples were approximately 11 and 14 years old, respectively. The procedure of structural equation modeling with latent variables was followed using LISREL 8.30 to estimate the parameters. Analyses were conducted for boys and girls separately at fifth and eighth grades. Support for the assumptions of factor solution and factorial invariance of the concepts across gender and age was obtained independently from estimating structural parameters. Both proactive and reactive aggressiveness were related to bullying others and to being bullied at Level 5. Among the older pupils, there was a strong relationship between proactive aggressiveness and bullying others, while reactive aggressiveness was much more weakly related to bullying others. Being bullied, on the other hand, was only weakly related to proactive and reactive aggressiveness among the older pupils. Age was therefore an important factor in determining how proactive and reactive aggressiveness were related to bullying. When pupil gender is concerned, power-related proactive aggressiveness in predicting bullying was a more important factor for boys, while affiliation-related proactive aggressiveness was a more powerful factor for girls.
Roland, E. & Galloway (submitted). Professional Cultures in Schools with High and Low Rates of Bullying.
Roland, E. & Galloway (submitted). Classroom influences on bullying.
Roland, E. & Galloway (submitted). Bullying and Improved Classroom Management.
Roland, E., Bjørnsen, G., & Mandt, G. (2001). Tackling Violence in Schools: A Report from Norway. London: Goldsmiths College. http://www.goldsmiths.ac/connect/reportnorway.html
Roland, E., Bjornsen, G. and Westergård, E. (submitted). Physical Violence in Schools and an Emerging Approach to Prevention and Intervention.
Roland, E., &
Munthe, E. (1997). The 1996 Norwegian Program for
preventing and managing bullying in schools. The Irish Journal of Psychology, 18(2),
233-247.
The Norwegian Ministry of Education has recently initiated a new nationwide program to prevent and manage bullying in school. The Centre for Behavioural Research, Stavanger College, is responsible for the professional contents of the new programme. Both previous research and experience with the 1983 national campaign against bullying in school, comprise an important background for this new large-scale project. Research indicates that management is essential to reduce the prevalence of bullying, and the 1983 campaign showed that continuity was vital. The new national programme also focuses on the necessity of involvement from more people; school administrators, teachers, pupils, parents and a corps of resource people who can assist the schools in developing school-based action plans. A booklet for the teachers, a collection of articles for the parents, and a notebook of ideas on how the pupil councils can work to improve school and class climate and contribute to the reduction of bullying have been published and distributed to all schools. The 300 plus resource people nationwide who have participated at seminars will be meeting again in spring 1997 to have the opportunity to improve their knowledge and capability in assisting schools in the continuing work to prevent and stop bullying.
Bru, E., Boyesen, M., Munthe, E., & Roland, E. (1998). Percieved Social Support at School and Emotional and Musculoskeletal Complains among Norwegian 8th Grade Students. Scandinavian Journal of Educational Research, 42(4), 339-356.
ABSTRACT: A majority of 1071 Norwegian eighth graders studied reported satisfactory support from teachers and relations with peers, although 12% reported more severe emotional complaints and 10% reported more severe musculoskeletal complaints. Exposure to harassment at school and a perceived lack of academic support show the strongest associations with emotional and musculoskeletal complaints. (SLD)
Stornes, T. & Roland, E. (submitted). Aggressiveness and negative sports
personship.
Rismark, M. (1996). The likelihood of success during classroom discourse. Scandinavian Journal of Educational Research, 40, 57-68.
Radford, J., Raaheim, K., de Vries, P., & Williams, R. (1997). Quantity and Quality in Higher Education. Higher education policy series, 40. London: Jessica Kingsley Publishers.
ERIC ABSTRACT: This book explores some of the underlying issues related to the changes taking place in British higher education. Individual chapters focus on the development of higher education in Britain, the various purposes it serves, how to assess it, and how to improve delivery. Part 1 addresses the dilemmas of mass higher education, and traces the development of higher education, the origins of modern universities, the British university system in the twentieth century, and other recent developments. Chapters in Part 2 review the academic standards and quality management debate in British higher education; the factors, such as expansion, diversity, and quality management, that impact on academic standards; and the British external examiner system. Also included is a critical essay on self-assessment and the quality assessment process. Part 3 discusses teaching in higher education, taking note of some the inherent problems, such as establishing contact between teacher and student, the implicit contract between teacher and student, the opportunity for students to consult with teachers, and the link between learning and teaching and the evaluation of outcome. Part 4 notes the views of the various interested parties to higher education, the higher education agenda, and notes what works in higher education.
Skaalvik, E. M.
(In press). Self-enhancing and self-defeating ego
goals in mathematics lessons. Relations with task and avoidance goals,
achievement, self-perceptions, anxiety, and motivation.
Skaalvik, E. M. (1997). Issues in research on self-concept. In M. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement 10 (pp. 51-97). Greenwich, Connecticut: JAI Press Inc.
Skaalvik, E. M. (1997). Self-enhancing and self-defeating ego-orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89, 71-81.
Abstract (ERIC): Two studies involving 253 Norwegian sixth and eighth graders found that self-defeating ego orientation was associated with high anxiety and negatively related to achievement and self-perception. Self-enhancing ego orientation was positively related to achievement, self-perception, and intrinsic motivation. (SLD)
Abstract (ISI) Recent research in motivation has identified 2 main goal orientations: task orientation and ego orientation. Two studies of 6th- and 8th-grade Norwegian students tested the prediction that there are different dimensions of ego orientation (self-defeating and self-enhancing), that they may be separated from other goal orientations, and that they relate differently to academic achievement, self-concept, self-efficacy, self-esteem, anxiety, and intrinsic motivation. Results from both studies supported the predictions. The correlation between self-defeating and self-enhancing ego orientation was small, and these constructs had different relations to other variables in the study. Self-defeating ego orientation was associated with high anxiety and was negatively related to achievement and self-perceptions. Self-enhancing ego orientation was positively related to achievement, self-perceptions, and intrinsic motivation.
Skaalvik, E. M. (1994). Attribution of perceived achievement in school in general and in math and verbal areas: Relations with academic self-concept and self-esteem. British Journal of Educational Psychology, 64, 133-143.
Abstract: This study examined 6th (N=350) and 9th (N=352) grade Norwegian students' attributions of their perceived results in school in general and in mathematics and language arts (Norwegian) in particular. Strong self-serving attributional biases were found both for perceived results in school in general and for results in maths and Norwegian. Also, students who had high maths self-concept and low verbal self-concept or low maths self-concept and high verbal self-concept attributed their perceived results in the two school subjects differently and according to a self-serving prediction. Sixth grade students with low academic self-concept had higher self-esteem if they attributed their results in school to effort or external causes than if they attributed their results to ability. Among 9th grade students attributions were not systematically related to self-esteem.
Skaalvik, E. M. (1991). Aims, problems and potentials of correctional education. In S. Duguid (Ed.): Yearbook of Correctional Education, 1991. Instutute for the Humanities, Simon Fraser University, Canada.
Skaalvik, E. M. (1990a). Gender differences in general academic self-esteem and in success expectations on defined academic problems. Journal of Educational Psychology, 82, 593-598.
Skaalvik, E. M. (1990b). Attribution of perceived academic results and relations with self-esteem in senior high school students. Scandinavian Journal of Educational Psychology, 34, 259-268.
Abstract
(ERIC): The attributions of 575 tenth graders in
senior high schools in Norway of their perceived general results in school and
how attributions related to self-esteem were studied. Students who felt they had
done well attributed their results more to ability than did those who felt they
had done poorly. (SLD)
Skaalvik, E. M. (1990c). Prison education in Norway. In S. Duguid (Ed.), Yearbook of Correctional Education, 1990. Instutute for the Humanities, Simon Fraser University, Canada.
Skaalvik, E. M.,
& Finbak, L. (2001). Adult education in Great
Britain, Norway, and Spain: Participation, motivation, and barriers. Trondheim:
Tapir Publ. Co.
Skaalvik, E. M.,
& Skaalvik, S. (Submitted). Internal
and external frames of reference for academic self-concept.
Skaalvik, E. M.,
& Valås, H. (2001). Achievement and self-concept
in mathematics and verbal arts: A study of relations. In R. J. Riding & S.
G. Rayner (Eds.), International
Perspectives on Individual Differences, Volume 2: Self Perception. London:
Ablex Publishing.
Skaalvik, E. M., & Valas, H. (1999). Relations among achievement, self-concept, and motivation in mathematics and language arts: A longitudinal study. Journal of Experimental Education, 67, 135-149.
Abstract (ERIC): Studied relationships among achievement, self-concept, and motivation in mathematics and language arts in a longitudinal two-wave, three-variable panel study involving three cohorts of Norwegian elementary school students (n=1,005). In all cohorts, results were consistent with a skill-development model of the achievement/self-concept relationship. (SLD)
Abstract (ISI) Relations among
achievement, self-concept, and motivation in mathematics and language arts were
examined in a longitudinal 2-wave, 3-variable panel study. The participants were
3 cohorts of Norwegian elementary and middle school students (N = 1,005), The
Ist data collection took place in October and November 1996, when the students
in the 3 cohorts attended 3rd, 6th, and 8th grades. The 2nd data collection took
place 1 academic year later. LISREL 8 was used in the separate analyses of
mathematics and language arts data; the data were analyzed for each cohort by
means of 6 path analyses for latent variables. In all cohorts, the results were
consistent with a skill-development model of the achievement-self-concept
relation, that is, the view that achievement affects subsequent self-concept. No
evidence was found that self-concept affects subsequent achievement (self-enhancement
model). Moreover, in the 2 oldest cohorts, motivation was affected by previous
achievement. However, there was no evidence that self-concept affects subsequent
motivation or achievement. Expectations of a developmental change in the
achievement-self-concept relation was not supported.
Skaalvik, E. M., & Rankin, R. J. (1995). Dimensions of math and verbal self-concept and the Internal/External Frame of Reference Model. In Oosterwegel, A., & Wicklund, R. A. (Eds.), The self in European and north-American culture: Development and processes. Dordrecht: Kluwer Academic Publishers.
Skaalvik, E. M., & Rankin, R. J. (1995). A test of the Internal/External Frame of Reference Model at different levels of math and verbal self-perception. American Educational Research Journal, 32, 161-184.
Abstract (ERIC): Predictive relations between mathematics and verbal achievement and several different measures of motivation were examined in samples of 348 sixth-grade and 325 ninth-grade Norwegian students. Results support the internal/external frame of reference model suggesting that academic self-concepts are influenced by both external and internal comparisons. (SLD)
Abstract (ISI) In this study, predictive relations were examined between math and verbal achievement and several different measures of motivation. The sample consisted of 348 sixth grade and 325 ninth grade Norwegian students. Motivation variables of self-concept, self-perceived aptitude, and self-perceived ability to learn within each domain were highly correlated and used as indicators to define math and verbal latent variables labeled general math and verbal self-perceptions. Subscales measuring self-perceived math and verbal skills were used to define another set of math and verbal latent variables labeled specific math and verbal self-perceptions. Both general and specific math and verbal self-perceptions were strongly related to corresponding achievement. Predictions from Marsh's internal/external frame of reference model were confirmed for math and verbal general self-perceptions but not for specific self-perceptions. General self-perceptions strongly affected intrinsic motivation, self-perceived effort, and anxiety in the respective domains, whereas specific self-perceptions did not. The pattern of results was quite similar for the two grade levels.
Skaalvik, E. M.,
& Hagtvet, K. (1995). Academic achievement,
self-concept and conformity to school norms: A developmental analysis. Zeitschrift
für Pädagogiche Psychologie,
9, 211-220.
Abstract (ISI) Relations among academic achievement, self-concept of ability, and conformity to student roles (learner role and pupil role) were examined for two cohorts of Norwegian school children. Measures of the four variables were collected when the students in the two cohorts were attending third and sixth grade and 18 months later. Relations between the variables were explored by a methodology developed in the frame of structural covariance models with latent variables and carried out by means of the LISREL 8 program. Support for the assumptions of discriminability and factorial invariance of the concepts across time were obtained independently from estimating the structural parameters. The results suggested a causal predominance of academic achievement over self-concept of ability for both cohorts, but also indicated a reciprocal relation between the two variables, Also, the results indicated that conformity to the learner role is affected by achievement, but that such an effect does not manifest itself before the end of primary school.
Skaalvik, E. M., & Rankin, R. J. (1994). Gender differences in math and verbal achievement, self-perception, and motivation. British Journal of Educational Psychology, 64, 419-428.
Abstract: This study examined gender differences in mathematics and verbal self-concept, self-perceived skills, and motivation and whether such differences were larger than could be explained by differences in achievement. Subjects were 356 sixth grade and 353 ninth grade Norwegian students. Data were analysed by analysis of variance and covariance. There were no differences between the sexes in mathematics achievement, whereas boys had higher mathematics self-concept and self-perceived mathematics skill than girls. Girls had higher verbal achievement than boys, but there were no significant differences in verbal self-concept or self-perceived verbal skills. Also, boys had higher mathematics motivation and lower verbal motivation than girls. None of the gender differences in self-perceptions of ability or motivation could be explained by differences in achievement. However, the difference in mathematics motivation was no larger than could be explained by differences in self-perceived abilities, whereas the difference in verbal motivation could not be explained by differences in self-perceived abilities. The results are discussed in terms of sex stereotypes.
Skaalvik, E. M.,
Valås, H., & Sletta, O. (1994). Task involvement
and ego involvement: relations with academic achievement, academic self-concept
and self-esteem. Scandinavian Journal of
Educational Research, 38, 231-243.
Skaalvik, E. M., & Rankin, R. J.
(1992). Math and verbal achievement and self-concepts: Testing the Internal/External
Frame of Reference Model. Journal of Early
Adolescence, 12, 267-279.
Skaalvik, E. M., & Hagtvet, K. (1990). Academic achievement and self-concept: An analysis of caucal predominance in a developmental perspective. Journal of Personality and Social Psychology, 58, 292-307.
Skaalvik, E. M., & Sletta, O. (1990). Experiences in school as determinants of behaviour in a discussion situation. British Journal of Educational Psychology, 60, 133-141.
Skaalvik, E .M., & Rankin, R. J. (1990). Math, verbal, and general academic self-concept: The Internal/External Frame of Reference model and gender differences in self-concept structure. Journal of Educational Psychology, 82, 546-554.
Abstract:
Predictions from the internal/external frame of
reference model of H. W. Marsh (1986) and gender differences in the structure of
academic self-concept were examined through path analyses of data from 231
Norwegian sixth graders (117 males and 114 females). Implications for the study
of academic self-concept are discussed. (SLD)
Bong, M., & Skaalvik, E. M. (Submitted). Self-concept and self-efficacy. How different are they really?
Sletta, O., Valås, H., Skaalvik, E. M., & Søbstad, F. (1996). Peer relations, loneliness, and self-perceptions in school-aged children. British Journal of Educational Psychology, 66, 431-445.
Abstract: Recent studies have suggested that certain behavioural characteristics in children are closely associated with peer acceptance, and that children who are not accepted by peers are more lonely than other children. The present research examines a more comprehensive pattern of relationships. In addition to behavioural characteristics, peer acceptance, and feelings of loneliness and social dissatisfaction, the study includes self-perceptions of social competence, self-esteem, and goal orientation (defensive ego-involvement), A theoretical model is presented to analyse predictive relations. The model was tested on a sample of 8th grade children (N=96). Teacher and peer assessments of behavioural characteristics (humour, externalising, internalising and prosocial behaviour) were applied. In general, results were consistent with the proposed model. Loneliness was predicted by behavioural characteristics and low peer acceptance, and strong negative paths were found from loneliness to self-esteem and perceived social competence. Self-perceptions were not predicted by peer acceptance, and few direct paths were found from behavioural characteristics to self-perceptions. Thus loneliness has a mediating position between behaviour and peer acceptance on the one hand and self-perceptions on the other hand. This indicates that children's self-perceptions are affected by their socio-emotional reactions to peer difficulties and not directly by low peer acceptance. Strong negative paths were found from self-esteem and perceived social competence to defensive ego-involvement, which suggests that negative self-perceptions may have adverse consequences for children's goal orientations. Practical implications of the findings are discussed.
Symposia and invited addresses at
international conferences
Internal and external frames of reference in academic self-perceptions. (2001). Symposium paper presented at the annual meeting of The American Educational Research Association in Seattle. April
(2000a). Math and verbal achievement, self-concept, motivation, anxiety, and study behavior: A study of relations in a developmental perspective
(2000b). Academic self-concept and self-efficacy: how different are they really?A Self-concept theory, research, and practice: Advances for the new millennium@ in Australia in October.
Area spesific self-concept and general self-esteem: relations with age and gender. (1999). Invited symposium-paper at the 8th European Conference for Learning and Instruction (EARLI) in Göteborg in August.
Dimensions of ego-orientation. (1996). Invited paper at XXVI International Congress of Psychology in Montreal in August.
The factorial structure of a Norwegian version of the Self Description Questionnaire II. (1996). Invited paper at XXVI International Congress of Psychology in Montreal in August.
Task involvement and self-presentation concerns: Relations with achievement, academic self-concept, and self-esteem. (1994). Invited poster presented at the NATO Advanced Research Workshop nr. 930614 on "The self in European and North-American culture" in Crete in Jaunary.
Papers presented at international conferences:
Student help seeking: Relations with academic self-concept and goal-orientation. (2001). Paper presented at the annual meeting of The American Educational Research Association in Seattle in April.
Achievement and self-concept in mathematics and verbal arts: A study of relations. (1999). Paper presented at the annual meeting of The American Educational Research Association in Montreal in April.
Achievement, self-concept, and motivation in mathematics and verbal arts: A test of causal relations. (1998). Paper presented at the annual meeting of The American Educational Research Association in San Diego in April.
Self-concept, self-efficacy, and achievement in mathematics: A test of causal relations. (1998). Paper presented at the annual meeting of The American Educational Research Association in San Diego in April.
Self-enhancing and self-defeating ego-goals: Relations with task and avoidance goals, achievement, and self-perceptions. (1998). Paper presented at the annual meeting of The American Educational Research Association in San Diego in April.
Recruitment in adult education: A twenty-year perspective. (1997). Paper presented at the 7th European conference for Research on Learning and Instruction (EARLI) in Athens in August.
Goal orientation in mathematics: Relations with achievement, self-perceptions, motivation, and anxiety. (1997). Paper presented at the 7th European conference for Research on Learning and Instruction (EARLI) in Athens in August.
Dimensions of mathematics self-perception and relations with mathematics achievement. (1997). Paper presented at the 7th European conference for Research on Learning and Instruction (EARLI) in Athens in August.
Self-concept and self-efficacy:
Conceptual analysis. (1996). Paper presented at
the Annual meeting of the American Educational Research Association in New York
in April.
Dimensions of ego-orientation. (1996). Paper presented at XXVI International Congress of Psychology in Montreal in August.
The factorial structure of a Norwegian version of the Self Description Questionnaire II. (1996). Paper presented at XXVI International Congress of Psychology in Montreal in August.
Task involvement and self-presentation concerns: Relations with achievement, academic self-concept, and self-esteem. (1994). Poster presented at the NATO Advanced Research Workshop nr. 930614 on "The self in European and North-American culture" in Crete in Jaunary.
A second order challenge to the multidimensionality of self concept. (1994).Poster presented at the 74th Annuual Convention of the Western Psychological Association at Hawaii in April/May.
Goal-orientation and attribution: Relations with school organization and achievement. (1994).Poster presented at the 74th Annuual Convention of the Western Psychological Association at Hawaii in April/May.
Task involvement and self-presentation concerns: Relations with achievement, academic self-concept, and self-esteem. (1994). Poster presented at the 74th Annuual Convention of the Western Psychological Association at Hawaii in April/May.
Peer relations, loneliness, and self perceptions in school aged children. (1994). Paper presented at Conference on Cooperation and conflict at Institute of Social Research in Australia in January.
Gender differences in math and verbal achievement, self-perception, and motivation. (1993). Paper presented at the Fifth European Conference for Research on Learning and Instruction in Aix-en Provence in September.
Math and verbal self-esteem: The Internal/External Frame of Reference Model tested on two groups of students. (1992). Poster presented at the annual meeting of the American Educational Research Association in San Francisco in April.
Motivation and effort in math and verbal areas: Relations with achievement, self-esteem and self-efficacy. (1992). Paper presented at the annual meeting of the American Educational Research Association in San Francisco in April.
Self-esteem and ego-orientation: relations with academic achievement and attribution. (1992). Paper presented at the XV. International Psychology Colloquium in Istanbul in July.
Dimensions of math and verbal self-concept and the Internal/External Frame of Reference Model. (1992). Poster presented at the annual meeting of the American Educational Research Association in Chicago in April.
Marsh's I/E model tested against the Skaalvik model: US sample. (1991). Paper presented at the 71st Annual Convention, Western Psychological Association, 25-28 april.
Aims, problems and potentials of correctional education. (1990d). Paper presented at the 45th International Conference of the Correctional Education Association in Vancouver, Canada, in July.
Experiences in school as determinants of behaviour in a descussion situation. (1989). Paper presented at the annual meeting of the International Assiciation for School Psychology in Ljubljana, Jugoslavia in August.
School self-concept: Relations with achievement in school, type of task, and frame of reference. (1989). Paper presented at the Third European Conference for Research on Learning and Instruction in Madrid in September
Skaalvik, S.
(2001). How subject-spesific are cognitive and
emotional responces related to schoolwork? The significance for research and
educational practice.
Paper at The American Educational Research
Association Annual Meeting
, Seattle. April
Skaalvik, S.
(2001). Use of defensive strategies by elementary
and middle school students: Relations with goal orientation, self-concept, and
achievement.
Paper at The American Educational Research
Association Annual Meeting
, Seattle. April
Skaalvik, S. (1993). Ego-involvement and self-protection among slow learners: Four case studies. Scandinavian Journal of Educational Research.
Abstract (ERIC): Four eighth and ninth graders with learning problems were studied, focusing on their learning environments, learning behavior, and subjective experiences in the classroom. Ego-involvement and self-protective behaviors were noted. Results are discussed in terms of self-worth theory and motivation theory.
Skaalvik, S. (1992). Ego-involvement and self-protection among slow learners: Four case studies. Paper at The XV. International Psychology Colloquium in Istanbul. July
Skaalvik, E. M., & Skaalvik, S. (Submitted)
Internal end External frames of references for academic self-concept.
Skaalvik, E. M.,
& Skaalvik, S. (1999). Area spesific
self-concept and general self-esteem: relations with age and gender.
Symposium-paper at The 8th European Conference for Learning and Instruction (EARLI)
in Göteborg. August
Skaalvik, E. M.,
& Skaalvik, S. (2000). Math and verbal
achievement, self-concept, motivation, anxiety, and study behavior: A study of
relations in a developmental perspective.
Symposium-paper at The 7th Workshop on achievement and task motivation (WATM) in
Leuven. May
Skaalvik, E. M.,
& Skaalvik, S. (2001). Internal and external
frames of references in academic self-perceptions. Symposium
paper at The American Educational Research Association
Annual
Meeting, Seattle. April
Sletta, Olav. (1992).
Social Skills as Exchange Resources. Scandinavian Journal of Educational
Research, 36(3), 83-90.
ABSTRACT: A conceptualization of social skills as resources in social exchange is offered, and a social exchange theoretical framework is applied to educational research. In a social exchange framework, the contribution of the peer group to the social exclusion of an individual would not be ignored.
Sletta, O., & Sobstad, F. (1993). Social Competence and Humor in Preschool and School-Aged Children. Paper presented at the Biennial Meeting of the Society for Research in Child Development (60th, New Orleans, LA, March 25-28).
ABSTRACT (ERIC): This study examined relations between children's humor, behavioral characteristics, acceptance by peers in kindergarten and primary school, and self-perceptions. Subjects were 35 kindergarten, 88 fourth grade, and 95 eighth grade Norwegian children. For all students, assessments included sociometric ratings of classmates, teacher assessments of children's behavioral characteristics, and children's assessments of their own social behavior. Eighth graders also completed a peer assessment measure. Analysis indicated that kindergarten children's humor as assessed by their teachers was not consistently related to peer acceptance or rejection, or to self-perceived humor and behavior. For school-age children, the study used a theoretical model to analyze predictive relations between humor, behavioral characteristics, acceptance by peers, and self-perceptions of humor. For eighth graders, humor was found to be predictive of self-perceptions of humor; and humor as assessed by peers predicted peer acceptance. Self-perceptions of social competence were related to students' perceptions of their own humor. For fourth graders, no direct links from humor were found, but self-perception of humor still affected perceived social competence.
Sletta, O., Sobstad, F., & Valas, H. (1995). Humor, peer acceptance and perceived social competence in preschool and school-aged children. British Journal of Educational Psychology, 65, 179-195.
Abstract (ISI) Relations between children's humour, behavioural characteristics, acceptance by peers in kindergarten and school, and self-perceptions are examined in the study. In a sample of preschool children (aged 4 to 7 years) humour as assessed by preschool teachers was not consistently related to peer acceptance or rejection, or to self-perceived humour and behaviour. A theoretical model is presented to analyse predictive relations between humour, behavioural characteristics, acceptance by classmates, and self-perceptions of humour and social competence in school-aged children. The model was tested on a sample of 4th and 8th grade students, with teacher assessment (in grade 8 also peer assessment) of humour and behavioural characteristics. In general, results were consistent with the model for 8th grade students with peer measures of humour and behaviour. Humour was predictive of perception of own humour, and, when assessed by peers, humour also predicted peer acceptance. Self-perception of social competence was affected directly by students' perception of their own humour. Thus perceived social competence was linked indirectly to humour as assessed by peers or teachers in 8th grade. In grade 4 no direct links from humour were found, but self-perception of humour still affected perceived social competence.
Sletta, O., &
Sobstad, F. (1993). Social Competence and Humor in
Preschool and School-Aged Children.
ABSTRACT: A conceptualization of social skills as resources in social exchange is offered, and a social exchange theoretical framework is applied to educational research. In a social exchange framework, the contribution of the peer group to the social exclusion of an individual would not be ignored
Sletta, O., Valas, H., Skaalvik, E., & Sobstad, F. (1996). Peer relations, loneliness, and self-perceptions in school-aged children. British Journal of Educationel Psychology, 66, 431-445.
Abstract (ISI) Recent studies have suggested that certain behavioural characteristics in children are closely associated with peer acceptance, and that children who are not accepted by peers are more lonely than other children. The present research examines a more comprehensive pattern of relationships. In addition to behavioural characteristics, peer acceptance, and feelings of loneliness and social dissatisfaction, the study includes self-perceptions of social competence, self-esteem, and goal orientation (defensive ego-involvement), A theoretical model is presented to analyse predictive relations. The model was tested on a sample of 8th grade children (N=96). Teacher and peer assessments of behavioural characteristics (humour, externalising, internalising and prosocial behaviour) were applied. In general, results were consistent with the proposed model. Loneliness was predicted by behavioural characteristics and low peer acceptance, and strong negative paths were found from loneliness to self-esteem and perceived social competence. Self-perceptions were not predicted by peer acceptance, and few direct paths were found from behavioural characteristics to self-perceptions. Thus loneliness has a mediating position between behaviour and peer acceptance on the one hand and self-perceptions on the other hand. This indicates that children's self-perceptions are affected by their socio-emotional reactions to peer difficulties and not directly by low peer acceptance. Strong negative paths were found from self-esteem and perceived social competence to defensive ego-involvement, which suggests that negative self-perceptions may have adverse consequences for children's goal orientations. Practical implications of the findings are discussed.
Stafseng,
Ola (1999). Ellen Key and her
‘Century of the Child' - Autobiography or Ethnography? A
Scandinavian Outlook Konferanse Das Jahrhundert des Kindes Revisited - ein historischer Rückblick
Sted Potsdam
Søbstad, F.
(2001). Contagious
laughter. 13th
Conference of the Ishes, University of Maryland, July 8.
ABSTRACT
Humor is a complicated phenomenon. The humor experience might be expressed in a
numerous ways. Therefore triangulation in research methods is convenient in
order to catch the variety of the humor responses. In the present study, 177
children in age of 4 to 7 years
were studied by video camera while they watched a selection of humor video
clippings in small groups. Their smiles, laughter, talk and glances on each
other were recorded. They were also tested on various measures before watching
the video. Afterwards they were interviewed about their humor experience and
they made drawings consisting of themes from the humor video. The results show
that there might be a discrepancy between their interior humor experiences and
their exterior humor reactions. Some children claimed that watching the humor
video was extremely funny, but the video observations showed no signs of
laughter. It seems that group processes are important in understanding
discrepancies like this. In some groups, children could ask the others to be
quiet, in order to be undisturbed while watching the video. In other groups,
some children started easily to laugh, and their laughter seemed to be
contagious. We found also groups where this process did not occur. Closer
analysis shows that when most of the children engage in laughter in a small
group, the contagious laughter effect occurs, but it is not necessary that all
of them laugh. Active shearing of the humor experience by talking while watching
the video also seems to increase the laughter in the group.
Søbstad, F. (1998). Humor, loneliness and peer acceptance in children. Paper presentation June 27 1998, The 10th International Humor Conference, Bergen, Norway
Abstract: Social acceptance is important in all ages. The majority of children are adjusting well to kindergarten and school. A minority are lonely in school, and feel rejected of other children.
What is the role of humor in relation to social acceptance and a feeling of loneliness in school?
A theoretical model is presented to analyse predictive relations between humor, behavioral characteristics, acceptance by classmates, and self-perceptions of humor and social competence in school-aged children. The model was tested on a sample of 4th and 8th grade students in Norway. In general, the results were consistent with the model for 8th grade students with peer measures of humor and behavior. Humor was predictive of perception of own humor, and,when assessed by peers, humor also predicted peer acceptance. Self-perception and social competence was linked indirectly to humor assessed by peers or teachers in 8th grade. In grade 4, no links from humor was found. The results will be discussed in relation to theory of social competence and the role of humor in building resilience among children.
Søbstad, F., Valås, H., & Sletta, O. (2000). Humor, psychological adjustments and peer acceptance in adolescents. 16th Biennial Meeting of the ISSBD, Beijing, China
Abstract for poster presentation
July 11-15 2000.
ABSTRACT: The aim of this research was to examine multiple pathways between three aspects of adolescents`s humour, peer acceptance and gender on the one hand and their psychological adjustment on the other hand. A model for empirical analysis of these relationships is presented.
Social acceptance is important in all ages. The majority of children and adolescents are adjusting well to kindergarten and school. A minority are lonely, and feel rejected by others. What is the role of humour in relation to social acceptance and psychological adjustments? In this poster the results of two projects will be presented and discussed. In the first study, a theoretical model is presented to analyse predictive relations between humour, behavioural characteristics, acceptance by classmates, and self-perceptions of humour and social competence in school-aged children. This model was tested on a sample of 4th and 8th grade students in Norway. In the second study, another model was presented in order to examine multiple pathways between three aspects of adolescents`s humour, peer acceptance and gender on the one hand and their psychological adjustments on the other hand. The second model was tested on a sample of 173 9th grade students (aged 14-15 years). The sample was drawn from middle schools, one in a Norwegian city and the others in neighbouring communities. The students completed two sets of questionnaires in two different periods. The instruments included sociometric measures, teacher behaviour ratings, self assessments of self-esteem and humour, tests on loneliness, social dissatisfaction, depression and adolescent worries. In general, the results of the first study were consistent with the model for 8th grade students with peer measures of humour and behaviour. Humour was predictive of perception of own humour, and, when assessed by peers, humour also predicted peer acceptance. Self-perception and social competence was linked indirectly to humour assessed by peers or teachers in 8th grade. In grade 4, no links from humour was found. The results in the second study, testing the model were shown by using LISREL VII analysis were generally consistent with the proposed model. Gender differences in adolescent humour were identified. Humour is predictive of social acceptance and is negatively linked to depression and loneliness. The results will be discussed in relation to theory of social competence and the role of humour in building resilience among young people. Key words: Humour - acceptance - adjustments
Søbstad, F., & Sletta, O. (1993). Social competence and humor in preschool and school-aged children. Paper presented at the 60th Anniversary Meeting of the Society for Research in Child Development,March 25-28, in New Orleans, USA. 10s
Sletta, O., Valås, H., Skaalvik, E., & Søbstad, F. (1994). Peer Relations, Loneliness, and Self Perceptions in Schoolaged Children. Paper presented at Children`s Peer Relations Conference, 19-22 January, in Adelaide, Australia.
Sølvberg, A. M. (Submitted).
The relationship
between computer-related beliefs, attitudes and behavior.
Abstract:
This study introduces a model that links measures of computer-related
beliefs, attitudes and computer experience. The main purpose was to investigate
the relations between perceived competence and sense of control, worries,
intrinsic motivation, and experience in relation to computer usage.
Through SEM-analysis (Structural Equation Modeling) of a theoretical
model, the attempt was made to obtain a multistage picture of these relations.
Gender and computer training was included as exogenous variables in the
model with the intention both to investigate the relation between these
variables and the belief, attitude and behavior variables and to keep them under
control. The analysis revealed that
computer training had a positive effect on females’ perceived competence and
control, and that perceived competence and control affected intrinsic motivation
both directly and indirectly through the mediating variable computer anxiety.
As predicted, intrinsic motivation was related to use of home computers.
The study was based on a sample of 154 eight grade Norwegian students.
Sølvberg, A. M. (Submitted). Gender
Differences in Computer-Related Control Beliefs and Home Computer use.
Abstract:
This study explores gender differences in home computer use and control
beliefs relative to being able to use computers. Perceived control of computer
usage was measured in 152 eight grade Norwegian students. One group of students
(n=58) had no computer training and no use of computers in school.
In this group males were found to have greater perceived control of the
computer as well as greater confidence in own success, compared to females.
Another group of students (n=94) had computer training in school. No
gender differences were found in this group. The results are discussed in terms
of sex stereotypes and the impact of computer training.
Sølvberg, A. M., & Valås, H. (1995). Effects of a mnemonic-imagery strategy on students’ prose recall. Scandinavian Journal of Educational Research, 39(2), 107-119.
Abstract: Twelve-year-old students read several passages about the accomplishments of famous people. Students in the mnemonic-imagery condition were taught a systematic strategy to apply to the passages they read, whereas the control students were given no strategy and were left to their own devices. Consistent with previous findings, mnemonic-imagery students remembered more name/accomplishment information than the control students. Individual differences in short-term memory, verbal and visual competence did not predict performance in the imagery condition. Thus, imagery instruction with children of different ability levels was effective for short-term memory, verbal and visual competence.
Nils Søvik began to do scientific research on educational problems (educational psychology) at the beginning of the 70s. He then investigated conceptually the school readiness phenomenon, children’s writing readiness in particular. The results of this research were taken as a point of departure for further comprehensive investigations (a series of developmental and prediction studies), later published as a monograph entitled “Developmental cybernetics of handwriting and graphic behavior”. The monograph dealt with problems concerning the developmental trends of children’s psychomotor functions, copying and handwriting skills. The book on developmental cybernetics of handwriting behavior and instruction consists of an historical survey of past psychological and educational efforts to observe and measure writing activities, the formulation of a feedback or system theory of such activities, and numerous experiments designed and guided in terms of hypotheses based on the theory, methods and results of the experiments, and how they could be applied to teachers.
Søvik’s research in the area of psychomotor skills, primarily tracking, copying, and writing, has continued from the beginning of the 70s to date. The problems with which he and his co-workers have been concerned, were related to children’s learning and instruction, and further progress in developing the feedback theory and testing it empirically could be made when he and Oddvar Arntzen had the Psychomotor laboratory established in 1976 (Department of Education, NTNU). During these 20 years, they have developed and improved the laboratory equipment and methods in order to carry out scientific research in the area of sensory-motor skills. The special equipment and experimental set-up makes it possible to do diagnostic testing and training studies in the laboratory. Consequently, Søvik and his co-workers, among them Arnzen, Flem, Karlsdottir, and Samulstuen have also been able to deal with problems related to special education, e.g., children suffering from reading and writing difficulties (dyslexia and dysgraphia), and how such children can be trained for skill improvement. It should be mentioned that the feedback theory describes the motions, sensory mechanisms, and neural processes of psychomotor skills, e.g. writing, in terms of reciprocally-related dynamic interactions between these different levels of the response mechanisms, i.e., the writer is both a self-regulated psychomotor and self-regulated learning system.
Søvik, N. (1993). Development of children’s writing performance: some educational implications. In A. F. Kalverboer, B. Hopkins, & R. Geuze (Eds.), Motor development in early and later childhood. (pp. 229-246). Cambridge: S.F.London.
Søvik, N. (1993). Learning/instructions issues in basic skills. In P. Kansanen (Ed.), Discussions on some educational issues IV. Research report 21. (pp. 82-104). Helsinki: University of Helsinki, Department of Education.
Søvik, N. (1991).Tracking techniques used in remedial teaching. In I. Lundberg, & T. Høien (Eds.), Literacy in a world of change. (pp 166-176). UNESCO, Center for Reading Research, Stavanger.
Søvik, N., & Arntzen, O. (1992). Different tracking techniques in training graphic behavior of ‘normal’ and dysgraphic children. European Journal of Special Needs Education, 7(2), 156-168.
Søvik, N., & Arntzen, O. (1991). A developmental study of the relation between the movement patterns in lettercombinations and writing. In J. Wann, A. M. Wing, & N. Søvik (Eds.), Development of graphic skills (pp. 77-89). Cambridge: Academic Press.
Søvik, N., Arntzen, O., &
Samuelstuen, M. (1993). A study of the relations between process and product
variables in writing. In G. Eigler (Ed.), Conference volume of the
SIG-meeting ‘Writing’ October 30-31, 1992 (pp. 29-44). Freiburg:
Hochschulverlag GmbH.
Søvik, N., Arntzen, O., & Karlsdottir, R. (1993). Relations between speed and some other parameters in handwriting. Journal of Human Movement Studies, 25, 133-150.
Søvik, N., Arntzen, O., Samuelstuen,
M., & Heggberget, M. (1994). Relations between linguistic wordgroups and
writing. In C. Faure, P. Keuss, G. Lorette, & A. Vinter (Eds.), Advances
in handwriting and drawing: a multidisciplinary approach (pp. 231-246). Paris: Europia.
Søvik, N., Bjerkan, K., & Samuelstuen, M. (in press). Developmental trends of temporal features in pupils’ writing performances based on an expository text. In F. Columbus (Ed.), Progress in education. N.Y.: Nova Science Publisher.
Søvik, N., Frostad, P., & Lie, A. (1994). Can Discrepancies between iq and basic skills be explained by learning-strategies. British Journal of Educational Psychology, 64, 389-405.
Information on discrepancies between children's IQ and their attainments in various school subjects is important as such discrepancies may help to account for specific learning difficulties. The purpose of the reported study was to outline the frequencies and characteristics of discrepancies between children's IQ and their basic skill performance at two different grade levels (Problem 1). Assuming that the concept of learning strategy can be operationally defined and measured, data achieved in conjunction with Problem 1 may further inform whether a relationship exists between students' learning strategies and their discrepancies in basic skills (Problem 2). First, 110 third-graders and 148 eight-graders were randomly selected for observations (group tests in reading and spelling). Second, 32 students from each grade level were chosen and subjected to assessments of individual achievement in reading, writing, arithmetic, and intelligence. They were also assessed on six personality traits: attention, reflection, working speed, accuracy, feedback, and persistence. The concept of learning strategy was studied in two related fields: across-domain and task-specific strategies, and data analyses were carried out in accordance with this view. The results indicated that 18.7 per cent (grade 3) and 25.0 per cent (grade 8) discrepancies occurred. Clear indications were found regarding a general relationship between students' scoring on the six personality traits and the discrepancies. A similar relationship also seems to exist between task-specific strategies and underachievement. Training programmes related to learning strategies should be developed and implemented, in particular for students with discrepancies between IQ and basic skill performances.
Sovik, N., Samuelstuen, M., Svarva, K., & Lie, A. (1996). The relationship between linguistic characteristics and reading/writing performances of Norwegian children. Reading and Writing, 8(2), 199-216.
The relations between different word categories and children's reading and writing performances were examined in twenty 9-year-old children. Results indicated for Norwegian, which is more regular than English but less regular than Finnish, that the length and the frequency of words and their interactions are factors substantially related both to children's reading, writing time (writing velocity), and spelling performances, whereas the regularity factor affected children's spelling only. Significant intercorrelations among reading and writing (accuracy and spelling) measures were found.
Sovik, N., Heggberget, M., & Samuelstuen, M.(1996). Strategy-training related to children's text production. British Journal of Educational Psychology, 66, 169-180.
The study dealt with the problem whether the effects of an experimental training programme would improve(1) children's strategies in writing and (2) the quality of their related text production. The study was organised as a pretest-posttest control-group design with an equal number of fourth grade students in the experimental and control group. Students in the experimental group were trained on a programme with writing-related strategies during six sessions in a laboratory equipped with required instrumentation for data collection. The results indicated that some across-domain strategies and most of the domain-specific strategies were improved by the programme. Also a positive transfer effect was observed concerning students' writing attainments, particularly with regard to writing tasks based on series of pictures.
Sovik, N., Frostad, P., & Heggberget, M. (1999). The Relation between Reading Comprehension and Task-Specific Strategies Used in Arithmetical Word Problems. Scandinavian Journal of Educational Research, 43(4), 371-398.
ABSTRACT:
Studied the relation between reading comprehension
and task-specific strategies used in arithmetic word problems. Results with 20
9-year-olds of different competencies in reading and mathematics show a linear
relation between reading comprehension and target strategies used in the word
problems as well as a relationship between reading and IQ. (SLD) DESCRIPTORS:
*Elementary School Students; Intelligence Quotient; Intermediate Grades;
Learning Strategies; *Problem Solving; *Reading Comprehension; *Word Problems (Mathematics)
Sovik, N., & Flem, A. (1999). The effects of different tasks on children's process and product variables in writing. Learning and Instruction, 9(2), 167-188.
Abstact (ISI) The main problem of the reported study was to examine the relation between writing tasks (pictures vs, texts) and children's strategies used in the writing process, on one side, and their writing products (narratives): on the other. Twenty 12-year-old children were sampled randomly as subjects for the experiment. The experiment was organised as a 2 x 2 x 2 three-way factorial design with condition (task variable), group, and gender used as independent variables. After having examined the intercorrelations among a preliminary sample of dependent measurements the number of variables was reduced such that the final sample of dependent measures consisted of three groups of variables: 1) three general strategy variables (attention, feedback, and persistence), 2) six domain-specific strategies, and 3) five measures of the writing products used for the final data analyses. The results of the multivariate analyses indicated that tasks presented as text (input) had significant effects on concentration and persistence (general strategies) and on writing time, frequency of pauses in writing, time for long and short pauses (domain-specific strategies), whereas pictorial input had no substantial effects on the writing process variables under research. On the other hand, pictorial material had significant effects on two of the product variables: accuracy and formal aspects of the writing product. Few significant findings were caused by the group and the gender factors used in the study. (C) 1999 Elsevier Science Ltd. All rights reserved.
Sovik, N., Arntzen, O., & Samuelstuen, M. (2000). Eye-movement parameters and reading speed - A study of oral and silent reading performances of twelve-year-old children. Reading and Writing, 13, (3-4), 237-255.
This study addressed the relationship between four eye movement parameters and reading speed of 20 twelve-year-old children during silent and oral reading. The results indicated that each of the parameters correlated significantly with speed of silent reading. In fact, reading speed could be predicted by the following variables: recognition span, average fixation duration, and number of regressive saccades. Moreover, the relationship between silent and oral reading speed, on one hand, and between reading fluency and reading errors in oral reading speed, on the other, was examined. The results indicated that in terms of reading speed, significant interrelationships existed between silent and oral reading. Furthermore, fluency and errors were intercorrelated phenomena, but only fluency was substantially related to oral reading speed.
Sovik, N., Samuelstuen, M., & Flem, A. (2000). Cognitive and linguistic predictors of text comprehension. European Journal of Psychology of Education, 15(2), 135-155.
Abstract (ISI) The problem was concerned with the extent to which cognitive/linguistic functions and domain-specific strategies could predict readers' text comprehension when working with science texts. Six hypotheses were stated and tested in two prediction studies (N=101 eighth-graders), and one experiment (N=8 pupils of same age). Handal's reading rest was used for classifying pupils into good and poor readers. Two texts one with a known subject and another with an unknown theme were imposed pupils as science reading tasks. Questionnaires and tests concerning cognitive and linguistic functions were used as independent variables in the prediction studies. Two different rests were used as independent variables (for text comprehension) in all of the three studies, and one additional criterion test (writing essays on main ideas in the texts) was applied in the experient. The experiment was organized as a 2x2 factorial design where text type and reading skill were the factors. According to the results, 5 of the 6 hypotheses could not be rejected, i.e., general concept information was the most significant predictor of science text comprehension. Furthermore, text based on a subject known to the reader always surpassed text with an unknown subject as to text comprehension Similarily, across-domain strategies were more closely related to reading comprehension than domain-specific strategies.
Teigen, K. H., Normann, Engdal, H.-T., Bjorkheim, J. O., & Helland, S.(2000). Who Would You Most Like To Be Like? Adolescents' Ideals at the Beginning and End of the Century. Scandinavian Journal of Educational Research, 44(1), 5-26.
ABSTRACT: Asked 2 samples of Norwegian adolescents, about 2,500 10th graders and about 200 7th graders, who they most wanted to be like. More boys mentioned public figures, usually sports stars, movie stars, and pop artists, and more girls mentioned personal acquaintances. Compares results to those from a 1914 survey
Thuen, E., & Bru, E. (2000) Learning environment, meaningfulness of schoolwork and on-task-orientation among Norwegian 9th grade students. School Psychology International, 21, 393-413.
The main aim of this study was to explore how learning environment dimensions are related to on-task-orientation, and how these relations are mediated by students' perceptions of the meaningfulness of schoolwork. The study was conducted as a survey among a representative sample of 2006 Norwegian 9th graders. Results showed that a majority of the students reported to be on-task-oriented during school lessons, however, between 10 and 20% reported to have problems with their on-task-orientation At the same time, slightly more than half of the students reported their schoolwork to be useful, whereas one in five students reported their schoolwork to be rather uninteresting. On-task-orientation was also found to be related to students' perceptions of several learning environment dimensions, primarily to students' perceptions of teacher support (academic and emotional), the possibility for influencing ones' schoolwork and the meaningfulness of schoolwork. Associations of perceptions of teachers' support and student influence with on-task-orientation were partly mediated via perceptions of the meaningfulness of schoolwork. Finally, results indicate that there is likely to be considerable room for improvement, within Norwegian schools at least, in the areas of teachers' emotional support of students, students' influence on schoolwork and the meaningfulness of school subjects. For practising school psychologists results seem to imply an increased focus on the learning environment, and particularly on the importance of the social emotional dimensions for students' motivation and on-task-orientation In order to bring about changes in the learning environment, counselling teachers on how to create a supportive learning environment with student influence could be one important way of approaching this held.
Thygesen, Ragnar. (2000). Special Education Research in Norway: An Update. Exceptionality, 8(4), 261-71.
ABSTRACT: This article begins with an overview of the context of special education research in Norway and a summary of major trends in the 1990s, including the focus on the disabilities of the individual and ways of meeting special needs, rather than examination of the learning environment.
Trageton, A.(1994). Workshop Pedagogy - From Concrete to Abstract. Reading and Writing, 47(4), 350-51.
ABSTRACT: Discusses the language learning in "Workshop Pedagogy," an approach used in primary classrooms in Norway and Sweden, in which the instructional sequence and class activities move from the concrete toward the more abstract with concrete expressions given more attention.
Tønnessen, F. E. (2000a). Les dangers et possibilités des testes de lecture. In M. N. Romdhane et. al. (Eds.), Psychologie cognitive et apprentissage de la lecture (pp 1-10). Centre de Publication Universitaire, Tunis.
Tønnessen, F. E. (2000b). Will information technology hurt literacy? In Literacy - Challenges for the new millenium (pp. 21 – 28). Stavanger: Center for Reading Research.
Tønnessen, F. E.
(2000d). Challenges for future research into dyslexia.
Thalamus,
18(1), 41-45.
Tonnessen, F. E. (1999). Options and Limitations of the Cognitive Psychological Approach to the Treatment of Dyslexia. Journal of Learning Disabilities, 32 (5) 386-93.
Abstract (ERIC): Analyzes how cognitive psychology defines and treats dyslexia. Shows how behaviorism and connectionism can function as supplements in areas in which cognitive psychology has displayed weaknesses and limitations. Characteristics of cognitive psychology, cognitive treatment, and behavioristic and connectionistic treatment are discussed. (CR)
Abstract (ISI) If the field of cognitive psychology is to avoid the use of introspective methods, it must focus on the objective norms or rules for correct performance of cognitive tasks and not on subjective processes. In this manner, the cognitive approach will be more logical than empirical. Cognitive psychology alone is not able to answer the question ''Why is it that some people have difficulty following some of the cognitive norms or rules?'' Behaviorism and connectionism can make more important contributions here. In the treatment of dyslexia, emphasis must be placed on the fact that reading is a skill that requires both automatization and awareness. To have a flexible and functional combination of these, we must borrow from cognitive psychology, connectionism, and behaviorism
Tønnessen, F. E.
(1999). Awareness and automaticity. In Dyslexia:
Advances in theory and practice, 16,
(pp. 91-100). Dordrecht:
Kluwer Academic.
Tønnessen, F. E.
(1998). Where literacy
comes from. Nordisk
Tidsskrift for Spesialpedagogikk, 4,
197-208.
Tønnessen, F. E. (1997). Testerone and dyslexia. Pediatric Rehabilitation, 51-58.
Tønnessen, F. E. (1997). Dyslexia: Challenges for future research. Stavanger: International conference on 'Dyslexia. Advances in theory and praxis’.
Tønnessen, F. E. (1997). Can reading be taught? Reading Today, no 30
Tønnessen, F. E.
(1997). Treating dyslexia and teaching reading. Norsk
Tidsskrift for spesialpedagogikk,
3,
100-106
Tønnessen, F. E. (1996). The IEA Study of Reading Literacy: Achievement and Instruction in Thirty-Two School Systems -Warwick B. Elley [Book review]. Scandinavian Journal of Psychology, 37(2), 226-227.
Tønnessen, F. E.
(1994). Problems concerning observation and treatment
of milder learning difficulties in schoolchildren. Nordisk Tidsskrift for
Spesialpedagogikk,
168-176.
Tønnessen, F. E. (1993). Do schools make any differences? On the variety of reading abilities in the 3rd and 8th grade in Norway. Scandinavian Journal of Educational Research, 37(1), 75-88.
Tønnessen, F. E. (1993). A world of difference: Editorial introduction to special issue on the IEA Reading Literacy Study. Scandinavian Journal of Educational Research, 37(1), 3-14.
Tønnessen, F. E.,
& Skaug, S. (2001). Auditory and linguistic
abilities among children with phonological problems. Psychologia,
8(3), 358-367.
Tonnessen, F. E. (1995). Literacy in Norway (Changes in Literacy). Journal of Adolescent & Adult Literacy, 39(3), 244-46.
Abstract (ERIC): Discusses literacy in Norway, including Norway's focus on special
needs, its first major literacy study conducted in 1991 and its results, and
Norway's two writing systems. (SR)
Tonnessen, F. E. (1995). On Defining "Dyslexia." Scandinavian Journal of Educational Research, 39(2), 139-56.
Abstract (ERIC): The most influential definitions of "dyslexia" are
subjected to a critical analysis. Definitions are grouped according to the
principles of symptoms, causality, and prognosis. The major conclusion is that
proposed definitions of dyslexia should be treated as hypotheses that should
primarily describe symptoms. (SLD)
Abstract (ERIC): The seven articles of this special issue comment on the
International Association for the Evaluation of Educational Assessment Reading
Literacy Study conducted from 1989 to 1991 in 31 countries. Project design and
test instruments are reviewed, and results from the Nordic countries are
presented and explored.
Tønnessen, F. E., & Kiossoglou-Adams, A. (1996). Issues of literacy. In S. Nakou & S. Pantelakis (Eds.), The child in the world of tomorrow (pp. 228-233). Oxford: Pergamon.
Tonnessen, F. E., Lokken, A., Hoien, T., & Lundberg, I. (1993). Dyslexia, left-handedness and immune disorders. Archives of Neurology, 50, 411-416.
Abstract: Objective.-To illuminate a possible three-way association between dyslexia, immune disorders, and left-handedness. Geschwind's, Behan's, and Galaburda's hypotheses have been of special interest in this connection. Design.-Statistical analysis based on general assessment of the prevalence of the three aforementioned conditions. Participants.-There were 734 children included from a total of 1165 in grade 6 (about 12 years of age) in the municipality of Stavanger, Norway. Setting.-Educational and demographic statistics indicate that the municipality of Stavanger is representative of the national population at large regarding the three conditions examined. Main Outcome Measures.-A screening test with high reliability and validity was used to assess reading ability. It measured word recognition and phonological decoding. The questionnaires that recorded the students' handedness and immune disorders were filled in by the parents. Handedness was assessed by a Norwegian version of the Oldfield Inventory. A questionnaire concerning allergies and asthma was used to assess the prevalence of immune disorders. Results.-The bivariate analyses disclosed a significant association between handedness and dyslexia and a significant but weak association between handedness and immune disorders. No significant association was found between dyslexia and immune disorders. A triadic analysis yielded the following: 66.7% of the left-handed dyslexic children had immune disorders (P>.05); 42.1% of the left-handed children with immune disorders had dyslexia (P<.01); and 32% of the dyslexic children with immune disorders were left-handed (P<.05). Conclusions.-There seems to be some association between dyslexia, left-handedness, and immune disorders. Of the three factors, handedness seems to be the most important association. The findings lend some support to the one interpretation of the hypotheses of Geschwind, Behan, and Galaburda.
Tonnessen, F. E., Høien, T., Lundberg, I., & Larsen, J. P. (1994). Immune Disorders and Dyslexia: A Study of Asthmatic Children and Their Families. Reading and Writing: An Interdisciplinary Journal, 6(2), 151-60.
Abstract (ERIC): Administers reading tests to asthmatic students and questionnaires to parents concerning the prevalence of reading difficulties and immune disorders. Finds that the proportion of students with reading problems--especially phonological problems--was much higher than would be expected in a normal reading population, and finds an elevated incidence of both reading problems and immune disorders among family members. (RS)
Abstract (ISI) The Geschwind-Behan-Galaburda hypothesis of cerebral lateralization postulates an association between immune disorders and learning disabilities. So far, the empirical evidence for such a relationship has been ambiguous. The present study is an attempt to investigate the hypothesis in a population where all the individuals were affected by immune disorders. Thus, 29 students in a special school for asthmatic children (total number of students in the school: 32) were investigated. A number of reading tests with special focus on word decoding were administered. The parents filled in a detailed questionnaire on the prevalence of reading difficulties and immune disorders among the other family members. The proportion of students with reading problems - especially phonological problems - was much higher than would be expected in a normal population. Among the family members we also found an elevated incidence of both reading problems and immune disorders. A cautious interpreptation of these findings leads to tentative and partial support of the Geschwind-Behan-Galaburda hypothesis.
Tønnessen, F. E., Linnakylä, P.,
& Törmäkangas, K. (1997). What's the difference between teaching reading
in Finland and Norway? In J.
Frost, & F. E. Tønnessen (Eds.), Skriften
på veggen. Hva skjer med vår leseferdighet? (pp. 97-119). København:
Dansk Psykologisk Forlag.
Tønnessen, F. E., Fagereheim, T., Raeymaekers, P., & Lubs, H. (1999). Exclusion of linkage to 1p, 6p and Chromosome 15 in a large Norwegian family with dyslexia. In I. Lundberg, F. E. Tønnessen, & I. Augstad (Eds.), Dyslexia: Advances in theory and practice (pp. 151-156). Dordrecht: Kluwer Academic Publishers.
Lundberg, I., Tønnessen, F. E., &
Austad, I. (1999). (Eds.) Dyslexia
: advances in theory and practice. Neuropsychology and cognition vol. 16. Dordrecht: Kluwer Academic.
Niemi, P., Tonnessen, F. E., & Porpodas, C. D. (1999). Reading Disorders and Their Treatment in Europe: Introduction to the Special Series. Journal of Learning Disabilities, 32 (5), 384-93.
Abstract (ERIC): Introduces a series of articles on the prevention and treatment of dyslexia in Europe. The benefits of the Cooperation Scientifique et Technologique (COST), a framework for a research and development collaboration that promotes coordination of national research at the international level, is also discussed. (CR) Fagerheim, T., Rayemaekers, P., Tønnessen, F. E., Sandkuijl, L., Lubs, H., & Tranebjærg, L. (2000). A genome-wide search for dyslexia loci in a large Norwegian family. Poster at American Society of Human Genetics, Philadelphia, 3-7. Oct. In American Society of Human Genetics (p. 1). Philadelphia.
Fagerheim, T., Rayemaekers, P., Tønnessen, F. E., Sandkuijl, L., Lubs, H., & Tranebjærg, L. (2000). A genome-wide search for dyslexia loci in a large Norwegian family. Poster at American Society of Human Genetics, Philadelphia, 3-7. Oct. In American Society of Human Genetics (p. 1). Philadelphia.
Fagerheim, T., Raeymaekers, P., Tonnessen, F. E.; Pedersen, M., Tranebjaerg, L., & Lubs, H. A. (1999). A new gene (DYX3) for dyslexia is located on chromosome 2. Journal of Medical Genetics, 36(9), 664-669.
Abstract: Developmental dyslexia is a specific reading disability affecting children and adults who otherwise possess normal intelligence, cognitive skills, and adequate schooling. Difficulties in spelling and reading may persist through adult life. Possible localisations of genes for dyslexia have been reported on chromosomes 15 (DYX1), 6p21.3-23 (DYX2), and Ip over the last 15 years. Only the localisation to 6p21.3-23 has been clearly confirmed and a genome search has not previously been carried out. We have investigated a large Norwegian family in which dyslexia is inherited as an autosomal dominant trait. A genome wide search for linkage with an average 20 cM marker density was initiated in 36 of the 80 family members. The linkage analysis was performed under three different diagnostic models. Linkage analysis in the family identified a region in 2p15-p16 which cosegregated with dyslexia. Maximum lod scores of 3.54, 2.92, and 4.32 for the three different diagnostic models were obtained. These results were confirmed by a non-parametric multipoint GENEHUNTER analysis in which the most Likely placement of the gene was in a 4 cM interval between markers D2S2352 and D2S1337. Localisation of a gene for dyslexia to 2p15-16, together with the confirmed linkage to 6p21.3-23, constitute strong evidence for genetic heterogeneity in dyslexia. Since no gene for dyslexia has been isolated, little is known about the molecular processes involved. The isolation and molecular characterisation of this newly reported gene on chromosome 2 (DYX3) and DYX1 will thus provide new and exciting insights into the processes involved in reading and spelling.
Knivsberg, A.- M., Reichelt, K. L., Nødland,
M., & Tønnessen, F. E. (1998). Biochemical abnormalities in six-year old
children with problem behaviour. Nordisk
Tidsskrift for spesialpedagogikk, 2, 74-85.
Abstract: Abnormal urinary peptide patterns, mostly caused by insufficient brea kdown of the proteins gluten and casein, have been detected in ADHD, autism and other psychiatric disorders. In the present study we hypothesized that such abnormalities could also be detected in urine samples from six year old children with problem behaviour. It is characteristic for these children that their deviant behaviour is difficult to diagnose because their behavioural traits fit various syndromes. Urine samples from 35 children, participating in a "high risk programme" , were analyzed. Abnormalities were found in more than 60% of the urine samples, and the most frequently found patterns indicated two or more disorders, but also some pure patterns as found in ADHD and autism. Analyses on antibodies to food proteins were also carried out for 19 of the children, and abnormalities were detected in over 50 % of these analyses. Behavioural patterns did not differentiate the children with or without urinary peptide abnormalities.
Gustafsson, J. E., & Undheim, J. O. (1992). Stability and Change in Broad and Narrow Factors of Intelligence from Ages 12 to 15 Years. Journal of Educational Psychology, 84(2), 141-49.
The stability of some dimensions of ability between the ages of 12 and 15 years was investigated for 225 boys and 242 girls in Sweden. Testing in grades 6, 8, and 9 indicated high stability for the general intelligence factor and for the residual of the General Visual factor
Salvesen, K. A., & Undheim, J. O. (1994). Screening for learning-disabilities with teacher rating-scales. Journal of learning disabilities, 27(1), 60-66.
The purpose of the study was to investigate the use of teacher assessments in screening for learning disabilities. In a longitudinal study, 603 children were rated by their teachers in the second grade (age 8 to 9 years), and the ratings were correlated with examinations of reading, spelling, and intelligence in the third grade. The third-grade tests for reading, spelling, and intelligence classified children into groups with low achievement and dyslexia, and these two groups were compared with normally achieving children. The accuracy of teacher assessments, measured with correlation analysis, ROC curves, and kappa indices, showed that teachers were quite accurate in their judgment of low achievement, but somewhat less efficient in their judgment of specific reading difficulties.
Ulvund, S. E., & Smith, L. (1996). The predictive validity of nonverbal communicative skills in infants with perinatal hazards. Infant Behavior and Development, 19, 441-449.
This study investigated the predictive validity to 5 years of age of nonverbal communicative skills administered at 13 months. Subjects (N = 103) were Norwegian infants with birthweight below 1501 gms. The predictors included infant competence assessed by the Early Social-Communication Scales (ESCS). Cognitive competence at 2 years was measured by the Bayley Mental Development Scale, and at 3 and 5 years by the Stanford-Binet intelligence Scale: Fourth Edition (SB:FE). Language competence at 2 and 3 years was assessed by the Reynell Developmental Language Scales, and at 5 years by a verbal comprehension factor derived from the SB:FE. Partial correlations and multiple regression analyses suggest that the infants' initiation of communication was related to cognitive ability and language skips up to 5 years of age. In particular, joint attention was the most consistent predictor of the subsequent competencies. The Bayley cognitive index was overruled as a predictor when used in combination with initiation of joint attention.
Ulvund,
S. E., Smith, L., & Fagan, J. F. (1997). The
relation between recognition memory and joint attention in infancy to later IQ. Society
for Research in Child Development, 16.
Ulvund, S. E., & Smith, L. (1996). The predictive validity of nonverbal communicative skills in infants with perinatal hazards. Infant Behavior and Development, 19(4), 441-449.
Ulvund, S. E., & Smith, L.
(1991). The predictive validity of nonverbal
communicative skills in infants with perinatal hazards.
Meeting of the Society for Research in Child Development Seattle, Washington. April.
Smith, L., & Ulvund, S. E. (1998). The relation of joint attention at 13 months to subsequent language, verbal IQ and nonverbal IQ measures through middle childhood. Meeting of the International Society for Infant Studies Atlanta, GA. 04-03.
Smith, L., Ulvund, S. E., & Lindemann, R. (1994). Very low birth weight infants (<1501 g) at double risk. Journal of Developmental and Behavioral Pediatrics, 15(1), 7-13.
Sammendrag
This study examines the outcome at ages 2 and 3 years of very-low-birth-weight infants (N = 105) at double risk. Double risk was defined with reference to Fagan's model of intelligence. According to this model, cognitive-processing ability and culturally provided information produce knowledge. The Fagan Test of Infant Intelligence was used to assess processing ability, whereas parental socioeconomic status (SES) was used as an indicator of available information. Knowledge was measured by means of well-known psychometric tests of young children's abilities. Children at double risk were consistently delayed with respect to knowledge of intellectual skills and language as compared with children who were not at double risk. The data suggest that the assessment of processing ability and parental SES may provide a better foundation for detecting developmental delay than does a medical main-effect model.
Smith, L., Fagan, J. F., & Ulvund, S. E. (2001). The relation of recognition memory in infancy and parental socioeconomic status to later intellectual competence. Intelligence, 30 (1), 1-13.
Valas, H. (2001). Learned Helplessness and Psychological Adjustment: Effects of Age, Gender and Academic Achievement. Scandinavian Journal of Educational Research, 45(1), 71-90.
ABSTRACT: Studied the relationships among academic achievement, learned helplessness, and psychological adjustment (self-esteem and depression), controlled for gender and age, for 1,580 students with data collected in grades 3 and 4, 6 and 7, and 8 and 9. Results show that academic achievement is directly and indirectly related to the pattern of attributions, expectations, helplessness, and psychological adjustment. Discusses sex differences in learned helplessness.
Valås, H. (2001). Learned Helplessness and Psychological Adjustment II: effects of learning disabilities and low achievement. Scandinavian Journal of Educational Research, 45(2), 101 - 114.
The present study, a continuation of Valås (2001), is concerned with two categories of low achieving students. The focus is particularly on the consequences of being diagnosed as having learning disabilities compared with not having such a diagnosis. The sample consisted of 1833 students with data collected in grades 4, 7 and 9. Multivariate analyses of variances and analyses of structural equation models showed that students with learning disabilities and low achieving students attributed success in mathematics and first language to ability to a greater extent than other students. They also expressed lower performance expectations in mathematics and verbal skills and showed more helplessness and reported inferior psychological adjustment compared with other students. Moreover, students that were diagnosed as having learning disabilities (LD) and received special education showed more helplessness than the other low achieving children. They also reported lower academic expectations and lower self-esteem. In addition, the results revealed that boys showed more helpless behaviour, as assessed by teachers, than girls. However, on the other hand, girls reported more psychological maladjustment. The conclusion and request is that the process of selection (diagnosing the student as LD) and the organization and implementation of special education should be reconsidered.
Valas, H., & Sovik, N. (1993). Variables Affecting Students' Intrinsic Motivation for School Mathematics: Two Empirical Studies Based on Deci and Ryan's Theory on Motivation. Learning and Instruction, 3(4), 281-98.
ABSTRACT:
Effects of the controlling strategies of the
mathematics teacher on student achievement, interest, and mathematics
self-concept were demonstrated in a longitudinal study involving 161 seventh
graders and 164 eighth graders. This empirical test of the self-determination
theory of Deci and Ryan provides insight into student motivation. (SLD)
72 Liv vedeler
Vedeler, L. (1997). Dramatic play: a format for `literate´ language? British Journal of Educational Psychology, 67, 153-167.
Abstract (ISI) Background.
Research literature discussing the possibility of a relationship between
dramatic play and literacy development in school beginners has evoked interest
in the context of the formalisation of early years curriculum, particularly
relationships between oral syntactic competence in preschool children and later
reading ability. Aims. The aim of the present study was to investigate possible
differences in syntax between sociodramatic play and other play activities in
small play groups. it was predicted that the language in sociodramatic play
would be more 'literate', i.e., more decontextualised, explicit and
linguistically elaborated. The hypothesis tested was that sociodramatic play
elicits more advanced syntactic language in children. Samples. Six children (six-year-olds)
in groups of three girls and three boys were observed in 11 free play episodes (five
sociodramatic play episodes and six other group play episodes). Approximately
100 utterances from each child in each play category were analysed. The children
had normal intelligence and language ability, and had a middle class background.
Methods. The play groups were observed during indoor free play in a playroom
equipped for family play and with different toys. No instructions were given.
The observations were video- and audiotaped and the children's utterances
transcribed and analysed syntactically, i.e., utterance types (complexity and
completeness), sentence adverbials and expansions. Chi-square was used to test
for statistically significant differences in children's use of syntax. Results.
The children's language turned out to be significantly more advanced and 'literate'
with more syntactically complete and complicated utterances, use of explicit
references and elaborated nominal groups in sociodramat ic play than in any
other play activity. Conclusions. The demands of conveying meaning to peers in
dramatic play contexts seem to provide children with opportunities to practise 'literate'
language, language that is similar to what is demanded when writing for an
absent audience.
Vedeler, L. (1997). Play and
Communication in the first developmental years. Observation and educational
use of play for children with and without handicaps. Namsos:
Pedagogisk Psykologisk Forlag.
Vedeler, L. (1996). Pragmatic difficulties and socio-emotional problems: a case study. European Journal of Disorders of Communication, 31, 271-288.
Abstract (ISI) Dialogue structures,
use of utterance functions and dialogue coherence were analysed in a 5-year-old
boy with socio-emotional problems in a kindergarten. His communicative
performance, understood in these terms, was compared with those of his normal
peers. Observations were taken form natural free play in peer groups. The
utterances and communication of the children were written down, scored and
analysed. Analysis indicated that the boy differed significantly from his peers
in communicative performance. This varied, however, depending on the play group
constellation. When the boy played with one particular peer, his communicative
performance seemed to improve. Contrary to the others, this peer tried to take
the perspective of the subject, adjusting his play and conversation to that of
the boy and keeping up a dialogue with him. Pragmatic difficulties may explain
some of the socio-problems of the boy, with implications for practice in
kindergarten.
Vedeler, L., &
Vejleskov, H. (1987). Language in Preschool Education
in a Functional Perspective
Vedeler, L. (1986). The role of play
in the education of handicapped infants.
Prospects, XVI(4), 481-493.
Vedeler, L. (1976). The Relationship Between Pre-School and Primary Education Education and Culture; 31, 9-13.
Özerk, K. (2001). Teacher–student verbal interaction and questioning, class size and bilingual students' academic performance. Scandinavian Journal of Educational Research, 45(4), 353 - 367.
This article is a result of a small-scale study with the purpose of investigating teacher-student verbal interactions and questioning and students' curriculum-related performance in small and large mainstream classes. In mainstream classes the bilingual students were taught together with their monolingual Norwegian peers. The study shows that there are inter-group and intra-group differences with respect to: (i) teacher-student verbal interaction; (ii) academic questioning; (iii) curriculum-related performance of students in small classes compared with large classes. The bilingual minority students in general, and bilingual minority girls in particular, benefit from civics lessons in small classes more than they do in large classes. It is suggested that by creating rich possibilities for teacher-student verbal interaction and curriculum-oriented academic questioning, small classes can provide conditions for better academic performance in content area subjects, i.e. civics, for bilingual students in general and bilingual girls in particular than do large classes.
Özerk, K. Z. (1996). Linguistic-minority students and bilingual mathematics teaching. Scandinavian Journal of Educational Research, 40, 333-348.