Blar i Vitenskapelige publikasjoner (HF-NSLA) på tidsskrift "Social Psychology of Education"
Viser treff 1-5 av 5
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Academic outcomes in school classes with markedly disruptive pupils
(Journal article; Peer reviewed, 2009)The aim of the present research is to investigate the degree to which average academic outcomes in secondary school classes are associated with the inclusion of markedly disruptive pupils. Findings are based on two separate ... -
Associations of social and emotional competencies, academic efficacy beliefs, and emotional distress among students in lower secondary school
(Peer reviewed; Journal article, 2021)This cross-sectional study aimed to investigate how perceived social-emotional competencies (SECs), relationship skills, emotional regulation, and the ability to structure schoolwork at school and at home were associated ... -
Intentions to quit upper secondary education among first generation immigrants and native Norwegians: the role of loneliness and peer victimization
(Peer reviewed; Journal article, 2021)Dropout from upper secondary education is a persistent educational problem, particularly among first-generation immigrant youth. This study examined factors associated with intentions to dropout to gain further insight ... -
Social competencies, classroom relationships, and academic engagement: A latent change score modeling approach among lower secondary school student
(Peer reviewed; Journal article, 2023)This longitudinal study applied latent change score (LCS) modeling to examine individual changes in students’ (N = 1205) academic engagement (behavioral and emotional), social competencies (relationship skills and social ... -
Teachers’ support for growth mindset and its links with students’ growth mindset, academic engagement, and achievements in lower secondary school
(Peer reviewed; Journal article, 2023)Academic engagement has been shown to deteriorate in lower secondary school, and it is necessary to find ways to prevent this so that students’ engagement and achievements do not decline irrevocably. Teacher support for ...