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Articles

Links to research articles written by our researchers, and to popular science articles about the Centre and Centre employees.

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  • Physical Activity Reduces Children’s Risk of ADHD Linked to Longer Screen Times

    [Popular Science Article] EcoWatch (April 19, 2019): People of all ages are spending more of their day looking at their phones, computers and television screens, but parents now have another reason for limiting how much screen time their children get — it could lead to behavioral problems.

    Read full article in EcoWatch (Natalia Kucirkova sited)

  • How Much Screen Time Is Too Much? Over Two Hours Per Day Linked With ADHD and Behavioral Problems in Kids

    [Popular Science Article] Newsweek (April 17, 2019): Kindergartners who use screens for more than two hours a day are more likely to show signs of behavioral problems, such as attention deficit hyperactivity disorder (ADHD), according to a study by Canadian scientists.

    Read full article in Newsweek (interview with Natalia Kucirkova)

  • Emerging School Refusal: A School-Based Framework for Identifying Early Signs and Risk Factors

    [Research Article] Cognitive and Behavioral Practice (Vol. 26, Issue 1, Pages 46-62, February 2019): Student’s academic and social-emotional development is increasingly jeopardized with mounting absence from school. School refusal (SR) is one type of school attendance problem (SAP) that is often associated with absence from school. Once established, it can sometimes be difficult to treat. To prevent established SR and associated problems, indicators of emerging SR and risk for SR should be efficiently identified and acted upon. Risk factors are often discussed in relation to SAPs generally rather than considering risk for specific types of attendance problems. Based on literature review, this paper provides an account of the likely signs and risks for emerging SR. A school-based framework is provided to support school personnel and parents in working together to identify these signs and risks. Several challenges associated with the implementation of the framework are discussed.

    Read full article by Jo Magne Ingul, Trude Havik & David Heyne in Cognitive and Behavioral Practice

  • Do Teachers Matter? Students’ Perceptions of Classroom Interactions and Student Engagement

    [Research Article] Scandinavian Journal of Educational Research (February 11, 2019): The current study examined the associations between students’ perceptions of classroom interactions and students’ emotional and behavioral engagement. Given the nested structure of the data, multilevel analyses were employed to examine these associations. A total of 1769 Norwegian fifth to tenth graders from 100 classes and 10 schools participated in a web-based survey. Statistical analyses included descriptive statistics, confirmatory factor analysis and multilevel structural equation modeling. The results indicated that students who perceived high-quality classroom interactions were more engaged in school, and teachers’ emotional support showed the strongest association with engagement at both levels. Furthermore, the findings indicated that primary school students were more engaged emotionally than lower secondary school students, and female students were more behaviorally engaged than male students.

    Read full research article by Trude Havik & Elsa Westergård in Scandinavian Journal of Educational Research

  • Variation in center quality in a universal publicly subsidized and regulated childcare system

    [Research Article] Labour Economics (Vol. 55, December 2018, Pages 230-240): A large literature suggests that high quality childcare programs can produce positive and lasting effects by promoting math, language and social-emotional skills, referred to as school readiness skills, especially for children of parents with low education. Hence, a universal childcare system with easy access has the potential to make a substantial difference in children's lives and reduce socio-economic disparities in educational outcomes. However, if childcare quality varies across centers, universal childcare systems can also potentially increase disparities in school readiness if the children of more highly-educated parents select into centers of higher quality.

    Read full article by Mari Rege, Ingeborg Foldøy Solli, Ingunn Størksen & Mark Votruba in Labour Economics

  • Domain-specific effects of attentional and behavioral control in early literacy and numeracy development

    [Research Article] Learning and Individual Differences (Vol. 68, December 2018, Pages 61-71): In a longitudinal study, we investigated the direct and indirect contributions of two aspects of executive functioning - attentional and behavioral control - to the development of early literacy and numeracy in kindergarten and first grade.

    Read full article by Dieuwer ten Braak, Tijs Kleemans, Ingunn Størksen, Ludo Verhoeven & Eliane Segers in Learning and Individual Differences

  • Trajectories of students’ perceived instructional support

    [Research Article] Social Psychology of Education (December 4, 2018, pp 1–25): The aim of this study was to explore trajectories of teachers’ instructional support as perceived by students during a national initiative to develop lower secondary schools. Grade eight and nine students (N = 815) from nine Norwegian schools participated in three waves of data collection within one-and-a-half academic years. Growth mixture model (GMM) techniques were applied to examine change over time in students’ reports of instructional support, allowing the examination of the impact of change in subgroups characterized by different types of growth trajectories.

    Read full article by Trude Havik & Sigrun K. Ertesvåg in Social Psychology of Education

  • How teachers can improve their classroom interaction with students: New findings from teachers themselves

    [Research Article] Journal of Educational Change (Vol. 19, Issue 4, pp 511–538, November 2018): Teachers are the most important agents in shaping education for students and to bring change and innovation in educational practices. There is a lack of knowledge about how teachers learn and transfer their knowledge into practice in the classrooms. Teacher educators have repeatedly argued that classroom management is a critical pedagogical skill that teachers must master in order to maximize classroom interaction. This study aims to contribute to the understanding of how lower secondary school teachers learn and improve classroom interaction in the context of an educational intervention.

    Read full article by Ksenia Solheim, Sigrun K. Ertesvåg & Grete Dalhaug Berg in Journal of Educational Change

  • Teachers’ perceptions of their collective and individual learning regarding classroom interaction

    [Research Article] Educational Research (November 2018, Vol. 60, Issue 4, Pages 459-477): Collective and individual learning may complement each other and strengthen the learning outcome for teachers, and subsequently increase student learning. Collaboration between individual teachers and collective groups might not only improve teacher professional growth, but also develop school as an organisation.

    Read full reseach article by Ksenia Solheim, Pål Roland & Sigrun K. Ertesvåg in Educational Research

  • Perceived Classroom Interaction, Goal Orientation and Their Association with Social and Academic Learning Outcomes

    [Research Article] Scandinavian Journal of Educational Research (May 29, 2018): This study aimed to investigate students’ perceptions of classroom interaction and goal orientation in association with academic achievement, school non-attendance, and disobedience among students in lower-secondary schools. The sample contained 1975 students from grades 8–10 (age 14–16) in 11 Norwegian lower-secondary schools. The results generally supported the theoretical model in which classroom interaction is significantly associated with goal orientation, which in turn is associated with academic achievement, school non-attendance, and disobedience. However, some grade-specific relations were observed.

    Read full article by Maren Stahl Lerang, Sigrun K. Ertesvåg & Trude Havik in Scandinavian Journal of Educational Research