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Assessment has become a routine feature of school life, internationally. Little is known, however, about the consequences for young people of assessment and grading in physical education (PE) – a subject often associated with physical recreation. This paper explores young Norwegian's perceptions of assessment and grading in PE from a sociological perspective. In doing so, it contemplates the penetration of neo-liberal discourses as part of wider processes of globalization and Europeanization in school PE in Norway. The study utilizes data generated by 31 focus groups involving 148 youngsters from the 10th grade (15–16-year-olds) in eight purposively sampled secondary schools in Norway. Norwegian PE teachers continue to use tests in order to set grades in PE. The upshot is that students' enjoyment of and engagement in PE, as well as their self-identities and self-esteem, can be compromised by apprehension towards assessment and grading. These processes seem likely to undermine or even erode the potential sociopsychological benefits of PE for some young people by reinforcing the impression that the subject is fast becoming just one more outcome-oriented subject on an academic treadmill. In this regard, the ascendancy of neo-liberalism – associated with the twin challenges of globalization and European integration – appears to merely reinforce the hegemony of competitive individualism within PE in Norway, as elsewhere. [ABSTRACT FROM AUTHOR]

Emphasis on the need for Norwegian student teachers to conduct part of their teacher education programme abroad is increasing. Among the arguments for this emphasis is the idea that globally aware teachers have better intercultural competence that can facilitate sustainable development and more just education. Evidence to support these claims is contested. In this paper, we explore how facilitators of student teachers’ mobility between Norway and countries in the Global South reflect on student mobility as part of the (de)colonial project. We apply decolonial frameworks (Mbembe, 2016; Mignolo, 2021) that interrogate the colonial matrix of power (CMP) (Quijano, 2000) to identify and challenge colonial relations and expectations. Findings are based on interviews from four facilitators from Tanzania and Zambia (Global South) and three teacher educators from Norway (Global North) who facilitate Norwegian student teachers’ mobility. The findings show that student facilitators from the Global North had more freedom to shape mobility activities, including the freedom to choose partners, reproducing asymmetrical power relations exerted through mobility. [ABSTRACT FROM AUTHOR]

Outdoor education has many benefits for students, and the interest among teachers in this teaching method is growing. The aim of this study is to examine Finnish and Norwegian student teachers' views on outdoor education as a teaching method. Student teachers from one teacher education programme in Finland (n = 66) and one in Norway (n = 32) participated in the study. A web questionnaire with both multiple-choice and open-ended questions was used, and the data was analysed by statistical analysis and content analysis. The results showed that both Finnish and Norwegian student teachers have different kinds of previous experiences with outdoor education, although the Norwegian experiences were mainly around outdoor life in general. Both student groups expressed positive views on outdoor education, but the views of the Norwegian students were somewhat more positive. However, they both noted some negative aspects of teaching outdoors and communicated an insecurity regarding teaching outdoors. [ABSTRACT FROM AUTHOR]

In this paper we have investigated students' motivations for undertaking a full degree abroad. It examines how motivations can be categorised, and if this varies according to gender, social origin, field of study and mobility capital (previous experience of living abroad or parents who have done so). The analyses are based on a survey of Norwegian students abroad, containing information from more than 4100 respondents. The three underlying dimensions of motivations identified are "Exploration", "Pragmatism" and "Differentiation", indicating that the traditional division between push and pull motivation is too simplistic. "Exploration", the most strongly accentuated dimension, is particularly prominent among female students. "Pragmatism" is highly important for students enrolled in long, professional programmes with strict admission restrictions in Norway, such as medicine. "Differentiation" is more emphasised by students with high mobility capital. In general, motivations are more likely to vary according to field of study than sociodemographic factors, but mobility capital also exerts a substantial influence. [ABSTRACT FROM AUTHOR]

This article reports a study of written feedback comments in the context of teacher education. While feedback is believed to have the potential to improve students' learning, the provision will rest upon educators' and examiners' ability and means to convey details about their assessment. In the context reported here, compulsory feedback beyond the regular grade was introduced to strengthen a teacher education programme at a Norwegian university. The interest of this study is thus to investigate how the examiners managed this task and focuses on their written comments during three consecutive years. A content analysis of 411 individual feedback comments reveals that most of them are written in a formulaic fashion closely related to the grade descriptors for the course. The discussion raises questions about inherent problems with written assessment feedback and how the standardisation of it may limit the informational value for students' learning. [ABSTRACT FROM AUTHOR]

• The understanding of professional ethics in teacher education was analyzed. • Norwegian teacher students and teacher educators were interviewed. • Professional ethics was reflexive, integrated, and nuanced. • The perspective was on the teacher's character and student relations. • The societal conditions for professional ethics were not examined by the informants. [ABSTRACT FROM AUTHOR]

The aim of this study was to develop and investigate the psychometric properties of a screening protocol for Norwegian students in upper secondary school. The protocol was designed to assess skills that are at stake in dyslexia. It was administered to 232 students. In the absence of a "gold standard," comparisons were made between students who reported normal literacy skills (n = 184) and literacy problems (n = 48). Significant group differences were found across all areas. Logistic regression and receiver operating characteristic curve analyses demonstrated good discriminatory power. The screening protocol met the standards for reliability and validity. It has the potential to be a useful tool for teachers to identify students at risk for dyslexia and who thus need to be referred to a full diagnostic investigation. [ABSTRACT FROM AUTHOR]

In recent decades, Norwegian schools have experienced increased cultural diversification among students. Growing heterogeneity in origin and culture may enhance the risk of student marginalisation, segregation and exclusion. In response to these challenges, this paper examines students’ intercultural empathy and, particularly, how schools can develop their intergroup empathy to support social inclusion. Theoretically, we applied an inclusive citizenship perspective. The study draws primarily on quantitative data gathered from paper questionnaires collected from 1006 students in two upper secondary schools and three lower secondary schools. We explored the antecedents of intercultural empathy among the students using regression analyses. First, we found that there are substantial differences between the scores of boys and girls on intercultural empathy. Second, we found that information on culture and diversity was a predictor of certain aspects of intercultural empathy. Third, a variety of school variables were applied to explore possible ways to support student intercultural empathy, which showed moderate associations with intercultural empathy. Fourth, variables measuring students’ perceptions of human rights implementation in school were also moderately associated with aspects of intercultural empathy. The results and their implications for teaching are discussed. [ABSTRACT FROM PUBLISHER]

The aim of this study, based on response on a questionnaire from 65 teachers in upper secondary schools, is to gain insight into how teachers experience and practice their role as leaders in the digital classroom. Research shows that teachers seldom are asked about their opinions concerning use of technical device. From 2007 all Norwegian students in upper secondary schools were given a computer from the authorities. Politicians argued for pedagogical use of ICT, for example, through interactive device like social networking sites. However, recent national reports show that teachers mainly use ICT for administrative and not for pedagogical purposes. Findings from the current study show that teachers adjust the technology to their existing pedagogy and continue their existing practice. To a small extent the technology’s interactive abilities are utilized. Technological device is powerful. Possible consequences of placing technology on every student’s desk are discussed. The teachers’ future concern is to control Internet and to have possibilities to develop and discuss pedagogical use of technology in classrooms with their colleagues. [ABSTRACT FROM AUTHOR]

The present study explores the nature of Overcommitment (OC) in relation to Satisfaction With Life (SWL) in students. A total of 701 Norwegian students participated by answering a questionnaire including measurements of the previously validated instruments for OC and SWL, volunteer work, stress and several other individual differences. Exploratory factor analysis yielded a two-factor structure, where a positive and a negative subcomponent of OC are suggested. Furthermore, the fourteen items comprising the OC measure correlated positively and negatively with SWL in a manner corresponding to their loadings in the factor analysis. Both the original OC measure and the two subcomponents showed high internal reliability. Stress and volunteer work was also investigated as relevant influential variables. Stress showed a significant positive correlation with Negative OC, and a significant negative correlation with Positive OC. The relationship with volunteer work was more indistinct, but it did correlate significantly negatively with Positive OC. The widely accepted perception of OC as a purely negative trait is discussed. The implementation of a positive and a negative subcomponent of OC is suggested for future research. [ABSTRACT FROM AUTHOR]

This mixed methods study investigated the extent to which author expertise and content relevance were salient to secondary Norwegian students (N = 153) when they selected documents that pertained to more familiar and less familiar topics. Quantitative results indicated that author expertise was more salient for the less familiar topic (nuclear power) than for the more familiar topic (climate change), whereas content relevance was equally salient between the topics. Qualitative findings revealed 3 themes to explain this difference: (a) participants perceived that scientists had a greater ability to make correct scientific assertions than journalists; (b) when an assertion was more familiar, participants perceived less need to rely on author expertise; and (c) when an assertion was less familiar, participants perceived more need to rely on author expertise. The data sets were complementary and indicated that topic familiarity affected the salience of author expertise but not content relevance. Theoretical and practical implications of the results are discussed. [ABSTRACT FROM AUTHOR]

Excessive self-criticism is common to many mental health problems, including depression. Theoretically, positive self-compassion may work to prevent depression by protecting against the proliferation of self-condemning responses. A sample of Norwegian university students (N = 277, mean age = 22.9 years, SD = 3.5 years, 56% women) completed the Self-Compassion Scale (SCS) and the SCL-90 Depression subscale. Items of the three positive SCS-subscales (selfkindness, mindfulness, and common humanity) and items of the three negative SCS subscales (self-judgment, over-identification, and isolation) were combined to provide measures of Positive Self-Compassion and Self-Condemnation respectively. A moderation analysis indicated that the association between Self-Condemnation and Depressive Symptoms was weaker for individuals high in positive self-compassion, as expected. Bootstrap mediation analyses (conducted separately in groups scoring high and low in positive self-compassion) suggested that, in individuals high in positive self-compassion, self-compassion worked to reduce depressive symptoms by inversely affecting self-condemnation. When positive self-compassion was low, however, only Self-Condemnation predicted Depressive Symptoms. These results suggest that when positive self-compassion is above a certain level, it can keep self-condemning responses in check. If positive self-compassion is too weak, however, something else is needed, perhaps understanding input from another person. [ABSTRACT FROM AUTHOR]

There is a need for a more sustainable diet in many countries. Using Mediterranean principles could provide a possible answer. The principles of the Mediterranean diet and suitability to the Nordic diet have been discussed in courses mainly for Norwegian food and health teachers and students visiting Greece. What benefits do the participants experience after returning home and how do they apply their new knowledge in Norwegian conditions? We studied the themes from the exam papers to find out which knowledge the participants acquired from the course, and how they transferred their knowledge about the Mediterranean diet to Norwegian conditions. We also conducted a survey among the participants; they reported that they felt they benefited from the course. It seems the students are able to translate their knowledge about Mediterranean diet to Norwegian conditions, and the teachers who participated in the course used their knowledge in teaching. Most of the participants use this knowledge in their daily lives. [ABSTRACT FROM AUTHOR]

This paper explores the use of -ly adverbs by Norwegian advanced learners of English compared to that of native speakers. The investigation is based on two corpora of novice academic English: VESPA and BAWE. It considers features of lexis (frequencies, style, meanings, collocational patterns) as well as of syntax, i.e. whether the adverbs function as adjuncts, disjuncts, conjuncts or modifiers in adjective or adverb phrases. The learners make few clear mistakes with adverbs, but there are important frequency differences between the corpora concerning lexical choice and semantic and syntactic functions. Learners overuse adverbs with modal meaning but underuse phrase-modifying adverbs. Most adjunct types are also underused. At several points, the native speakers prove to have a greater lexical repertoire. [ABSTRACT FROM AUTHOR]

The present study investigated the relation between self-esteem, self-efficacy and implicit theories of intelligence (entity and incremental) in a sample of 6th and 8th grade Norwegian students (N = 2.062) in order to test the factor structure of these variables, how they may differ according to gender and grade level, and how they may predict academic achievement level. The results showed positive relations between self-esteem, self-efficacy and incremental theories of intelligence, and a negative relation between entity and incremental theories of intelligence, but this latter relation was significantly stronger among 8th graders. Despite better academic achievement among 8th grade girls, they had lower levels of self-esteem, self-efficacy, and incremental views of intelligence than boys. In conclusion, evaluative components of self-beliefs (self-esteem and self-efficacy) and implicit theories of intelligence constitute separate, but related factors, and there are age and gender specific differences which are of theoretical and practical importance. [ABSTRACT FROM AUTHOR]

Declining achievement in various core subjects has led to a debate on strategies to enhance student achievement. Identifying factors in the school environment that affect student performance in science, are therefore, of vital importance. The aim of this study is to identify school-level factors that are associated with eighth-grade students' achievement in science based on results from TIMSS (Trends in International Mathematics and Science Study) 2003 and 2007. Because the TIMSS data includes school-level factors at two different time points, we expected to find factors that influence science performance by Swedish and Norwegian students. Multilevel analysis was used, and this framework allowed us to account for the influence of the students' home backgrounds. After controlling for student background, our results show that there are only a few school-level factors that are associated with student achievement in science, and the influence of these factors differ between Sweden and Norway. [ABSTRACT FROM AUTHOR]

The present study examined the factor structure of the Teacher Involvement Questionnaire (Involve-T) by means of exploratory factor analysis and examined the association between children's socio-emotional and behavioural problems and teacher-reported parental involvement in school, using structural equation modelling. The study was conducted with a Norwegian sample of school children in Grades 1–3. Results of the factor analysis supported the use of 3 separate scales, as suggested by the scale author (Webster-Stratton, 1998); however, a number of items in each scale were reduced. Furthermore, the results showed among other findings that teachers reported more frequent contact with parents of children with conduct problems than with those of children who did not display conduct problems, and that parents of children with high levels of socio-emotional competence were more involved in their children's education than other parents. The results need to be replicated in future research in a more representative study population. [ABSTRACT FROM PUBLISHER]

Abstract: Purpose: To investigate prevalence and correlates of delayed sleep phase, characterized by problems falling asleep in the evening and rising at adequate times in the morning, in a large sample of Norwegian high school students. Methods: A randomized sample of 1285 high school students (aged 16–19years) participated in an internet based study answering questions about sleep habits, height, weight, smoking, alcohol use, school grades, and anxiety and depression symptoms. Delayed sleep phase was operationalized as difficulties falling asleep before 2a.m. at least three nights per week together with much or very much difficulty waking up in the morning. Results: The results show a prevalence of delayed sleep phase of 8.4%. In all, 68% of these students (5.7% of the total sample) also reported problems advancing their sleep period as well as one daytime consequence (oversleeping at least two days a week or experiencing much/very much sleepiness at school). Delayed sleep phase was associated with lower average school grades, smoking, alcohol usage, and elevated anxiety and depression scores. Conclusions: Delayed sleep phase appears to be common amongst Norwegian adolescents and is associated with negative outcomes such as lower average school grades, smoking, alcohol usage, and elevated anxiety and depression scores. [Copyright &y& Elsevier]

Declining adolescent political participation means that political education has become a pressing public and political issue. In response, much attention is being paid to the way in which political education offers meaningful reasons for individual political participation. Critical textbook analysis may help us understand how political education affects participation. To what extent do textbooks explicitly present justifications for political participation? What kinds of justification are offered? This article analyzes Norwegian social studies textbooks, and concludes that justifications of adolescent political participation are central. Justifications include the individual pursuit of preferences, individual duty in a "contract" with the state, and identities. However, these justifications are also questionable, for they are generally either individualistic or avoid real political movements. [ABSTRACT FROM AUTHOR]

This paper focuses on how young people talk about religion and diversity in a multicultural society. More specifically, it focuses on how students speak about Islam and Muslims. In analysing interviews with students, a main interest has been to examine the relationship between the students' speech and dominant discourses in Norwegian society represented in the media and public debates. This paper has the following structure. First, the theoretical basis of the research is explained and how Gerd Baumann's terms 'dominant' and 'demotic' discourse are understood and employed in this study. Then, the project is contextualised within the Norwegian debate about plurality. Further, methods and analysed data are presented. In the main analysis, there is a focus on some of the students' statements and the discourses they seem to activate. In conclusion, the consequences that the analysis has for school and the subject of religion in general, and for religious education teachers in particular, are discussed briefly. [ABSTRACT FROM AUTHOR]

In 2002 the student finance system in Norway went through a major restructuring. The changes included an increase in student support and an introduction of progression-dependent grants. Using two student welfare surveys conducted in 1998 and 2005, the paper analyses the effect of the changes on the students. The analysis compares the risk of study delays, the students' weekly working hours, and the students' concerns about student loan repayments before and after the changes among different groups of students. Contrary to the intended policy goals, the findings indicate no decline in study delays. However, the findings reveal an increase in the amount of time students spend in paid employment. This may indicate that students respond to short-term economic incentives. Furthermore, the findings suggest increased social differences in the students' concern for the student loan repayment after the changes. [ABSTRACT FROM AUTHOR]

This study aims to conceptualize disobedient pupil behavior within the more general framework of antisocial behavior and to reveal how two forms of aggressiveness are related to disobedience. Disobedience, in the context of this article, covers disruptive pupil behavior or discipline problems when the pupil is aware of breaking a standard set by the teacher. Self-reported data were collected from a representative sample of Norwegian eighth-graders, 1,010 boys and 1,073 girls. Structural equation modeling, with latent variables, was used following LISREL 8.80. Analyses were conducted for boys and girls separately by multi-group modeling. Confirmatory factor analyses supported the construct of disobedience as homogenous across genders. Structural models confirmed reactive aggressiveness, proactive power-related, and proactive affiliation-related aggressiveness as predictors of disobedience in both boys and girls. [ABSTRACT FROM AUTHOR]

Abstract: This paper reports the results of a multilevel structure equation model predicting general and fraction specific self-reported recycling behaviour. The model was tested on a sample of 697 undergraduate students from four Norwegian universities who each reported their degree of participation in the local recycling schemes for paper/cardboard, glass, metal, and plastic. It was demonstrated that variance in recycling behaviour can be divided into a smaller general part that is relatively stable across waste fractions and a specific part that depends on the respective fraction. General recycling behaviour is well predicted by intentions to recycle and recycling habits, whereas perceived behavioural control is to a large extend fraction specific and influences the fraction specific recycling. Perceived behavioural control mediates the influence of the recycling scheme type, distance to recycling containers, and transport mode used to reach the recycling containers. [Copyright &y& Elsevier]

Based on in-depth interviews, this study offers a comparison of how high-school students in China and Norway are actively constructing the Internet as an element of their everyday lives. Through the Schutzian notions of everyday life-world, social-biographical situation and relevance, the study has revealed striking differences between the Chinese and Norwegian participants concerning their relationship with the Net, although both have been referred to as members of the Net Generation. These are summarised in four interrelated themes that highlight the differences. Together, they shed light on the different places and meanings the Net has acquired in the young people's lives in the two cases and how they negotiate their identities as students within the Internet-transformed context. It is argued that these differences cannot be explained merely by the material resources in the two societies. More importantly, they have to do with the individuals' and their families' relevance systems. [ABSTRACT FROM AUTHOR]

According to the Simple View of Reading (SVR), reading comprehension is the product of word decoding ability and linguistic comprehension (R = D × C). However, there is also evidence showing that an additive model (R = D + C) explains just as much or even more of the variance in reading comprehension than the product model. To further evaluate these models, 467 Norwegian students in grade 6 were administered measures of reading comprehension, decoding ability, listening comprehension, phonemic awareness, and rapid digit naming. Hierarchical regression analyses were conducted to evaluate the explanatory power of each model, in addition to the influence of phonemic awareness and rapid naming. The preliminary hierarchical regression analyses were replicated among Swedish students. According to the present study, the additive model explained more of the variance in reading comprehension than the product model, and only rapid naming contributed significantly to explain variance in reading comprehension, above and beyond that explained by the SVR. [ABSTRACT FROM AUTHOR]

Schools are an important arena for smoking prevention. In many countries, smoking rates have been reduced among adolescents, but the use of smokeless tobacco is on the rise in some of these countries. We aimed to study the associations between schools' restrictions on smoking and snus and on the use of these tobacco products among students in upper secondary school. We employed data from a national representative study of 1444 Norwegian students, aged 16–20 years. Respondents were asked about their schools' restrictions on snus and smoking and own use of these products. We examined associations between restrictions and the use, controlling for age, gender, type of school and regional differences. We found clear consistent associations between schools' restrictions on tobacco use and less use of these products. More explicit pervasive restrictions were strongly associated with the prevalence of use. This first study on the associations between schools' restrictions on snus and the prevalence of snus use corroborate what has been found in many studies on smoking restrictions and smoking. Strict school tobacco policies may be an important tool if health authorities are interested in implementing measures to limit or reduce snus use among adolescents. [ABSTRACT FROM AUTHOR]

The authors tested the hypothesis that experiencing sexual coercion and engaging in sexually coercive behavior are positively associated in a representative sample totaling almost 4,000 Swedish or Norwegian male high school students (estimated response rate 80%). In both surveys, youths who had experienced sexual coercion were approximately three times more likely to engage in sexually coercive behavior than those without such experience (10%-12% vs. 4%). The association between sexual coercion experience and sexually coercive behavior was attenuated but remained significant and moderately strong in both surveys when controlling for nonsexual antisocial behavior, substance use, and noncoercive sexual behavior in multivariate logistic regression models. The population attributable fraction (proportion of sexually coercive behavior that can be explained by sexual coercion experience) was 18%-25%. The findings support a robust link between having been sexually coerced and engaging in coercive sexual behavior in the general population. [ABSTRACT FROM AUTHOR]

Whereas there is a considerable body of information on the interaction between physicians and the pharmaceutical industry, little is known about the pharmaceutical industry–medical student relationship. We have assessed the extent of contact between Norwegian medical students and the pharmaceutical industry as well as the attitudes of these students towards the pharmaceutical industry. A self-assessment questionnaire was distributed to fifth- and sixth-year students attending the four medical schools in Norway and to Norwegian medical students attending selected universities abroad. A total of 65.8% of all eligible students returned a completed questionnaire. Of these, 73.9% had been exposed to various levels of contact with the pharmaceutical industry, but only 17.5% reported having a generally positive attitude towards the industry. The level of exposure did not correlate in students’ attitudes; rather, it correlated positively to a feeling of competence in terms of being able to handle such interactions. A majority of students responded that while they would decline accepting monetary gifts, they would welcome receiving reimbursements for meeting expenses, meals and educational material. Students favoured a practice of full disclosure of potential industry-related conflicts of interest among the university teaching staff. There were considerable differences in the students’ attitudes between universities, suggesting that medical students are prone to influence from university lecturers. Norwegian medical students are opinionated, critical and curious with respect to pharmaceutical industry relations. This interest can be explored and probably also modified by educational initiatives. [ABSTRACT FROM AUTHOR]

Abstract: This study aimed to investigate whether leaving home to live in lodgings during senior high school can be a risk factor for the development of internalizing problems. Utilizing two large-scale prospective community studies of 2399 and 3906 Norwegian students (age range 15–19 years), respectively, the difference in internalizing symptoms between adolescents living in lodgings and adolescents living with their parents during senior high school was examined. Female students living in lodgings had higher scores on internalizing problems than female students living at home, whereas no differences were found for males. Living in lodgings did not predict later internalizing problems, and prior internalizing problems did not predict moving into lodgings. It is therefore suggested that the negative effect of living in lodgings on high school students'' well-being is temporary. [Copyright &y& Elsevier]

The Romanian language lectureship in Trondheim was established on 5th June 2008. This is the date when an agreement was signed between The Institute of the Romanian Language, represented by its director, Mrs. Ionela Dabija, and Norges Teknisk-Naturvitenskapelige Universitet (NTNU) [Norwegian University of Science and Technology], represented by professor Arne Halvorsen, the head of Institutt for moderne fremmedspråk [Department of Modern Foreign Languages]. The event took place at the Romanian Embassy in Oslo, thanks to the hospitality of His Excellency Cristian Istrate, the Ambassador of Romania in Norway. At university level, the interest shown by the Norwegians is, to a large extent, due to the intellectual enthusiasm of the professor Arne Halvorsen. He has a very good knowledge of Romanian language, literature and culture as he is the author of the first Romanian-Norwegian dictionary. The book comprises 25,000 words and was reprinted by Polirom Publishing House in 2008. Institutt for moderne fremmedspråk provides the Romanian lectureship an office equipped with a computer connected to internet, intranet and printing machine, telephone with interior and exterior connection, laptop and instruction in Norwegian language. An essential role is played by the Romanian diplomacy in the Norwegian kingdom as well. The Honorary Consul of Romania in Trondheim, Mr. Terje Roll Danielsen, an eminent Norwegian businessman secures accommodation to the Romanian lecturer for the whole period of the mandate. It consists of a completely equipped downtown apartment, expenses all paid. Thanks to the interest of Mr. Terje Roll Danielsen the Romanian lectureship in Trondheim has a Norwegian colleague. Mrs. Svanhild Naterstad is a journalist acquainted to Romanian language. She was hired to write a volume concerned with Romania, in Norwegian. Institutt for moderne fremmedspråk has a long tradition of studying English, French and German up to doctoral level. Moreover, there are European studies as BA degree, a one year course in Spanish language and modules in French, German, Spanish, Italian, Japanese and Russian. As a novelty the optional course in Romanian language made its debut in January 2009, for "the spring semester". The course is intended for students from all specializations. It is divided into Romanian 1 and Romanian 2, each of them holding 7,5 credits. They include oral examination and short dictation as a means of assessment during the semester and final four hours written exams. For the "pioneer semester" the Norwegian students have proved a great interest. Students from a variety of BA degree specializations have chosen to study this new language. Linguistics is the specialization that provided the most students, but also European literature, political studies, media, infrastructure environment, technology. Here are the names of the first ever students to have studied Romanian language in the Norwegian academic system: Sandra Maria Akseth Winther, Charlotte Andersen Dammen, Fredrik Wilhelm Borelly, Maike Gaertner, Jonas Hinrichsen Gjervold, Monika Grammeltvedt, Ingrid Hegvik, Karoline Hovstad, Andreas T. Slørdahl, Jon Harald Søby, Elias Aamot. For Romanian language 2 the major percentage of the linguistics students maintained, but also European literature and media. Here are the names of the Norwegian students who chose to deepen the study of the Romanian language and passed the exam on May, 7th, 2009: Sandra Maria Akseth Winther, Fredrik Wilhelm Borelly, Jonas Hinrichsen Gjervold, Monika Grammeltvedt, Ingrid Hegvik, Guri Kaarbø Vårheim, Jon Harald Søby. Mention should be made of the fact that student Sandra Maria Akseth Winther applied for a placement with the "Babeş-Bolyai" University of Cluj-Napoca and was accepted for the whole academic year 2009/2010. This is through LLP programme: Higher Education (Erasmus) area subject Languages and Philological Sciences and it is based on the previous agreement Institutt for moderne fremmedspråk of NTNU signed with the Philology Faculty of the Romanian University. [ABSTRACT FROM AUTHOR]

Insight into factors that affect students' choice of university is useful when designing study programmes, especially in global competition for students. This study focuses on Taiwanese and Norwegian students' preferences for university, study programme, course qualities and future career qualities. Hofstede's model was used to predict culture-related differences. A pair-wise decision questionnaire was used to conduct measurements. Cultural differences were observed in relation to choice of university, course qualities and future careers. Discipline of study had only minor impact on students' preferences. The results suggest that a career-relevant curriculum is culture-neutral. Moreover, personal advice is the most preferred factor among Taiwanese students when choosing university. [ABSTRACT FROM AUTHOR]

The article discusses various reports published within the issue, including one by Jon Scaife and Jerry Wellington on the assessment of the most neglected area in higher education, one by Dag Roness and Kari Smith on the motivation of Norwegian students after their Postgraduate Certificate in Education (PGCE), and one by Eliezer Yariv on behaviour and social inequality.

The article offers the author's insights on the social education of the students in Norway regarding American studies. The author says that he was able to learn a lot while teaching American social studies related to U.S. politics to the Norwegian students. It mentions that the English language proficiency of the students is excellent since their government included English in the core curriculum of their schools. It adds that teachers play a vital role in nurturing the awareness of the youth.

The anti-bullying programme ‘Zero’ was implemented at 146 Norwegian primary schools. The outcome among pupils was evaluated after 12 months of the total 16-month period using an age-equivalent design. The present study shows that bullying was reduced among pupils in the schools participating in the Zero programme. Moreover, National surveys in spring 2001 and spring 2004 showed a reduction in pupils being victimised in Norway over 3 years. The high profiled national Manifesto Against Bullying started officially in September 2002 and the first period lasted 2 years. The majority of the schools comprising the 2004 national sample reported a substantial increase in anti-bullying work compared to the three-year period before 2001. Interactions between national concern and programme effect are discussed. [ABSTRACT FROM AUTHOR]

The greenhouse effect and the effects of the ozone layer have been in the media and public focus for more than two decades. During the same period, Norwegian compulsory schools have had four national curricula. The two last-mentioned prescribe explicitly the two topics. Media and public discourse might have been sources of information causing informal learning among pupils. The point of departure for this questionnaire-based examination of the development of pupils' knowledge about the greenhouse effect and the effects of the ozone layer from 1989 to 2005 is the changing curricula and formal and informal learning. In 2005 the trends seem to be that more pupils confuse the greenhouse effect with the effects of the ozone layer. At the same time, specific knowledge about the greenhouse effect is improving. This article will discuss some possible causes for these trends, and give some recommendations for teaching the topics in accordance with the last national curriculum implemented in 2006. [ABSTRACT FROM AUTHOR]

An insight into students' preferences and expectations of life at university is useful when trying to understand drop-out percentages and design study programs, especially in the global competition for students. This study focuses on Taiwanese and Norwegian students' preferences for life and activities at university. Hofstede's model was used to predict culture-related differences. A pairwise decision questionnaire was used to conduct measurements. A universal trend is that teamwork was considered most important, and teachers were considered to be less important. The most noticeable culture differences were that Taiwanese students preferred non-curricular values and Norwegian students preferred curricular values. The study discipline had little impact on students' preferences. [ABSTRACT FROM AUTHOR]

This study tested whether socio-economic status (SES) moderated the association between the psychosocial constructs included in the attitude–social influence–self-efficacy (ASE) model and fruit intake in Norwegian schoolchildren. The sample consisted of 962 Norwegian sixth graders, mean age 11.3 years. They were split into three SES groups, and multi-group structural equation modeling (MSEM) was used. Children in the highest SES group reported eating fruit more frequently and reported more positive ASE variables than children in the lower SES groups. This was particularly true for social environmental factors, home availability of fruit and intention to eat fruit. MSEM showed that the relationships specified in the adapted ASE model were moderated by SES, as we did not find support for equal model structure across the three samples. Model modification for each SES group separately showed that the relation between home availability and fruit intake was not significant for the medium and low SES groups, and the relation between self-efficacy and intention to eat fruit was not significant for the medium SES group. Future interventions aiming at increasing fruit intake in children need to be sensitive to such SES-related differences and should in particular affect factors that may impede fruit intake in the lower SES groups. [ABSTRACT FROM PUBLISHER]

The primary aim was to explore and compare the dimensionality of personal epistemology with respect to climate change across the contexts of Norwegian and Spanish students. A second aim was to examine relationships between topic-specific epistemic beliefs and the variables of gender, topic knowledge, and topic interest in the two contexts. Participants were 225 Norwegian and 217 Spanish undergraduates enrolled in psychology or education courses, and the dimensionality of topic-specific personal epistemology was explored through factor analyses of the scores on a 49-item questionnaire. Hierarchical multiple regression analyses were used to predict scores on the epistemic belief dimensions emerging from the factor analyses with gender, topic knowledge, and topic interest, respectively. Even though considerable cross-cultural generalizability in dimensionality was demonstrated, this research also draws attention to the cultural embeddedness of topic-specific epistemic beliefs. Moreover, differences in the predictability of topic knowledge and topic interest in Norway and Spain, suggest that factors constraining or enhancing adaptive epistemic beliefs concerning particular topics may vary across cultures. [ABSTRACT FROM AUTHOR]

Abstract: Accompanying the rise in the number of working parents is a growing demand for after-school care schemes for children. After-school care schemes, in addition to school, provide pupils with more learning opportunities than the experiences that school provides. The hypothesis is that after-school care schemes offer a better knowledge-basis for learning science than the school and home environments only. This article investigates how after-school care schemes affect learning in grades 5 and 8. While taking into account the socio-economic and ethnic backgrounds of pupils, results indicate that after-school care is of significance. The influence of after-school care is roughly explained by the increased number of learning opportunities. We discuss the implications for research and the limitations of this survey. [Copyright &y& Elsevier]

The importance of interpersonal and expressive qualities has long been recognized in nursing. Drawing on data from a qualitative study among nursing students in Norway, this article discusses how nursing students cultivate authentic concern with patients. Because the nursing role has become more ambiguous, it must be created and formed in a personal way. Nursing students need to learn how to use their subjectivity in a way that promotes caring and compassionate conduct. [ABSTRACT FROM AUTHOR]

Abstract: In a sample of 135 Norwegian education undergraduates, we examined the effects of topic-specific epistemic beliefs concerning the simplicity and source of knowledge on deep-level understanding of multiple expository texts about the same topic—climate change. The results showed that students holding sophisticated simplicity beliefs, viewing knowledge about climate change as complex, gained better multiple-text understanding than did students holding naïve simplicity beliefs, viewing knowledge about climate change as simple. However, students holding sophisticated source beliefs, viewing knowledge about climate change as personal construction, performed poorer than did students holding naïve source beliefs, viewing knowledge about climate change as transmitted from experts. Moreover, students believing knowledge to be complex and, simultaneously, relying on expert authors were at a particular advantage with respect to multiple-text understanding. Thus, in this complex reading-task context, source beliefs usually located at the sophisticated ends of epistemic belief continuums turned out to be maladaptive, presumably because they distracted from the building of a high-quality representation of author and text meaning. [Copyright &y& Elsevier]

In a representative sample of 2,464 Norwegian adolescents, aged 12–15 years, 7.8% ( n= 191) reported reading difficulties (RD). No gender difference was found. Adolescents with RD were compared to classmates on psychosocial variables. In univariate analysis, RD adolescents report higher levels of depressive symptoms, more school stress, worried more about going to school, had lower school grades and lower attachment to parents than those without RD. They also scored lower on Global Self-worth and on Social Acceptance scales. Further, they reported reduced levels of psycho-functioning during the previous year because of mental health problems, they had received more help and had used more medication for such problems. In a multivariate logistic regression analysis, receiving help for mental health problems and reduced psycho-functioning showed the strongest associations with student RD status. No gender interactions were found. The study demonstrated important differences between adolescents with and without RD. [ABSTRACT FROM AUTHOR]

Typological research has received increasing interest in recent years, but is still regarded as substandard by personality psychologists. The current investigation shows how a typological approach can enhance our understanding of the influence of personality on risky health behaviors. We focused on Torgersen's eight personality types that represent unique configurations of high and low Extraversion, Neuroticism, and Constraint ( Vollrath & Torgersen, 2000 ). Participants were 606 Norwegian university students. Measures assessed personality factors, smoking, abuse of drugs and alcohol, drunk driving, and risky sexual behaviors. Results replicated earlier research showing that types combining either high Extraversion and low Constraint (Hedonists, Impulsives) or high Neuroticism and low Constraint (Insecures) engage in more risky health behaviors. The discussion focuses on demonstrating that the study of types is a valuable supplement to the dimensional tradition in personality psychology. [ABSTRACT FROM AUTHOR]

This study investigates the relationship between students' perceptions of the social structure in the classroom and perceptions of the motivational climate among 1171 Norwegian eighth-grade students from 65 school classes. A multilevel approach was implemented to investigate relationships at the individual level as well as at the class level. Results showed that perceptions of motivational climates varied considerably more within than between school classes, as well as a general trend for students to perceive the motivational climate to be more mastery than performance oriented. Moreover, emphatic teacher involvement yielded the strongest positive association with perceptions of a mastery motivational climate, as well as the strongest negative association with perceptions of a performance motivational climate. Besides, a mastery motivational climate was also found to be associated with a certain amount of student influence, whereas the final aspect of social structure investigated, regulation, showed relatively weaker associations with students' perceptions of motivational climate. [ABSTRACT FROM AUTHOR]

This Norwegian study explores the learning style preferences of first, second and third year students in Tourism and Hospitality Programmes. Comparing the findings with an UK/Australian study, this study uncovers interesting differences in learning style preferences amongst UK/Australian students and Norwegian students. In addition, the importance of the curricula content is discussed in relation to the findings of changing learning style preferences between first, second and third year students, which indicates that learning styles can change. An approach to explain this phenomenon is to consider the theoretical content of curricula, in relation to the goal of developing students to become philosophical practioners (PP). The study concludes that if the aim is to develop PP the content of the curriculum has to be modified accordingly, and that even though learning styles are important for how and what students learn, the content of the curriculum is also of importance. [ABSTRACT FROM AUTHOR]

The acquisition of Japanese conditionals is regarded as one of the most complicated items for foreign learners of Japanese to acquire. However, when it comes to account for this fact, there is no ready answer. By focusing on the acquisition of conditionals by Norwegian learners of Japanese, this study discusses whether modal constraints on the use of Japanese conditional markers can account for learners' difficulty and whether such difficulty can be systematically predicted by applying an implicational markedness relationship framework. In the course of the argument, a universal implicational markedness hierarchy for modal constraints on conditional markers is proposed. The hypothesis suggests that relative degrees of learning difficulty for the Norwegian learners will be determined by differences in degree of markedness between the native language and Japanese on the implicational hierarchy. Experimental results provide significant evidence to support that this is the case. [ABSTRACT FROM AUTHOR]

The core aim of this study was to examine determinants of anticipated worry related to three types of risk among adolescents. The participants were Norwegian high-school students aged 15–19 years (n = 335). They were students at 6 high schools and a total of 15 randomly selected school classes participated in the study. All the students were asked to fill in a self-completion questionnaire. The response rate was 100 per cent. The participants were shown three video sequences of three-minute conversations between a person and a listener discussing three risk sources, which each had developed into a problem (drug use, depression, and sexual abuse). The video sequences were shown to the students when they were in their classes. The results showed that there were gender differences in probability assessments as well as in anticipated worry related to the three types of risk. There were also differences in worry depending on the respondent's past experience with an identical or similar problem or risk. In addition to cognitive evaluations, own experience and gender, general worry, social support seeking, anxiety and depression significantly predicted worry. These variables explained 52 per cent of the variance. Worry may be a significant predictor of risk behaviour as well as decisions concerning risks and risk reduction. The results are related to the risk-as-feelings hypothesis (Loewenstein, Weber, Hsee and Welch) and other risk decision models are also discussed. [ABSTRACT FROM AUTHOR]

We examined whether the text understanding of students holding naïve and sophisticated epistemological beliefs was differentially affected by text format, also controlling for effects of gender, word decoding, and prior knowledge on understanding. The participants were 39 Norwegian first-year teacher students, and the topic of reading was attention-deficit hyperactivity disorder (ADHD). It was found that only readers holding sophisticated epistemological beliefs displayed adequate understanding when reading multiple, partly conflicting, texts about ADHD, whereas students holding naïve epistemological beliefs gained better understanding when reading a single textbook-like source with identical content. This finding, however, depended on the level of understanding being measured by the criterial task, with only the task measuring deeper situational text understanding showing an interaction between epistemological beliefs and text format. This study provides evidence that not only knowledge itself, but also personal beliefs about knowledge, may enhance or constrain deeper understanding of multiple texts. [ABSTRACT FROM AUTHOR]

The article examines the extent to which social background affects the choice of educational field among Norwegian master's degree students. Applying multinomial logistic regression, the article shows that social background plays an important part in the choice of educational field even within this highly selected group. Students tend to choose the same educational field as their parents, or fields close to that of their parents. This tendency is stronger among sons and daughters of graduate engineers, lawyers and people with medical education (such as medicine and dentistry) than among students whose parents have other education. [ABSTRACT FROM AUTHOR]

The aim of this article is to analyse the transferability of higher education undertaken abroad to a domestic labour market. More specifically, how do Norwegians who have undertaken their education abroad cope on the labour market compared to those who have a corresponding education from Norway? To examine this, we analyse short‐term labour market careers among graduates. Three measures of labour market outcome are investigated: job probability, skill mismatch and wages. Results show that education undertaken abroad has both positive and negative effects on labour market outcome. Graduates with a foreign degree have a lower job probability and a higher risk of over‐education relative to home graduates. But among the employed, ‘abroad’ graduates have higher wages. The latter is explained partly by more abroad graduates than home graduates being employed in the private sector. Highest job probabilities are found among those who have parts of their education from abroad. The main results are significant and robust across models, but the quantitative differences in labour market outcomes between abroad and home graduates are relatively small. [ABSTRACT FROM AUTHOR]