Åge Diseth
Datos Biográficos
| ID | 1500463 |
|---|---|
| NOMBRE | Åge Diseth |
| NOMBRES | Åge |
| APELLIDO | Diseth |
| FIRMA | DISETH Å |
| AFILIACIONES | University of Bergen |
| ORCID | 0000-0002-0353-5954 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAS | 24 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2007 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
From internal pressure to personal value
This study examined the interrelationships among academic self-regulation, perceived autonomy support from teachers, and academic achievement in Norwegian upper secondary school students, while also validating a Norwegian version of the Self-Regulation Questionnaire-Academic (SRQ-A(N)). Confirmatory factor analysis supported a four-factor structure for the SRQ-A(N), confirming its construct validity and suitability as a concise measure of self-re…
Validation of a short version of the Game Transfer Phenomena Scale on mobile phone games
Evidence suggests that gamers commonly re-experience game content after playing. These experiences are called Game Transfer Phenomena (GTP) and manifest as altered sensory perceptions, automatic mental processes, automatic actions, and behaviours with game content. Previous research has measured GTP using comprehensive scales without considering different gaming platforms. Games on mobile phones have specific mechanics and features (e.g. slowing …
Motivation and learning strategies among students in upper secondary education
This study examined grade-level differences in motivation and learning strategies and their relations to academic achievement (GPA) from a self-regulated learning (SRL) perspective. Participants were 401 Norwegian upper secondary/senior high school students (mean age = 17.1) who completed a 27-item short-form MSLQ assessing intrinsic and extrinsic goal orientation, self-efficacy, and cognitive, metacognitive, and resource management strategies. C…
Teachers’ attitudes toward inclusion, levels of self-efficacy and beliefs about a strength-based approach to education
High school physical education
This study seeks to identify factors that promote positive experiences in high school physical education (PE). The study combines elements of Self-determination Theory (SDT) with the theory of flow. Special attention is given to gender differences. The study sample consisted of 167 Norwegian senior high school students (78 females and 89 males) who completed a questionnaire after having participated in a PE class. The majority of the students rep…
Autonomy support and achievement goals as predictors of perceived school performance and life satisfaction in the transition between lower and upper secondary school
Personality as an indirect predictor of academic achievement via student course experience and approach to learning
How personality traits predict students' course experience, approaches to learning (SAL), and academic achievement were investigated. A path analysis showed that personality traits predicted course experience, which, in turn, predicted SAL and academic achievement. Personality traits accounted for 27% of the variance in teaching quality, and 18% of the variance in appropriate workload. Furthermore, personality traits and course experience account…
Achievement Motives, Self-Efficacy, Achievement Goals, and Academic Achievement at Multiple Stages of Education
Achievement Motives, Self-Efficacy, Achievement Goals, and Academic Achievement at Multiple Stages of Education
The present study investigated the joint effects of achievement motives, self-efficacy, and achievement goals as predictors of subsequent academic achievement among educational science students. A longitudinal research design allowed for measurement of motivational variables at several stages of education during bachelor courses (subsequent to the introductory courses), firstly by measuring achievement motives, secondly by self-efficacy and achie…
A path analysis of basic need support, self-efficacy, achievement goals, life satisfaction and academic achievement level among secondary school students
Teachers’ support of basic psychological needs, self-efficacy, achievement goals, life satisfaction and academic achievement level was measured in a sample of 240 secondary school students (8th and 10th grades). Correlation analysis showed significant positive relations between all of the variables, except for the relation between need support of competence and performance goals. A subsequent path analysis showed that these variables could be acc…
Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement
A mediation analysis of achievement motives, goals, learning strategies, and academic achievement
Background. Previous research is inconclusive regarding antecedents and consequences of achievement goals, and there is a need for more research in order to examine the joint effects of different types of motives and learning strategies as predictors of academic achievement.Aims. To investigate the relationship between achievement motives, achievement goals, learning strategies (deep, surface, and strategic), and academic achievement in a hierarc…
Personality Traits and Achievement Motives
Theoretical and empirical relations between personality traits and motive dispositions were investigated by comparing scores of 315 undergraduate psychology students on the NEO Personality Inventory-Revised and the Achievement Motives Scale. Analyses showed all NEO Personality Inventory-Revised factors except agreeableness were significantly correlated with the motive for success and the motive to avoid failure. A structural equation model showed…
Approaches to learning, course experience and examination grade among undergraduate psychology students
The purpose of this study was to investigate the relationship between course experience, students’ approaches to learning, effort, ability and examination grade, and to examine aspects of construct validity in the present versions of the Course Experience Questionnaire and the Approaches and Study Skills Inventory for Students in a sample of 206 undergraduate psychology students. The results showed that course experience, students’ approaches to …
A mediation analysis of achievement motives, goals, learning strategies, and academic achievement
Background. Previous research is inconclusive regarding antecedents and consequences of achievement goals, and there is a need for more research in order to examine the joint effects of different types of motives and learning strategies as predictors of academic achievement.Aims. To investigate the relationship between achievement motives, achievement goals, learning strategies (deep, surface, and strategic), and academic achievement in a hierarc…
Approaches to learning, course experience and examination grade among undergraduate psychology students
The purpose of this study was to investigate the relationship between course experience, students’ approaches to learning, effort, ability and examination grade, and to examine aspects of construct validity in the present versions of the Course Experience Questionnaire and the Approaches and Study Skills Inventory for Students in a sample of 206 undergraduate psychology students. The results showed that course experience, students’ approaches to …
Autonomy support and achievement goals as predictors of perceived school performance and life satisfaction in the transition between lower and upper secondary school
High school physical education
This study seeks to identify factors that promote positive experiences in high school physical education (PE). The study combines elements of Self-determination Theory (SDT) with the theory of flow. Special attention is given to gender differences. The study sample consisted of 167 Norwegian senior high school students (78 females and 89 males) who completed a questionnaire after having participated in a PE class. The majority of the students rep…
Approaches to learning, course experience and examination grade among undergraduate psychology students
The purpose of this study was to investigate the relationship between course experience, students’ approaches to learning, effort, ability and examination grade, and to examine aspects of construct validity in the present versions of the Course Experience Questionnaire and the Approaches and Study Skills Inventory for Students in a sample of 206 undergraduate psychology students. The results showed that course experience, students’ approaches to …
Personality Traits and Achievement Motives
Theoretical and empirical relations between personality traits and motive dispositions were investigated by comparing scores of 315 undergraduate psychology students on the NEO Personality Inventory-Revised and the Achievement Motives Scale. Analyses showed all NEO Personality Inventory-Revised factors except agreeableness were significantly correlated with the motive for success and the motive to avoid failure. A structural equation model showed…
A mediation analysis of achievement motives, goals, learning strategies, and academic achievement
Background. Previous research is inconclusive regarding antecedents and consequences of achievement goals, and there is a need for more research in order to examine the joint effects of different types of motives and learning strategies as predictors of academic achievement.Aims. To investigate the relationship between achievement motives, achievement goals, learning strategies (deep, surface, and strategic), and academic achievement in a hierarc…
Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement
A path analysis of basic need support, self-efficacy, achievement goals, life satisfaction and academic achievement level among secondary school students
Teachers’ support of basic psychological needs, self-efficacy, achievement goals, life satisfaction and academic achievement level was measured in a sample of 240 secondary school students (8th and 10th grades). Correlation analysis showed significant positive relations between all of the variables, except for the relation between need support of competence and performance goals. A subsequent path analysis showed that these variables could be acc…
Personality as an indirect predictor of academic achievement via student course experience and approach to learning
How personality traits predict students' course experience, approaches to learning (SAL), and academic achievement were investigated. A path analysis showed that personality traits predicted course experience, which, in turn, predicted SAL and academic achievement. Personality traits accounted for 27% of the variance in teaching quality, and 18% of the variance in appropriate workload. Furthermore, personality traits and course experience account…
Achievement Motives, Self-Efficacy, Achievement Goals, and Academic Achievement at Multiple Stages of Education
Achievement Motives, Self-Efficacy, Achievement Goals, and Academic Achievement at Multiple Stages of Education
The present study investigated the joint effects of achievement motives, self-efficacy, and achievement goals as predictors of subsequent academic achievement among educational science students. A longitudinal research design allowed for measurement of motivational variables at several stages of education during bachelor courses (subsequent to the introductory courses), firstly by measuring achievement motives, secondly by self-efficacy and achie…
Autonomy support and achievement goals as predictors of perceived school performance and life satisfaction in the transition between lower and upper secondary school
High school physical education
This study seeks to identify factors that promote positive experiences in high school physical education (PE). The study combines elements of Self-determination Theory (SDT) with the theory of flow. Special attention is given to gender differences. The study sample consisted of 167 Norwegian senior high school students (78 females and 89 males) who completed a questionnaire after having participated in a PE class. The majority of the students rep…
Motivation and learning strategies among students in upper secondary education
This study examined grade-level differences in motivation and learning strategies and their relations to academic achievement (GPA) from a self-regulated learning (SRL) perspective. Participants were 401 Norwegian upper secondary/senior high school students (mean age = 17.1) who completed a 27-item short-form MSLQ assessing intrinsic and extrinsic goal orientation, self-efficacy, and cognitive, metacognitive, and resource management strategies. C…
Teachers’ attitudes toward inclusion, levels of self-efficacy and beliefs about a strength-based approach to education
From internal pressure to personal value
This study examined the interrelationships among academic self-regulation, perceived autonomy support from teachers, and academic achievement in Norwegian upper secondary school students, while also validating a Norwegian version of the Self-Regulation Questionnaire-Academic (SRQ-A(N)). Confirmatory factor analysis supported a four-factor structure for the SRQ-A(N), confirming its construct validity and suitability as a concise measure of self-re…
Validation of a short version of the Game Transfer Phenomena Scale on mobile phone games
Evidence suggests that gamers commonly re-experience game content after playing. These experiences are called Game Transfer Phenomena (GTP) and manifest as altered sensory perceptions, automatic mental processes, automatic actions, and behaviours with game content. Previous research has measured GTP using comprehensive scales without considering different gaming platforms. Games on mobile phones have specific mechanics and features (e.g. slowing …
Academic achievement (10 obras) · Developmental psychology (10 obras) · Psychology (10 obras) · Social Psychology (10 obras) · Motivation and Self-Concept in Sports (9 obras) · Education, Achievement, and Giftedness (8 obras) · Mathematics education (6 obras) · Social Psychology (6 obras) · Norwegian (5 obras) · Innovative Teaching and Learning Methods (4 obras)