Edvin Bru
Biographic Data
| ID | 2745768 |
|---|---|
| NAME | Edvin Bru |
| GIVEN NAMES | Edvin |
| FAMILY NAME | Bru |
| SIGNATURE | BRU E |
| AFFILIATIONS | University of Stavanger |
| ORCID | 0000-0003-2004-6957 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 22 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Students’ aerobic fitness, self-regulation, and mathematical performance in primary school
Does teacher support predict students' growth mindset? A random intercept cross‐lagged panel model
BACKGROUND: Teachers' role in fostering students' growth mindset (GM) is increasingly acknowledged among researchers and practitioners. However, the questions of how teachers support students' growth mindsets and whether this influences adolescents' perceived mindsets have yet to be comprehensively addressed. AIMS: The main objective of this study was to investigate the predictive role of teachers' support for students' growth mindset (TSGM) on s…
Teachers’ support for growth mindset and its links with students’ growth mindset, academic engagement, and achievements in lower secondary school
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 growth mindset (TSGM) is likely to influence students’ mindsets while also promoting academic engagement and achievement. This cross-sectional study first examined the extent to which lower secondary school students ( N = 1608) pe…
Social competencies, classroom relationships, and academic engagement
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 awareness), and classroom relationships (emotional support from teachers and collaborative peer relations). Average changes during the first year of lower secondary school were investigated, and an LCS model specifying that indi…
Associations of social and emotional competencies, academic efficacy beliefs, and emotional distress among students in lower secondary school
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 with academic efficacy belief (AEB) and emotional distress among 1142 Norwegian eighth-grade students. The students answered an Internet-based questionnaire during school hours. Structural equation modeling was used to assess the…
Intentions to quit upper secondary education among first generation immigrants and native Norwegians
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 into the process of leaving upper secondary education. The analyses of 1299 Norwegian first-year upper secondary school students’ (88% native Norwegians, 12% first-generation immigrants) self-reported intentions to quit school, lon…
School factors associated with school refusal- and truancy-related reasons for school non-attendance
The Zero programme against bullying
Academic outcomes in school classes with markedly disruptive pupils
The role of perceived parental socialization practices in school adjustment among Norwegian upper secondary school students
Background Lack of adjustment or school failure is a concern to educators, educational and school psychologists as well as parents, but few studies have focused on school adjustment during late adolescence. Moreover, studies have yet to explore associations between parenting and school adjustment among upper secondary school students. Aim The primary objective of this study is to explore the relative and unique influence of parental support, beha…
The relationships between negative life events, perceived support in the school environment and depressive symptoms among Norwegian senior high school students
Passive Students in Junior High School
School factors associated with school refusal- and truancy-related reasons for school non-attendance
Intentions to quit upper secondary education among first generation immigrants and native Norwegians
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 into the process of leaving upper secondary education. The analyses of 1299 Norwegian first-year upper secondary school students’ (88% native Norwegians, 12% first-generation immigrants) self-reported intentions to quit school, lon…
Passive Students in Junior High School
The Zero programme against bullying
Teachers’ support for growth mindset and its links with students’ growth mindset, academic engagement, and achievements in lower secondary school
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 growth mindset (TSGM) is likely to influence students’ mindsets while also promoting academic engagement and achievement. This cross-sectional study first examined the extent to which lower secondary school students ( N = 1608) pe…
The role of perceived parental socialization practices in school adjustment among Norwegian upper secondary school students
Background Lack of adjustment or school failure is a concern to educators, educational and school psychologists as well as parents, but few studies have focused on school adjustment during late adolescence. Moreover, studies have yet to explore associations between parenting and school adjustment among upper secondary school students. Aim The primary objective of this study is to explore the relative and unique influence of parental support, beha…
Passive Students in Junior High School
The relationships between negative life events, perceived support in the school environment and depressive symptoms among Norwegian senior high school students
The Zero programme against bullying
Academic outcomes in school classes with markedly disruptive pupils
The role of perceived parental socialization practices in school adjustment among Norwegian upper secondary school students
Background Lack of adjustment or school failure is a concern to educators, educational and school psychologists as well as parents, but few studies have focused on school adjustment during late adolescence. Moreover, studies have yet to explore associations between parenting and school adjustment among upper secondary school students. Aim The primary objective of this study is to explore the relative and unique influence of parental support, beha…
School factors associated with school refusal- and truancy-related reasons for school non-attendance
Associations of social and emotional competencies, academic efficacy beliefs, and emotional distress among students in lower secondary school
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 with academic efficacy belief (AEB) and emotional distress among 1142 Norwegian eighth-grade students. The students answered an Internet-based questionnaire during school hours. Structural equation modeling was used to assess the…
Intentions to quit upper secondary education among first generation immigrants and native Norwegians
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 into the process of leaving upper secondary education. The analyses of 1299 Norwegian first-year upper secondary school students’ (88% native Norwegians, 12% first-generation immigrants) self-reported intentions to quit school, lon…
Teachers’ support for growth mindset and its links with students’ growth mindset, academic engagement, and achievements in lower secondary school
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 growth mindset (TSGM) is likely to influence students’ mindsets while also promoting academic engagement and achievement. This cross-sectional study first examined the extent to which lower secondary school students ( N = 1608) pe…
Social competencies, classroom relationships, and academic engagement
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 awareness), and classroom relationships (emotional support from teachers and collaborative peer relations). Average changes during the first year of lower secondary school were investigated, and an LCS model specifying that indi…
Does teacher support predict students' growth mindset? A random intercept cross‐lagged panel model
BACKGROUND: Teachers' role in fostering students' growth mindset (GM) is increasingly acknowledged among researchers and practitioners. However, the questions of how teachers support students' growth mindsets and whether this influences adolescents' perceived mindsets have yet to be comprehensively addressed. AIMS: The main objective of this study was to investigate the predictive role of teachers' support for students' growth mindset (TSGM) on s…
Students’ aerobic fitness, self-regulation, and mathematical performance in primary school
Psychology (11 works) · Developmental psychology (9 works) · Social Psychology (8 works) · Norwegian (7 works) · Pedagogy (7 works) · Social Psychology (7 works) · Sociology of Education (7 works) · Early Childhood Education and Development (6 works) · Child and Adolescent Psychosocial and Emotional Development (5 works) · Parental Involvement in Education (5 works)