Einar M Skaalvik
Dados Biográficos
| ID | 2746863 |
|---|---|
| NOME | Einar M Skaalvik |
| PRENOMES | Einar M |
| SOBRENOME | Skaalvik |
| ASSINATURA | SKAALVIK E M |
| AFILIAÇÕES | Norwegian University of Science and Technology |
| ORCID | 0000-0002-7136-0754 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 40 |
| TOTAL DE CITAÇÕES | 481 |
| TOTAL COMO AUTOR | 40 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1983 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2023 |
| ÍNDICE H | 10 |
Shared goals and values in the teaching profession, job satisfaction and motivation to leave the teaching profession
This study explored relations between teachers’ perceptions of sharing educational goals and values with their colleagues (shared values), job satisfaction, and motivation to leave the teaching profession. The extent to which these associations were mediated through indicators of psychological need satisfaction (belonging, autonomy, and competence) was also examined. Participants were 1145 Norwegian teachers. SEM analyses showed that shared value…
Collective teacher culture and school goal structure
One purpose of this study was to test a model of a collective teacher culture (CTC) proposed by Skaalvik and Skaalvik (Skaalvik and Skaalvik, Social Psychology of Education 24:1389–1406, 2021). In this model, a second-order CTC variable was indicated by four first-order variables: positive and supportive social relations with colleagues, collective teacher efficacy, shared goals and values, and value consonance. A second purpose was to test how a…
Teacher self-efficacy and reasons for choosing initial teacher education programmes in Norway and New Zealand
In samples of teacher education students in New Zealand and Norway, we explored their reasons for choosing teaching and their sense of self-efficacy for teaching. We examined the factor structure of the newly developed Reasons for Choosing Teacher Education Scale (RCTES) and the established Norwegian Teacher Self-Efficacy Scale (NTSES). The factor structure of the NTSES and the RCTES were consistent with expectations and previous research. We fou…
Collective teacher culture
One purpose of this study was to analyze relations between four possible indicators of a collective teacher culture by means of confirmatory factor analyses. The indicators were termed “shared goals values”, “value consonance”, “collective teacher efficacy”, and “supportive colleagues”. A second purpose was to explore relations between collective teacher culture and teachers’ experiences of autonomy, belonging, and job satisfaction. Participants …
Teacher burnout
The purpose of this longitudinal study was to analyse relations between teachers’ perceptions of job demands and job resources in the school environment and dimensions of burnout, depressed mood, job satisfaction and motivation to leave the teaching profession (quit). The participants were 262 Norwegian high school teachers. The teachers’ perceptions of three job demands (time pressure, low student motivation, and dissonant value context) and two…
Job demands and job resources as predictors of teacher motivation and well-being
We analyzed how teacher perception of job demands and job resources in the school environment were related to teacher well-being, engagement and motivation to leave the teaching profession. Participants were 760 Norwegian teachers in grade 1–10. Data were analyzed by means of confirmatory factor analysis and SEM analysis. A second order job demand variable strongly predicted lower teacher well-being, whereas job resources more moderately predicte…
Mathematics anxiety and coping strategies among middle school students
The purpose of this study was to explore relations between students’ prior grades in mathematics, achievement goal orientations in math classes, math anxiety, and students coping strategies in math classes. Three achievement goal orientations (mastery goals, performance-approach goals, and performance-avoidance goals) and two coping strategies (problem-focused and self-protective strategies) were explored. Participants in the study were 939 middl…
Still motivated to teach? A study of school context variables, stress and job satisfaction among teachers in senior high school
Students’ perceptions of mathematics classroom goal structures
Dimensions of teacher burnout
Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion
Teacher Stress and Teacher Self-Efficacy as Predictors of Engagement, Emotional Exhaustion, and Motivation to Leave the Teaching Profession
The purpose of this study was to explore how seven potentially stressful school context variables (potential stressors) predicted senior high school teachers’ experiences of teacher self-efficacy, emotional stress, emotional exhaustion, engagement in teaching, and motivation to leave the teaching profession. A total of 523 Norwegian teachers in senior high school participated in the study. Four of the potential stressors were significantly but di…
Job Satisfaction, Stress and Coping Strategies in the Teaching Profession—What Do Teachers Say?
This study explored job satisfaction, work-related stress, consequences of stress, and coping strategies among Norwegian teachers. The study is based on qualitative interviews with 30 working teachers and four retired teachers. The respondents reported high job satisfaction but also severe stress and exhaustion. Teachers of different ages or at different stages in their careers reported the same sources of job satisfaction and stress. However, co…
Relations between classroom goal structures and students’ goal orientations in mathematics classes
Teacher Self-Efficacy and Perceived Autonomy
When studied separately, research shows that both teacher self-efficacy and teacher autonomy are associated with adaptive motivational and emotional outcomes. This study tested whether teacher self-efficacy and teacher autonomy are independently associated with engagement, job satisfaction, and emotional exhaustion. 2,569 Norwegian teachers in elementary school and middle school (719 men, 1,850 women; M age = 45.0 yr., SD = 11.5) were administere…
Students’ perception of instrumental support and effort in mathematics
Cross-validation of the Norwegian Teacher's Self-Efficacy Scale (NTSES)
Principal self-efficacy
Principal self-efficacy and work engagement
One purpose of the present study was to develop and test the factor structure of a multidimensional and hierarchical Norwegian Principal Self-Efficacy Scale (NPSES). Another purpose of the study was to investigate the relationship between principal self-efficacy and work engagement. Principal self-efficacy was measured by the 22-item NPSES. Work engagement was measured by a modified version of the Utrecht Work Engagement Scale (UWES). The partici…
Teacher job satisfaction and motivation to leave the teaching profession
Does school context matter? Relations with teacher burnout and job satisfaction
Teacher self-efficacy and teacher burnout
Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout.
In this study, the authors developed and factor analyzed the Norwegian Teacher Self-Efficacy Scale. They also examined relations among teacher self-efficacy, perceived collective teacher efficacy, external control (teachers' general beliefs about limitations to what can be achieved through education), strain factors, and teacher burnout. Participants were 244 elementary and middle school teachers. The analysis supported the conceptualization of t…
Self-Concept, Motivational Orientation, and Help-Seeking Behavior in Mathematics
Adolescents’ Perceptions of Masculine and Feminine Values in Sport and Physical Education
Teacher self-efficacy and teacher burnout
Teacher job satisfaction and motivation to leave the teaching profession
Does school context matter? Relations with teacher burnout and job satisfaction
Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion
Adolescents’ Perceptions of Masculine and Feminine Values in Sport and Physical Education
Gender Differences in Math and Verbal Self-Concept, Performance Expectations, and Motivation
Still motivated to teach? A study of school context variables, stress and job satisfaction among teachers in senior high school
Academic achievement and self-concept
Causal relationships among academic achievement, self-concept of ability, and general self-esteem were examined for two cohorts of Norwegian school children. Measures of the three variables were collected when the students in the two cohorts were attending third and sixth grade and 18 months later. Four hypotheses were tested by a methodology developed in the frame of structural covariance models with latent variables by means of the LISREL VII p…
Cross-validation of the Norwegian Teacher's Self-Efficacy Scale (NTSES)
Physical Self-Concept and Sports
Job demands and job resources as predictors of teacher motivation and well-being
We analyzed how teacher perception of job demands and job resources in the school environment were related to teacher well-being, engagement and motivation to leave the teaching profession. Participants were 760 Norwegian teachers in grade 1–10. Data were analyzed by means of confirmatory factor analysis and SEM analysis. A second order job demand variable strongly predicted lower teacher well-being, whereas job resources more moderately predicte…
Dimensions of teacher burnout
Math and Verbal Achievement and Self-Concepts
Predictions from the Marsh Internal/External Frame of Reference Model were tested on two groups of sixth-grade Norwegian students. Data were analyzed through path analysis for latent variables using structural analysis. The predictions were supported for students who perceived their level of math and verbal achievement as substantially different (n = 309): Math and verbal self-concepts were not correlated and there were significant negative corre…
A Test of the Internal/External Frame of Reference Model at Different Levels of Math and Verbal Self-Perception
In this study, predictive relations were examined between math and verbal achievement and several different measures of motivation. The sample consisted of 348 sixth grade and 325 ninth grade Norwegian students. Motivation variables of self-concept, self-perceived aptitude, and self-perceived ability to learn within each domain were highly correlated and used as indicators to define math and verbal latent variables labeled general math and verbal…
Collective teacher culture
One purpose of this study was to analyze relations between four possible indicators of a collective teacher culture by means of confirmatory factor analyses. The indicators were termed “shared goals values”, “value consonance”, “collective teacher efficacy”, and “supportive colleagues”. A second purpose was to explore relations between collective teacher culture and teachers’ experiences of autonomy, belonging, and job satisfaction. Participants …
Relations between classroom goal structures and students’ goal orientations in mathematics classes
Principal self-efficacy
Gender differences in mathematics and verbal achievement, self-perception and motivation
This study examined gender differences in mathematics and verbal self-concept, self-perceived skills, and motivation and whether such differences were larger than could be explained by differences in achievement. Subjects were 356 sixth grade and 353 ninth grade Norwegian students. Data were analysed by analysis of variance and covariance. There were no differences between the sexes in mathematics achievement, whereas boys had higher mathematics …
Collective teacher culture and school goal structure
One purpose of this study was to test a model of a collective teacher culture (CTC) proposed by Skaalvik and Skaalvik (Skaalvik and Skaalvik, Social Psychology of Education 24:1389–1406, 2021). In this model, a second-order CTC variable was indicated by four first-order variables: positive and supportive social relations with colleagues, collective teacher efficacy, shared goals and values, and value consonance. A second purpose was to test how a…
Teacher self-efficacy and reasons for choosing initial teacher education programmes in Norway and New Zealand
In samples of teacher education students in New Zealand and Norway, we explored their reasons for choosing teaching and their sense of self-efficacy for teaching. We examined the factor structure of the newly developed Reasons for Choosing Teacher Education Scale (RCTES) and the established Norwegian Teacher Self-Efficacy Scale (NTSES). The factor structure of the NTSES and the RCTES were consistent with expectations and previous research. We fou…
Students’ perceptions of mathematics classroom goal structures
Peer relations, loneliness, and self-perceptions in school-aged children
Recent studies have suggested that certain behavioural characteristics in children are closely associated with peer acceptance, and that children who are not accepted by peers are more lonely than other children. The present research examines a more comprehensive pattern of relationships. In addition to behavioural characteristics, peer acceptance, and feelings of loneliness and social dissatisfaction, the study includes self-perceptions of socia…
Principal self-efficacy and work engagement
One purpose of the present study was to develop and test the factor structure of a multidimensional and hierarchical Norwegian Principal Self-Efficacy Scale (NPSES). Another purpose of the study was to investigate the relationship between principal self-efficacy and work engagement. Principal self-efficacy was measured by the 22-item NPSES. Work engagement was measured by a modified version of the Utrecht Work Engagement Scale (UWES). The partici…
Mathematics anxiety and coping strategies among middle school students
The purpose of this study was to explore relations between students’ prior grades in mathematics, achievement goal orientations in math classes, math anxiety, and students coping strategies in math classes. Three achievement goal orientations (mastery goals, performance-approach goals, and performance-avoidance goals) and two coping strategies (problem-focused and self-protective strategies) were explored. Participants in the study were 939 middl…
Students’ perception of instrumental support and effort in mathematics
Academic Achievement, Self-esteem and Valuing of the School-some Sex Differences
The present study tested the hypotheses that there would be sex differences in the relationship between academic achievement and (1) self-esteem, (2) perception of parental pressure towards academic achievement and (3) perceived value of the school. These hypotheses were derived from an analysis of self-esteem theory in relation to sex related roles and norms in our culture. The hypotheses were tested using 348 children in five different class le…
Experiences in School as Determinants of Behaviour in a Discussion Situation
S ummary . This study examined the effects of school experiences on behaviour in a discussion. Participants were 80 8th grade students (40 females and 40 males). Dyads of students (one high and one low achiever) were assigned to two different solutions of a problem. Each student in the dyad was asked to defend one of these solutions and was given four written arguments in favour of it. The students were instructed to give up the discussion if the…
Academic achievement and self-concept
Causal relationships among academic achievement, self-concept of ability, and general self-esteem were examined for two cohorts of Norwegian school children. Measures of the three variables were collected when the students in the two cohorts were attending third and sixth grade and 18 months later. Four hypotheses were tested by a methodology developed in the frame of structural covariance models with latent variables by means of the LISREL VII p…
Math and Verbal Achievement and Self-Concepts
Predictions from the Marsh Internal/External Frame of Reference Model were tested on two groups of sixth-grade Norwegian students. Data were analyzed through path analysis for latent variables using structural analysis. The predictions were supported for students who perceived their level of math and verbal achievement as substantially different (n = 309): Math and verbal self-concepts were not correlated and there were significant negative corre…
Attribution of perceived achievement in school in general and in maths and verbal areas
This study examined 6th ( N =350) and 9th ( N =352) grade Norwegian students' attributions of their perceived results in school in general and in mathematics and language arts (Norwegian) in particular. Strong self‐serving attributional biases were found both for perceived results in school in general and for results in maths and Norwegian. Also, students who had high maths self‐concept and low verbal self‐concept or low maths self‐concept and hi…
Gender differences in mathematics and verbal achievement, self-perception and motivation
This study examined gender differences in mathematics and verbal self-concept, self-perceived skills, and motivation and whether such differences were larger than could be explained by differences in achievement. Subjects were 356 sixth grade and 353 ninth grade Norwegian students. Data were analysed by analysis of variance and covariance. There were no differences between the sexes in mathematics achievement, whereas boys had higher mathematics …
A Test of the Internal/External Frame of Reference Model at Different Levels of Math and Verbal Self-Perception
In this study, predictive relations were examined between math and verbal achievement and several different measures of motivation. The sample consisted of 348 sixth grade and 325 ninth grade Norwegian students. Motivation variables of self-concept, self-perceived aptitude, and self-perceived ability to learn within each domain were highly correlated and used as indicators to define math and verbal latent variables labeled general math and verbal…
Peer relations, loneliness, and self-perceptions in school-aged children
Recent studies have suggested that certain behavioural characteristics in children are closely associated with peer acceptance, and that children who are not accepted by peers are more lonely than other children. The present research examines a more comprehensive pattern of relationships. In addition to behavioural characteristics, peer acceptance, and feelings of loneliness and social dissatisfaction, the study includes self-perceptions of socia…
Self-enhancing and self-defeating ego orientation
Recent research in motivation has identified 2 main goal orientations: task orientation and ego orientation. Two studies of 6th- and 8th-grade Norwegian students tested the prediction that there are different dimensions of ego orientation (self-defeating and self-enhancing), that they may be separated from other goal orientations, and that they relate differently to academic achievement, self-concept, self-efficacy, self-esteem, anxiety, and intr…
Academic Self-Concept and Self-Efficacy
Self-Concept and Self-Efficacy
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Frames of Reference for Self-Evaluation of Ability in Mathematics
Measures of eight frame-specific self-evaluations of ability in mathematics were used to predict general mathematics self-concept and self-efficacy. Participants were 900 Norwegian students in Grade 6 ( n = 277), Grade 9 ( n = 236), Grade 11 ( n = 263), and adult students attending senior high school ( n = 124). Four items measured frame-specific self-evaluation of achievement based on external frames of reference whereas four items measured fram…
Self-Concept and Self-Efficacy
We examined how final grades in mathematics and verbal arts in the first year of high school (Grade 11) were predicted in a Norwegian population by sex, previous grades in middle school (Grade 10), self-concept, self-efficacy at a domain-specific level, and intrinsic motivation. Direct and indirect relations were examined by means of a series of regression analyses. Participants were 483 students from six Norwegian high schools. End of term grade…
Gender Differences in Math and Verbal Self-Concept, Performance Expectations, and Motivation
Physical Self-Concept and Sports
Self-Concept, Motivational Orientation, and Help-Seeking Behavior in Mathematics
Adolescents’ Perceptions of Masculine and Feminine Values in Sport and Physical Education
Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout.
In this study, the authors developed and factor analyzed the Norwegian Teacher Self-Efficacy Scale. They also examined relations among teacher self-efficacy, perceived collective teacher efficacy, external control (teachers' general beliefs about limitations to what can be achieved through education), strain factors, and teacher burnout. Participants were 244 elementary and middle school teachers. The analysis supported the conceptualization of t…
Does school context matter? Relations with teacher burnout and job satisfaction
Teacher self-efficacy and teacher burnout
Principal self-efficacy and work engagement
One purpose of the present study was to develop and test the factor structure of a multidimensional and hierarchical Norwegian Principal Self-Efficacy Scale (NPSES). Another purpose of the study was to investigate the relationship between principal self-efficacy and work engagement. Principal self-efficacy was measured by the 22-item NPSES. Work engagement was measured by a modified version of the Utrecht Work Engagement Scale (UWES). The partici…
Teacher job satisfaction and motivation to leave the teaching profession
Principal self-efficacy
Cross-validation of the Norwegian Teacher's Self-Efficacy Scale (NTSES)
Teacher Self-Efficacy and Perceived Autonomy
When studied separately, research shows that both teacher self-efficacy and teacher autonomy are associated with adaptive motivational and emotional outcomes. This study tested whether teacher self-efficacy and teacher autonomy are independently associated with engagement, job satisfaction, and emotional exhaustion. 2,569 Norwegian teachers in elementary school and middle school (719 men, 1,850 women; M age = 45.0 yr., SD = 11.5) were administere…
Psychology (40 obras) · Social Psychology (33 obras) · Motivation and Self-Concept in Sports (29 obras) · Social Psychology (25 obras) · Norwegian (23 obras) · Developmental psychology (20 obras) · Education, Achievement, and Giftedness (17 obras) · Pedagogy (16 obras) · Mathematics education (15 obras) · Teacher Professional Development and Motivation (15 obras)