Lene Vestad
Biographic Data
| ID | 5706730 |
|---|---|
| NAME | Lene Vestad |
| GIVEN NAMES | Lene |
| FAMILY NAME | Vestad |
| SIGNATURE | VESTAD L |
| AFFILIATIONS | University of Stavanger |
| ORCID | 0000-0002-6558-0929 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
It sort of goes hand in hand the academic and the social’
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…
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…
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…
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…
It sort of goes hand in hand the academic and the social’
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…
Psychology (5 works) · Social Psychology (4 works) · Developmental psychology (3 works) · Mathematics education (3 works) · Norwegian (3 works) · Parental Involvement in Education (3 works) · Pedagogy (3 works) · Social Psychology (3 works) · Structural equation modeling (3 works) · Academic achievement (2 works)