Ragnhild Eek Brandlistuen
Biographic Data
| ID | 5707643 |
|---|---|
| NAME | Ragnhild Eek Brandlistuen |
| GIVEN NAMES | Ragnhild Eek |
| FAMILY NAME | Brandlistuen |
| SIGNATURE | BRANDLISTUEN R E |
| AFFILIATIONS | Norwegian Institute of Public Health |
| ORCID | 0000-0001-8054-0960 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Student–teacher relationships as a mediator of children's education‐linked genetics
Background Genetic differences are robustly associated with educational outcomes, but how they become linked is poorly understood. A plausible hypothesis, yet to be thoroughly empirically tested, is that the school environment mediates the association. Methods Using structural equation models, we tested whether the student–teacher relationship at age 5 (teacher‐reported Student–Teacher Relationship Scale) mediated the association between children…
Navigating early risks
BACKGROUND: It has been proposed that early risk constellations link differentially to later developmental outcomes. However, existing studies often use a limited set of risk indicators, excluding genetic and child-based risks. It is also unclear if the protective effects of potential moderators, such as kindergarten experiences, differ across risk groups. METHODS: Using data from the Norwegian Mother, Father and Child (MoBa) cohort study (n = 7,…
The effect of Ecec process quality on school performance and the mediating role of early social skills
Many studies have linked quality in early childhood education and care [ECEC] to school performance, but the mechanisms of how ECEC process quality affects children in ways that lead to improved school performance is unclear. In this study on 7431 children in Norway, we test the hypothesis that the relation between process quality in ECEC and later school performance is mediated by early social skills. Process quality was measured at age 5 years …
The role of early social play behaviors and language skills for shy children’s later internalizing difficulties in school
Research has demonstrated links from early childhood shyness to socioemotional problems later in life. This longitudinal study explored the role of early social play behaviors and language skills in the associations between childhood shyness and later internalizing and language difficulties in school. Participants were N = 7,447 children (50.1% girls) from the Norwegian Mother, Father, and Child Cohort Study (MoBa). Latent direct, indirect, and i…
Socioeconomic disparities in early language development in two Norwegian samples
Socioeconomic disparities in early language are widespread and have long-lasting effects. The aim of this study is to investigate when social gaps in language problems arise and how they change across the first years of schooling. We address this question in two large longitudinal Norwegian datasets: the Behavior Outlook Norwegian Developmental Study (BONDS) and the Norwegian Mother, Father and Child Cohort Study (MoBa). Despite some slight diffe…
Preschool structural quality and student–teacher closeness are related to children's adjustment
This study aims at examining whether children's adjustment, social play behavior and Early Childhood Education and Care (ECEC) program-liking in universal ECEC are associated with the quality of student–teacher relationships and structural quality features of the classrooms they attend. The sample includes 7,436 5-year-old children (50% girls) and 195 sibling pairs (48% girls) participating in the nationwide Norwegian Mother, Father and Child Coh…
The role of Ecec teachers for the long-term social and academic adjustment of children with early externalizing difficulties
Using data from more than 7000 children from the Norwegian Mother, Father and Child (MoBa) study, this study explored the role of school readiness and teacher–child closeness in the early child education and care (ECEC) setting for the prospective academic and social development of children with early externalizing problems. Mother, ECEC teachers, and schoolteacher ratings were applied. Latent moderated mediation analyses within a SEM framework w…
Associations between poor gross and fine motor skills in pre‐school and peer victimization concurrently and longitudinally with follow‐up in school age – results from a population‐based study
BACKGROUND: Children with poor motor skills are at increased risk of peer victimization. However, it is unclear whether poor gross and fine motor skills are differently linked to peer victimization among pre-school and schoolchildren. AIMS: To investigate associations between poor gross and fine motor skills measured in pre-school and the associations to peer victimization measured concurrently and in school age. SAMPLE: Data from the Norwegian M…
Children’s temperament moderates the long-term effects of pedagogical practices in Ecec on children’s externalising problems
In this study, we explored how free play and scaffolding practices in Early Childhood Education and Care (ECEC) related to children’s externalising problems both in ECEC and later in school. Furthermore, we aimed to reduce the knowledge gap of whether these relations depended on children’s differences in emotional temperament. We used structural equation modelling to analyse data from 7421 children from the Norwegian Mother, Father and Child Coho…
Predicting selection into Ecec of higher quality in a universal context
There is consensus about the positive effects of high quality Early Childhood Education and Care (ECEC) on children’s development, particularly for children from lower socioeconomic backgrounds. However, limited knowledge exists on the access to quality in ECEC in a universal context. This study investigates potential socioeconomic selection into ECEC of higher structural quality in the context of a universal, heavily subsidized, and regulated sy…
A Common Family Factor Underlying Language Difficulties and Internalizing Problems
Studies have identified concurrent, longitudinal, and bidirectional associations between language difficulties and internalizing problems. This is commonly explained by social exclusion or withdrawal from peers, but underlying mechanisms are not well understood. This study uses sibling data to investigate if the comorbidity between language difficulties and internalizing problems is best explained by familial factors shared by siblings, such as g…
Mechanisms linking parental educational attainment with child ADHD, depression, and academic problems
BACKGROUND: Low educational attainment in parents is associated with child psychopathology. It is not clear whether the associations are due to risk factors that family members share or due to effects of maternal or paternal education on the offspring. We investigate whether associations between maternal and paternal educational attainment and child symptoms of attention deficit/hyperactivity disorder (ADHD), depression, and academic problems are…
Predicting selection into Ecec of higher quality in a universal context
There is consensus about the positive effects of high quality Early Childhood Education and Care (ECEC) on children’s development, particularly for children from lower socioeconomic backgrounds. However, limited knowledge exists on the access to quality in ECEC in a universal context. This study investigates potential socioeconomic selection into ECEC of higher structural quality in the context of a universal, heavily subsidized, and regulated sy…
A Common Family Factor Underlying Language Difficulties and Internalizing Problems
Studies have identified concurrent, longitudinal, and bidirectional associations between language difficulties and internalizing problems. This is commonly explained by social exclusion or withdrawal from peers, but underlying mechanisms are not well understood. This study uses sibling data to investigate if the comorbidity between language difficulties and internalizing problems is best explained by familial factors shared by siblings, such as g…
Mechanisms linking parental educational attainment with child ADHD, depression, and academic problems
BACKGROUND: Low educational attainment in parents is associated with child psychopathology. It is not clear whether the associations are due to risk factors that family members share or due to effects of maternal or paternal education on the offspring. We investigate whether associations between maternal and paternal educational attainment and child symptoms of attention deficit/hyperactivity disorder (ADHD), depression, and academic problems are…
Children’s temperament moderates the long-term effects of pedagogical practices in Ecec on children’s externalising problems
In this study, we explored how free play and scaffolding practices in Early Childhood Education and Care (ECEC) related to children’s externalising problems both in ECEC and later in school. Furthermore, we aimed to reduce the knowledge gap of whether these relations depended on children’s differences in emotional temperament. We used structural equation modelling to analyse data from 7421 children from the Norwegian Mother, Father and Child Coho…
Predicting selection into Ecec of higher quality in a universal context
There is consensus about the positive effects of high quality Early Childhood Education and Care (ECEC) on children’s development, particularly for children from lower socioeconomic backgrounds. However, limited knowledge exists on the access to quality in ECEC in a universal context. This study investigates potential socioeconomic selection into ECEC of higher structural quality in the context of a universal, heavily subsidized, and regulated sy…
The role of Ecec teachers for the long-term social and academic adjustment of children with early externalizing difficulties
Using data from more than 7000 children from the Norwegian Mother, Father and Child (MoBa) study, this study explored the role of school readiness and teacher–child closeness in the early child education and care (ECEC) setting for the prospective academic and social development of children with early externalizing problems. Mother, ECEC teachers, and schoolteacher ratings were applied. Latent moderated mediation analyses within a SEM framework w…
Associations between poor gross and fine motor skills in pre‐school and peer victimization concurrently and longitudinally with follow‐up in school age – results from a population‐based study
BACKGROUND: Children with poor motor skills are at increased risk of peer victimization. However, it is unclear whether poor gross and fine motor skills are differently linked to peer victimization among pre-school and schoolchildren. AIMS: To investigate associations between poor gross and fine motor skills measured in pre-school and the associations to peer victimization measured concurrently and in school age. SAMPLE: Data from the Norwegian M…
The role of early social play behaviors and language skills for shy children’s later internalizing difficulties in school
Research has demonstrated links from early childhood shyness to socioemotional problems later in life. This longitudinal study explored the role of early social play behaviors and language skills in the associations between childhood shyness and later internalizing and language difficulties in school. Participants were N = 7,447 children (50.1% girls) from the Norwegian Mother, Father, and Child Cohort Study (MoBa). Latent direct, indirect, and i…
Socioeconomic disparities in early language development in two Norwegian samples
Socioeconomic disparities in early language are widespread and have long-lasting effects. The aim of this study is to investigate when social gaps in language problems arise and how they change across the first years of schooling. We address this question in two large longitudinal Norwegian datasets: the Behavior Outlook Norwegian Developmental Study (BONDS) and the Norwegian Mother, Father and Child Cohort Study (MoBa). Despite some slight diffe…
Preschool structural quality and student–teacher closeness are related to children's adjustment
This study aims at examining whether children's adjustment, social play behavior and Early Childhood Education and Care (ECEC) program-liking in universal ECEC are associated with the quality of student–teacher relationships and structural quality features of the classrooms they attend. The sample includes 7,436 5-year-old children (50% girls) and 195 sibling pairs (48% girls) participating in the nationwide Norwegian Mother, Father and Child Coh…
The effect of Ecec process quality on school performance and the mediating role of early social skills
Many studies have linked quality in early childhood education and care [ECEC] to school performance, but the mechanisms of how ECEC process quality affects children in ways that lead to improved school performance is unclear. In this study on 7431 children in Norway, we test the hypothesis that the relation between process quality in ECEC and later school performance is mediated by early social skills. Process quality was measured at age 5 years …
Navigating early risks
BACKGROUND: It has been proposed that early risk constellations link differentially to later developmental outcomes. However, existing studies often use a limited set of risk indicators, excluding genetic and child-based risks. It is also unclear if the protective effects of potential moderators, such as kindergarten experiences, differ across risk groups. METHODS: Using data from the Norwegian Mother, Father and Child (MoBa) cohort study (n = 7,…
Student–teacher relationships as a mediator of children's education‐linked genetics
Background Genetic differences are robustly associated with educational outcomes, but how they become linked is poorly understood. A plausible hypothesis, yet to be thoroughly empirically tested, is that the school environment mediates the association. Methods Using structural equation models, we tested whether the student–teacher relationship at age 5 (teacher‐reported Student–Teacher Relationship Scale) mediated the association between children…
Developmental psychology (11 works) · Psychology (11 works) · Early Childhood Education and Development (9 works) · Norwegian (9 works) · Child and Adolescent Psychosocial and Emotional Development (7 works) · Early childhood education (5 works) · Medicine (5 works) · Closeness (4 works) · Cohort (4 works) · Family and Disability Support Research (4 works)