Ove Edvard Hatlevik
Biographic Data
| ID | 6508485 |
|---|---|
| NAME | Ove Edvard Hatlevik |
| GIVEN NAMES | Ove Edvard |
| FAMILY NAME | Hatlevik |
| SIGNATURE | HATLEVIK O E |
| AFFILIATIONS | OsloMet – Oslo Metropolitan University |
| ORCID | 0000-0002-2073-1738 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Sources of mathematics and science self-efficacy in primary and secondary education
Seeking Help from Large Language Models
Student teachers can seek help from large language models when writing their academic texts during their initial teacher training, and teacher educators can use large language models to evaluate the submitted academic texts. However, existing research presents inconsistent evidence regarding whether large language models assess academic work in ways comparable to human evaluators. To our knowledge, few studies have examined evaluations made by bo…
Ecec quality matters for boys
This study investigated gender differences in the effects of Early Childhood Education and Care (ECEC) quality aspects (ITERS-R) measured at age three on cognitive outcomes at age three and academic outcomes at age ten. With longitudinal data from 1112 children in 206 ECEC classrooms, Structural Equation Modelling was used, with a latent approach to ECEC quality aspects. While no significant effects were found using the total sample, dividing the…
The interrelationships between reading achievement, online reading activities, and metacognitive skills
In today's digital society, it is important for young people to develop a metacognitive understanding of how to react to and respond to messages from strangers. This study explores the relationship between reading achievement, online reading activities, metacognitive skills, and socio-economic backgrounds. Analysis of PISA 2018 Nordic samples indicates a positive statistical association between metacognitive credibility-evaluation skills and read…
How large language models can help to categorise master’s theses in teacher education
In many countries, master’s theses are an integral part of teacher education. While previous research categorised the thesis texts manually, we pilot if artificial intelligence (AI) large language models (LLMs) can be utilised to create a large-scale overview of master’s theses’ characteristics efficiently. Specifically, we developed a coding instrument to categorise master’s theses and (1) investigate if an LLM performs as well as teacher educat…
Variations in sources of job satisfaction and teacher efficacy between novice and experienced teachers
Examining the role of student teachers' perceived usefulness of ICT and resilience to digital distractions on their evaluation of online information
Understanding Critical Health Literacy Among Adolescents
BACKGROUND: Schools are important arenas for the promotion of critical health literacy (CHL) among adolescents. Key domains of CHL are information appraisal, understanding social determinants of health, and abilities to act on determinants of health. In this paper, we examine the psychometric properties of the Critical Health Literacy for Adolescents Questionnaire (CHLA-Q). METHODS: A cross-sectional survey study was performed at 5 schools in Nor…
Fostering pupils’ critical health literacy
Background In Norway, the introduction of an interdisciplinary subject named Public Health and Life skills has brought about renewed attention to how health is conceptualized and taught within and across school subjects. Physical education (PE) is one subject that has traditionally been linked to health outcomes. However, a narrow focus on increased physical activity as the main outcome of PE could be counterproductive in the pursuit of health. C…
Developing Indicators to Measure Critical Health Literacy in the Context of Norwegian Lower Secondary Schools
A critical health literacy (CHL) approach is recommended for promoting health in the school context. This construct is complex and includes three interconnected domains: (A) appraisal of critical information, (B) awareness of the social determinants of health (SDH), and (C) collective action to promote health and well-being. In recent literature reviews, no measurement instrument that covers all three domains of CHL in the school-context was foun…
Examining the relationship between resilience to digital distractions, ICT self-efficacy, motivation, approaches to studying, and time spent on individual studies
This study examines how concepts, such as resilience to digital distractions, ICT self-efficacy, and motivation, relate to student teachers’ approaches to studying and time spent on individual studies during pre-service education. The sample comprised 219 first-year student teachers enrolled in Norwegian initial teacher education programs. Student teachers’ motivation, resilience to digital distractions, and gender (female) were positively correl…
Student teachers’ responsible use of ICT
Newly qualified teachers’ professional digital competence
The professional digital competence (PDC) of teachers is of growing importance in classrooms, now that digital resources and digital media are becoming important parts of teachers’ everyday practice. This study explores how newly qualified teachers are prepared to use information and communication technology (ICT) in their initial teacher education (ITE). We present findings of a nationwide survey in Norway on 356 newly qualified teachers. It exp…
Examining the Relationship between Teachers’ Self-Efficacy, their Digital Competence, Strategies to Evaluate Information, and use of ICT at School
Research indicates that self-efficacy in teaching is a key issue for carrying out good teaching practice. The aim of this paper was to examine the relationship between teachers’ self-efficacy in information and communication technologies (ICT), their strategies to evaluate information, their digital competence, and use of ICT at school. A sample of 332 teachers participated in a survey. The teachers answered self-report questions and responded to…
Students’ ICT self-efficacy and computer and information literacy
The role of ICT self-efficacy for students' ICT use and their achievement in a computer and information literacy test
Taking a future perspective by learning from the past – A systematic review of assessment instruments that aim to measure primary and secondary school students' ICT literacy
Digital competence at the beginning of upper secondary school
An emerging digital divide in urban school children’s information literacy
The emergence of information and communication technology (ICT) has been influencing our society, including the educational sector. In this paper we explore students’ information literacy at the completion of lower secondary school in Norway. Our aim is to measure students’ information literacy at the end of Grade 10, and to identify factors explaining the variations observed. Factors relating to the digital divide, e.g., books at home, language …
Examining the relationship between resilience to digital distractions, ICT self-efficacy, motivation, approaches to studying, and time spent on individual studies
This study examines how concepts, such as resilience to digital distractions, ICT self-efficacy, and motivation, relate to student teachers’ approaches to studying and time spent on individual studies during pre-service education. The sample comprised 219 first-year student teachers enrolled in Norwegian initial teacher education programs. Student teachers’ motivation, resilience to digital distractions, and gender (female) were positively correl…
Digital competence at the beginning of upper secondary school
An emerging digital divide in urban school children’s information literacy
The emergence of information and communication technology (ICT) has been influencing our society, including the educational sector. In this paper we explore students’ information literacy at the completion of lower secondary school in Norway. Our aim is to measure students’ information literacy at the end of Grade 10, and to identify factors explaining the variations observed. Factors relating to the digital divide, e.g., books at home, language …
The role of ICT self-efficacy for students' ICT use and their achievement in a computer and information literacy test
Taking a future perspective by learning from the past – A systematic review of assessment instruments that aim to measure primary and secondary school students' ICT literacy
Examining the Relationship between Teachers’ Self-Efficacy, their Digital Competence, Strategies to Evaluate Information, and use of ICT at School
Research indicates that self-efficacy in teaching is a key issue for carrying out good teaching practice. The aim of this paper was to examine the relationship between teachers’ self-efficacy in information and communication technologies (ICT), their strategies to evaluate information, their digital competence, and use of ICT at school. A sample of 332 teachers participated in a survey. The teachers answered self-report questions and responded to…
Students’ ICT self-efficacy and computer and information literacy
Newly qualified teachers’ professional digital competence
The professional digital competence (PDC) of teachers is of growing importance in classrooms, now that digital resources and digital media are becoming important parts of teachers’ everyday practice. This study explores how newly qualified teachers are prepared to use information and communication technology (ICT) in their initial teacher education (ITE). We present findings of a nationwide survey in Norway on 356 newly qualified teachers. It exp…
Student teachers’ responsible use of ICT
Examining the relationship between resilience to digital distractions, ICT self-efficacy, motivation, approaches to studying, and time spent on individual studies
This study examines how concepts, such as resilience to digital distractions, ICT self-efficacy, and motivation, relate to student teachers’ approaches to studying and time spent on individual studies during pre-service education. The sample comprised 219 first-year student teachers enrolled in Norwegian initial teacher education programs. Student teachers’ motivation, resilience to digital distractions, and gender (female) were positively correl…
Developing Indicators to Measure Critical Health Literacy in the Context of Norwegian Lower Secondary Schools
A critical health literacy (CHL) approach is recommended for promoting health in the school context. This construct is complex and includes three interconnected domains: (A) appraisal of critical information, (B) awareness of the social determinants of health (SDH), and (C) collective action to promote health and well-being. In recent literature reviews, no measurement instrument that covers all three domains of CHL in the school-context was foun…
Understanding Critical Health Literacy Among Adolescents
BACKGROUND: Schools are important arenas for the promotion of critical health literacy (CHL) among adolescents. Key domains of CHL are information appraisal, understanding social determinants of health, and abilities to act on determinants of health. In this paper, we examine the psychometric properties of the Critical Health Literacy for Adolescents Questionnaire (CHLA-Q). METHODS: A cross-sectional survey study was performed at 5 schools in Nor…
Fostering pupils’ critical health literacy
Background In Norway, the introduction of an interdisciplinary subject named Public Health and Life skills has brought about renewed attention to how health is conceptualized and taught within and across school subjects. Physical education (PE) is one subject that has traditionally been linked to health outcomes. However, a narrow focus on increased physical activity as the main outcome of PE could be counterproductive in the pursuit of health. C…
Examining the role of student teachers' perceived usefulness of ICT and resilience to digital distractions on their evaluation of online information
How large language models can help to categorise master’s theses in teacher education
In many countries, master’s theses are an integral part of teacher education. While previous research categorised the thesis texts manually, we pilot if artificial intelligence (AI) large language models (LLMs) can be utilised to create a large-scale overview of master’s theses’ characteristics efficiently. Specifically, we developed a coding instrument to categorise master’s theses and (1) investigate if an LLM performs as well as teacher educat…
Variations in sources of job satisfaction and teacher efficacy between novice and experienced teachers
Sources of mathematics and science self-efficacy in primary and secondary education
Seeking Help from Large Language Models
Student teachers can seek help from large language models when writing their academic texts during their initial teacher training, and teacher educators can use large language models to evaluate the submitted academic texts. However, existing research presents inconsistent evidence regarding whether large language models assess academic work in ways comparable to human evaluators. To our knowledge, few studies have examined evaluations made by bo…
Ecec quality matters for boys
This study investigated gender differences in the effects of Early Childhood Education and Care (ECEC) quality aspects (ITERS-R) measured at age three on cognitive outcomes at age three and academic outcomes at age ten. With longitudinal data from 1112 children in 206 ECEC classrooms, Structural Equation Modelling was used, with a latent approach to ECEC quality aspects. While no significant effects were found using the total sample, dividing the…
The interrelationships between reading achievement, online reading activities, and metacognitive skills
In today's digital society, it is important for young people to develop a metacognitive understanding of how to react to and respond to messages from strangers. This study explores the relationship between reading achievement, online reading activities, metacognitive skills, and socio-economic backgrounds. Analysis of PISA 2018 Nordic samples indicates a positive statistical association between metacognitive credibility-evaluation skills and read…
Psychology (15 works) · Mathematics education (11 works) · Pedagogy (11 works) · Computer Science (8 works) · Information and Communications Technology (8 works) · Social Psychology (8 works) · Digital literacy in education (7 works) · Gender and Technology in Education (7 works) · Norwegian (6 works) · Literacy (5 works)