Astrid Hoås Morin
Biographic Data
| ID | 6790809 |
|---|---|
| NAME | Astrid Hoås Morin |
| GIVEN NAMES | Astrid Hoås |
| FAMILY NAME | Morin |
| SIGNATURE | MORIN A H |
| AFFILIATIONS | Norwegian University of Science and Technology |
| ORCID | 0000-0001-9858-3723 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Do better working memory and higher intrinsic motivation predict greater math achievement? Disaggregating within-person and between-person effects in a birth cohort followed from age 8 to 16
Intrinsic motivation and working memory are widely recognized as important for math achievement, and prior research suggests that each may be involved in reciprocal processes with achievement over time. However, most research relies on Cross-Lagged Panel Models (CLPMs), which confound within- and between-person effects and may result in ambiguous conclusions about intraindividual change. This study therefore compares results from ordinary CLPMs w…
Digital Gaming and Academic Achievement
The potential impact of gaming on school performance has been widely debated, with displacement, attentional strain, and cognitive enhancement perspectives dominating the field. However, most studies are cross-sectional, limiting causal inference and conflating within- and between-person processes. This study examined bidirectional within-person relations between gaming time and academic achievement using data from 813 children (50.4% boys) asses…
Promoting positive social classroom environments to enhance students’ mental health? Effectiveness of a school-based programme in Norway
VIP partnership is a universal school-programme designed to strengthen the social classroom climate. This quasi-experimental study examined whether the effectiveness of VIP partnership on students’ happiness, joint depression/anxiety symptoms, and loneliness was moderated by baseline level of social anxiety (no, low, and high). Participants were upper secondary students from 10 test schools (n = 1101) and seven control schools (n = 734) in Norway…
Teacher support and the social classroom environment as predictors of student loneliness
This study examined the relationships between students’ perceptions of teacher support, the social classroom environment, school loneliness, and possible gender differences among 2099 first year upper secondary school students in Norway. Data were collected in the fall (t1) and spring (t2) of the school year. Results from structural equation modelling (SEM) analyses showed that perceived emotional and instrumental teacher support were directly re…
Teacher support and the social classroom environment as predictors of student loneliness
This study examined the relationships between students’ perceptions of teacher support, the social classroom environment, school loneliness, and possible gender differences among 2099 first year upper secondary school students in Norway. Data were collected in the fall (t1) and spring (t2) of the school year. Results from structural equation modelling (SEM) analyses showed that perceived emotional and instrumental teacher support were directly re…
Teacher support and the social classroom environment as predictors of student loneliness
This study examined the relationships between students’ perceptions of teacher support, the social classroom environment, school loneliness, and possible gender differences among 2099 first year upper secondary school students in Norway. Data were collected in the fall (t1) and spring (t2) of the school year. Results from structural equation modelling (SEM) analyses showed that perceived emotional and instrumental teacher support were directly re…
Promoting positive social classroom environments to enhance students’ mental health? Effectiveness of a school-based programme in Norway
VIP partnership is a universal school-programme designed to strengthen the social classroom climate. This quasi-experimental study examined whether the effectiveness of VIP partnership on students’ happiness, joint depression/anxiety symptoms, and loneliness was moderated by baseline level of social anxiety (no, low, and high). Participants were upper secondary students from 10 test schools (n = 1101) and seven control schools (n = 734) in Norway…
Digital Gaming and Academic Achievement
The potential impact of gaming on school performance has been widely debated, with displacement, attentional strain, and cognitive enhancement perspectives dominating the field. However, most studies are cross-sectional, limiting causal inference and conflating within- and between-person processes. This study examined bidirectional within-person relations between gaming time and academic achievement using data from 813 children (50.4% boys) asses…
Do better working memory and higher intrinsic motivation predict greater math achievement? Disaggregating within-person and between-person effects in a birth cohort followed from age 8 to 16
Intrinsic motivation and working memory are widely recognized as important for math achievement, and prior research suggests that each may be involved in reciprocal processes with achievement over time. However, most research relies on Cross-Lagged Panel Models (CLPMs), which confound within- and between-person effects and may result in ambiguous conclusions about intraindividual change. This study therefore compares results from ordinary CLPMs w…
Cognitive Abilities and Testing (2 works) · Cohort (2 works) · Loneliness (2 works) · Psychology (2 works) · Social Psychology (2 works) · UCLA Loneliness Scale (2 works) · Age groups (1 work) · Anxiety (1 work) · Bullying, Victimization, and Aggression (1 work) · Child and Adolescent Psychosocial and Emotional Development (1 work)