- E-mailAage.Diseth@uib.no
- Phone+47 55 58 86 50
- Visitor AddressChristies gate 125015 Bergen
- Postal AddressPostboks 78075020 Bergen
Academic article
- (2022). Multidimensional assessment of Game Transfer Phenomena: Intrusive cognitions, perceptual distortions, hallucinations and dissociations. Frontiers in Psychology. 16 pages.
- (2021). Testing the METUX Model in Higher Education: Interface and Task Need–Satisfaction Predict Engagement, Learning, and Well-Being. Frontiers in Psychology.
- (2020). Why choose psychology? An investigation of Norwegian high school students. Psychology Learning & Teaching (PLAT). 128-142.
- (2020). A comparison of intrinsic and extrinsic motivation among lower and upper secondary school students. Educational Psychology. 961-980.
- (2019). Why Choose Psychology? An Investigation of High School Students. Psychology Learning & Teaching (PLAT). - .
- (2017). The Five Cs of Positive Youth Development in a school context; gender and mediator effects. School Psychology International. 3-21.
- (2017). Longitudinal relations between perceived autonomy support and basic need satisfaction in two student cohorts. Educational Psychology. 99-115.
- (2016). Sensory processing sensitivity: factors of the highly sensitive person scale and their relationships to personality and subjective health complaints. Perceptual and Motor Skills. 637-653.
- (2016). High school physical education: What contributes to the experience of flow? European Physical Education Review. 355-371.
- (2015). The advantages of task-based and other-based achievement goals as standards of competence. International Journal of Educational Research. 59-69.
- (2015). Classroom Achievement Goal Structure, School Engagement, and Substance Use Among 10th Grade Students in Norway. International Journal of School & Educational Psychology. 267-277.
- (2014). Self-beliefs among students: Grade level and gender differences in self-esteem, self-efficacy and implicit theories of intelligence. Learning and Individual Differences. 1-8.
- (2014). Autonomy support and achievement goals as predictors of perceived school performance and life satisfaction in the transition between lower and upper secondary school. Social Psychology of Education. 269-291.
- (2014). A self-determination theory perspective on autonomy support, autonomous self-regulation, and perceived school performance. Reflecting Education. 1-20.
- (2014). A motivational model of autonomy-support, autonomous motivation, and perceived school performance: A self-determination theory perspective. Reflecting Education. 1-20.
- (2013). Personality as indirect predictor of academic achievement via course experience and students’ approaches to learning. Social Behavior and Personality: An international journal. 1297-1308.
- (2013). Achievement motives, self-efficacy, achievement goals and academic achievement at multiple stages of education: A longitudinal analysis. Psychological Reports. 771-787.
- (2012). Quality of life in older Norwegian adults living at home: a cross-sectional survey. Journal of Research in Nursing. 12-29.
- (2012). A path analysis of basic needs support, self-efficacy, achievement goals, life satisfaction and academic achievement level among secondary school students. Educational Psychology. 335-354.
- (2011). The assimilator–explorer cognitive styles: Factor structure, personality correlates, and relationship to inventiveness. Creativity Research Journal. 273-283.
- (2011). Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement. Learning and Individual Differences. 191-195.
- (2010). Quality of life model: predictors of quality of life among sick older adults. Research and Theory for Nursing Practice. 241-259.
- (2010). Prison Inmates' Educational Motives: Are They Pushed or Pulled? Scandinavian Journal of Educational Research. 535-547.
- (2010). Preoccupation with failure affects number of study hours – not academic achievement. Scandinavian Journal of Educational Research. 125-132.
- (2010). Approach and avoidance temperaments and achievement goals among children. Personality and Individual Differences. 938-943.
- (2010). Academic achievement among first semester undergraduate psychology students: the role of course experience, effort, motives and learning strategies. Higher Education. 335-352.
- (2010). A mediation analysis of achievement motives, goals, learning strategies, and academic achievement. British Journal of Educational Psychology. 671-687.
- (2009). Personality traits and achievement motives: Theoretical and empirical relations between the NEO Personality Inventory-revised and the Achievement Motives Scale. Psychological Reports. 579-592.
- (2008). Reliability and validity of the Norwegian WHOQOL-OLD module. Scandinavian Journal of Caring Sciences. 292-305.
- (2008). Education of prison inmates: course experience, motivation, and learning strategies as indicators of evaluation. Educational Research and Evaluation. 201-214.
- (2007). Students’ Evaluation of Teaching, Approaches to Learning, and Academic Achievement. Scandinavian Journal of Educational Research. 185-204.
- (2007). Educational background in a prison population. Journal of Correctional Education. 145-157.
- (2007). Approaches to learning, course experience and examination grade among undergraduate psychology students: testing of mediator effects and construct validity. Studies in Higher Education. 373 -388.
- (2006). Positive symptoms and duration of illness predict functional laterality and attention modulation in schizophrenia. Acta Psychiatrica Scandinavica. 322-331.
- (2006). Course experience, approaches to learning, and academic achievement. Education + Training. 156-169.
- (2003). Personality and approaches to learning as predictors of academic achievement. European Journal of Personality. 143-156.
- (2002). The relationship between intelligence, approaches to learning and academic achievement. Scandinavian Journal of Educational Research. 219-230.
- (2001). Validation of approaches and study skills inventory for students (ASSIST): Application of structural equation modelling. Scandinavian Journal of Educational Research. 381-394.
Lecture
- (2024). Gi elevene riktig belastning.
- (2023). Tilbakemelding og vurdering som motivasjon for læring.
- (2023). Praksis som samspill mellom studenter, fag, skole og elever.
- (2022). Motivasjon i skolen.
- (2020). Hvordan motivere elever til bedre innsats?
- (2018). Motivasjon, mestringsforventning og selvoppfatning: Hvordan mestre overgangen mellom utdanningsnivå?
- (2017). Hva motiverer elever?
- (2017). Farlige fristelser og skjør selvkontroll.
- (2016). Student Response System (“clickers”) in large lectures.
- (2016). Samsvar mellom teori og praksis i undervisning .
- (2016). Hvordan motivere skoleelever?
- (2015). Motivasjon.
- (2015). Hvorfor og hvordan aktivisere studentene ved hjelp av nettbasert tilbakemelding i klasserommet?
- (2015). Hvordan motivere skoleelever?
- (2015). Hvordan har ny studieplanen fungert?
Popular scientific lecture
- (2022). Hvordan lærere kan styrke elevenes indre motivasjon for læring: Praktisk bruk av selvbestemmelsesteori.
- (2020). Rare rekorder.
- (2013). Kan pedagogikk stå alene uten andre fagdisipliner?
- (2013). Hvordan motivere deg til drømmejobben?
- (2012). Kjønnsforskjeller i forholdet mellom seksuell aktivering og lyst.
- (2012). Hvordan få A på eksamen?
- (2011). Guilty pleasures.
- (2010). Studenters motivasjon, læringsstrategier, læringsmiljø og akademisk prestasjon.
- (2010). Motivasjon og læringsstrategier som fremmer læring og prestasjon.
- (2007). Motivasjon og kommunikasjon.
- (2007). Hvordan motivere deg selv?
- (2006). Nytt fra forskning om læringsstiler.
- (2005). Læringsstil og læringsstrategier.
Academic lecture
- (2023). Reflection notes as professional development of future psychology teachers.
- (2023). Bruk av refleksjonsnotater i lektorutdanningen.
- (2022). Motivations to Enroll in High School Esports Programs: Gaming Habits and Risk Factors.
- (2022). Motivations to Enroll in High School Esports Programs: Gaming Habits and Risk Factors.
- (2019). Teachers autonomy support and students intrinsic/extrinsic motivation: A comparison between different grade levels.
- (2019). Autonomy support as indirect predictor of health, life-satisfaction and academic achievement: the mediating effect of school engagement and self-efficacy.
- (2018). Self-efficacy and insecurity among senior high school psychology teachers in Norway .
- (2018). Engaging students in active learning by means of digital response systems.
- (2017). Longitudinal relations between school-related basic need support and academic self-efficacy.
- (2017). Improving students learning strategies by means of a self administered motivational interview SAMI.
- (2016). Longitudinal relations between perceived autonomy support, basic needs satisfaction, and subjective health complaints in a student sample.
- (2016). Bruk av digitale responssystemer i undervisning.
- (2016). A longitudinal study of implicit theories of intelligence and academic achievement among students: Comparison between two samples.
- (2015). Validity of intrinsic and extrinsic motivation: Relations with self-efficacy and life satisfaction among students .
- (2015). Læringsmål som gir suksess.
- (2015). Learning strategies and achievement goals as standards of competence: The advantages of task and other based goals.
- (2015). Introduction to structural equation modelling.
- (2015). Antecedents and consequences of self-efficacy: The role of autonomy support, achievement goals, and academic achievement .
- (2015). Achievement goals: Hvilke mål gir best læring og prestasjoner blant universitetsstudenter? .
- (2014). Hvordan motivere skoleelever?
- (2014). Classroom achievement goal structure, school engagement and substance use among lower secondary school students.
- (2014). Autonomy support, basic need satisfaction, health and motivation for learning among adolescents: Findings from cross sectional and longitudinal data.
- (2014). Autonomy support, achievement goals, self-beliefs and implicit theories of intelligence among students (age 11-17 years).
- (2014). A 3X2 model of achievement goals and its relation to achievement motives and self-efficacy.
- (2013). Selvfølelse og motivasjon: utvikling, kjønnsforskjeller, og betydning for skoleprestasjon.
- (2013). Implicit theories of intelligence, self-efficacy, self-esteem and academic achievement: Exploring grade level and gender differences.
- (2013). Autonomy support and achievement goals as predictors of school performance and life satisfaction.
- (2013). Autonomy support and achievement goals as predictors of life satisfaction and subjective health complaints.
- (2012). The joint influence of autonomy support and achievement goals on academic achievement.
- (2011). Effort-reward imbalance and subjective health complaints among secondary and high school students.
- (2011). Basic need support, achievement goals, life satisfaction and academic achievement in the transition between final elementary school and high school.
- (2011). Basic need support, achievement goals and students’ life satisfaction.
- (2011). Approach and avoidance temperaments and achievement goals among children: A developmental perspective.
- (2010). Motives, strategies and achievement: Review of recent research.
- (2010). Akademisk prestasjon blant førsteårsstudenter i psykologi: Betydningen av motivasjon, læringsstrategier, innsats, og tidligere skoleprestasjoner.
- (2010). Achievement goals, basic need support, life satisfaction and academic achievement among elementary school students.
- (2010). A hierarchical model of basic need support, achievement goals, self-efficacy, life satisfaction, and academic achievement among elementary school students.
- (2009). Predictors of quality of life among Norwegian older adults receiving community health care.
- (2009). Personality and academic achievement: the mediating effect of course experience and students’ approaches to learning.
- (2009). Improving students' approaches to learning: more efficient learning by means of feedback.
- (2009). Course experience and students’ approaches to learning as mediators between personality and academic achievement.
- (2008). Motivasjonspsykologi: teori og praksis.
- (2008). Education of prison inmates in the Nordic countries: A cross-country comparison of educational quality, learning strategies, and motivation.
- (2008). Course experience and personality as predictors of students’ approaches to learning and academic achievement.
- (2008). Achievement motives, goal orientation, learning strategies and academic achievement among undergraduate students.
- (2007). Learning strategies, goal orientation and self-efficacy.
- (2007). Inmates' educational motives and intentions.
- (2007). Inmates' educational motives.
- (2007). Educational level in Norwegian prisons.
- (2007). Educational background in a prison population.
- (2007). Education of prison inmates in Norway: Learning strategies, motivation and teaching quality.
- (2007). Education of inmates in Norway: Learning strategies, motivation and teaching quality.
- (2006). Students’ approaches to learning as mediators between course experience and academic achievement.
- (2006). Education in prison: Teaching quality and motivation for learning.
- (2005). Approaches to learning, course experience, self-efficacy, test anxiety, and academic achievement.
- (2004). Tilnærming til læring og læringsstil: Betydning for undervisning og eksamen.
- (2004). Tilnærming til læring og læringsstil: Betydning for undervisning og eksamen.
- (2004). Personality traits and achievement motives: Theoretical and empirical relations between the NEO PI-R and the Achievement Motives Scale (AMS).
- (2003). Approaches to learning and evaluation of teaching quality.
- (2002). Students’ experience of teaching and learning: The relationship between achievement, aspects of evaluation, and approaches to learning.
- (2002). Aspects of validity in 'Approaches to Learning' and related constructs.
- (2001). Approaches to learning, personality and academic achievement.
- (2000). Personality and approaches to learning as predictors of academic achievement.
- (2000). Approaches to learning, cognitive style and motivation as predictors of acadamic achievement.
- (1999). The relation between approaches to learning, cognitive style, motivation and academic achievement.
- (1998). Prediction of academic achievement: Individual and situational determinants.
Popular scientific article
- (2020). Indre og ytre motivasjon for læring er ikke nødvendigvis motsetninger. Forskning.no.
- (2004). Personlighet, stil, motivasjon og strategier: Hva er viktig for læring og prestasjon? . Psykologisk tidsskrift. 6-9.
- (2004). Personliget, stil, motivasjon og strategier: Hva er viktig for læring og prestasjon? Psykologisk tidsskrift. 6-9.
Feature article
- (2020). Vi ønsker og frykter akkurat det samme. Bergensavisen.
- (2019). Ta kontroll over kiloene. Forskning.no.
- (2019). Finn mål som er større enn deg selv. Bergens Tidende.
- (2014). Karakterer mot sin hensikt. Bergens Tidende.
- (2010). Spreng de konstruerte fiendebildene. Bergens Tidende. 1 pages.
- (2010). Spreng de konstruerte fiendebildene. På Høyden ( UiBs nettavis).
- (2004). Arv eller miljø? Bergens Tidende. 1 pages.
- (2002). Eksamen, sensur og kvalitetsreform. Bergens Tidende.
Doctoral dissertation
- (2021). Integrating Cognitive Learning Strategies into Physics Instruction : Developing students’ approaches to physics and learning.
- (2002). Approaches to learning: Validity and prediction of academic performance.
Interview
- (2022). Bruk allmøtet riktig og skap motivasjon hos medarbeiderne.
- (2018). Vi må ha tillit til skulen og til lærarane.
- (2018). Slik blir du en super-student .
- (2017). Betydningen av karakterer.
- (2016). Et hav av muligheter.
- (2015). Velger du med hjertet eller hodet?
- (2015). Redd for å fly? Les psykologens 8 beste råd.
- (2015). Oljeprisen rammer ansattes sparegris.
- (2015). Ferdigheter som er lett overførbare til treneryrket.
- (2014). Denne familien gir verken lommepenger eller kjøper unødige ting til barna.
- (2014). Denne familien gir verken lommepenger eller kjøper unødige ting til barna.
- (2012). Motivasjon for eksamen.
- (2012). Fellingsprotest slår rot på nett.
- (2012). De beste eksamenstipsene.
- (2011). Syndige fornøyelser.
- (2011). Skamfølelse foran skjermen.
- (2011). Mener karakterer kan knuse læringsgleden.
- (2011). Krangler om barnekarakterer.
- (2011). Karakterer og motivasjon i barneskolen.
- (2011). Karakterer i barneskolen.
- (2011). Karakterer gir umotiverte barn.
- (2011). Karakterer gir umotiverte barn.
- (2011). Frokostblanding: Reality-TV.
- (2011). De beste eksamenstipsene.
- (2011). Blir mindre motivert av karakterer.
- (2011). Best rett fra videregående.
- (2011). Apokalypse nå igjen?
- (2010). Slik hopper du fra bånn til topp.
- (2010). Seg sjølv lik.
- (2010). Helt sant!
- (2008). Ikke gjør som mora di sier!
- (2008). Gi deg selv en god start.
- (2008). Bestå eksamen med glans.
- (2007). Utdanner seg i fengselet.
- (2007). Lær deg gode studievaner.
- (2007). Dropp pugging, planlegg studiene.
- (2006). Studerer for å mestre framtiden.
- (2006). Slik lykkes du til eksamen.
- (2005). Smart start på studiene.
- (2005). Motivasjon bestemmer karakteren.
- (2005). Motivasjon bestemmer karakteren.
- (2005). Få gode studievaner.
- (2004). Slik lykkes du til eksamen.
- (2002). Klar til å forføre sensor?
Academic chapter/article/Conference paper
- (2020). Elevens beste og pedagogiske perspektiver - en analyse. 24 pages.
- (2009). Norway. 25 pages.
- (2008). Norge. 21 pages.
Abstract
- (2010). Quality of life model: predictors of quality of life among sick older adults. Journal of Clinical Nursing (JCN). 32-32.
Article in business/trade/industry journal
- (2023). Lyst, tiltrekning og tilknytning gir grunnlag for stabile parrelasjoner. Psykologisk.no.
Chapter
- (2022). Psykologiske behov og indre motivasjon for læring. 335-346. In:
- (2022). Grunnbok i pedagogisk psykologi. Fagbokforlaget.
- (2022). Prestasjonsmotivasjon som behov, målorientering, forventninger og verdi. 323-334. In:
- (2022). Grunnbok i pedagogisk psykologi. Fagbokforlaget.
- (2020). Målorienteringsteori - elevenes målorientering og antakelse om egne evner. 146-165. In:
- (2020). Til elevens beste. Pedagogiske perspektiver. Gyldendal Akademisk.
- (2020). Dybdelæring - motivasjon og læringsstrategier som fremmer elevenes forståelse. 169-189. In:
- (2020). Til elevens beste. Pedagogiske perspektiver. Gyldendal Akademisk.
Interview Journal
- (2019). Suksess i særklasse: Verdsmeisterskap litt utanom det vanlege. Framtida.no.
- (2019). Suksess i særklasse. Firda Tidend.
More information in national current research information system (CRIStin)