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Forskerprofil

Oddrun Samdal

professor

Rektors kontor

Stilling: professor

Telefon: 55 58 25 60

Mobiltelefon: 970 70 904 SMS

E-post:

Besøksadresse: Muséplass 1

  • Skolen som elevenes arbeidsmiljø
  • Helsefremmende arbeid i skolen
  • Evaluering av skolebaserte tiltak
  • Fysisk aktivitet og velvære blant barn og unge       
  • Leder (sammen med Bente Wold for forskningsgruppen SIPA, som studerer sammenhengen mellom sosiale prosesser og ungdoms helse og livsstil 
  • Forskningsleder for den norske delen av studien "Health Behaviour in School-aged Children. A WHO Cross-national Study"
  • Databankansvarlig for den internasjonale studien "Health Behaviour in School-aged Children. A WHO Cross-national Study". www.hbsc.org
  • Forskningsleder og internasjonal dataansvarlig for den norske delen av den EU-finansierte (FP7) intervensjonsstudien PAPA (Promoting adolescent health through an intervention aimed at improving the quality of their participation in Physical Activity). www.projectpapa.org
  • Arbeidspakkeleder i det EU-finansierte (FP7) prosjektet SPOTLIGHT (Sustainable prevention of obesity through integrated strategies) som har til hensikt å identifisere korrelater og effektive intervensjoner for å forebygge overvekt i voksenpopulasjonen i EU. www.spotlightproject.eu

Publikasjoner i Cristin

Publikasjoner 2011-13 (for komplett oversikt se lenke til Cristin over)

Fagfellevurderte tidsskriftsartikler

  1. Larsen, T.. Samdal, O. & Tjomsland, HE (2013). Physical activity in schools: A qualitative case study of eight Norwegian schools’ experiences with the implementation of a national policy, Health Education 113(1), (pp. 52 - 63).
  2. Diseth, Å,. Danielsen, A.G., and Samdal, O. (2012). A path analysis of basic needs support, self-efficacy, achievement goals, life satisfaction and academic achievement level among secondary school students. Educ Psych; 32(3), 335-354
  3. Felder-Puig, R., Griebler, R., Samdal, O., King, MA., Freeman, J., Duer, W. (2012). Does the school performance variable used in the international health behavior in school-aged children (HBSC) study reflect students' school grades?. Journal of School Health, 82.(9) s. 404-409.
  4. Fismen, AS, Torsheim, T. & Samdal, O. (2012). Family affluence and cultural capital as indicators of social inequalities in adolescent’s eating behaviours: a population-based survey. BMC Public Health, 12:1036. doi:10.1186/1471-2458-12-1036.
  5. Freeman, J.G., Samdal, O., Baban, A. & Bancila, D. (2012). The Relationship Between School Perceptions and Psychosomatic Complaints: Cross-Country Differences Across Canada, Norway, and Romania. Advances in School Mental Health Prom., 4(2), 95-104.
  6. Lakerveld J, Brug J, Bot S, Teixeira PJ, Rutter H, Woodward E, Samdal O, Stockley L, De Bourdeaudhuij I, van Assema P, Robertson A, Lobstein T, Oppert JM, Ádány R, Nijpels G. (2012). Sustainable prevention of obesity through integrated strategies: The SPOTLIGHT project's conceptual framework and design. BMC Public Health 12:793. DOI: 10.1186/1471-2458-12-793.
  7. Leversen, I., Torsheim, T., and Samdal, O., (2012). Gendered leisure activity behavior among Norwegian adolescents across different socio-economic status groups, International Journal of Child, Youth and Family Studies 3(4), 355-75.
  8. Leversen, I., Danielsen, A. G., Wold, B., and Samdal, O. (2012). What they want and what they get: self-reported motives, perceived competence and relatedness in adolescent leisure Activities. Child Development Research, Volume 2012, Article ID 684157.
  9. Leversen I., Danielsen, A. G., Birkeland M. S., and Samdal, O. (2012). Basic psychologicalneed satisfaction in leisure activities and adolescents’ life satisfaction. Journal of Youth and Adolescence, Online First, 25 May 2012.
  10. Samdal, O., Bye, HH., Torsheim, T., Fismen, AS., Haug, E., Smith, R. & Wold, B. (2012). Trender i sosial ulikhet i helse. Tidsskrift for ungdomsforskning, 12(2), 21-42.
  11. Torsheim, T.,  Samdal, O.,  Rasmussen, M.,  Freeman, J.,  Griebler, R. & Dür, W. (2012). Cross-National Measurement Invariance of the Teacher and Classmate Support Scale. Social Indicator Research, 105(1): 145–160. Published online 2010 December 16. doi:  10.1007/s11205-010-9770-9.
  12. Freeman, J.G., Samdal, O., Baban, A. & Bancila, D. (2011). The Relationship Between School Perceptions and Psychosomatic Complaints: Cross-Country Differences Across Canada, Norway, and Romania. School Mental Health, DOI 10.1007/s12310-011-9070-9
  13. Larsen, T. & Samdal, O. (2011). The importance of teachers' feelings of self efficacy in developing their pupils' social and emotional learning: A Norwegian study of teachers' reactions to the Second Step program. School Psychology International published online 4 September 2011. DOI: 10.1177/014303431141284
  14. Viig, N.G., Fosse, E., Samdal, O. & Wold, B. (2011): Leading and supporting the implementation of the Norwegian Network of Health Promoting Schools. Scandinavian Journal of Education, DOI:10.1080/00313831.2011.621139.
  15. Rowling, L. & Samdal, O. (2011). Filling the black box of implementation for health promoting schools. Health Education, 111(5), 347-362.
  16. Samdal, O. & Rowling, L. (2011). Theoretical base for implementation components of health promoting schools. Health Education, 111(5), 367-390.
  17. Holthe, A, Larsen, T., & Samdal, O. (2011a). Understanding barriers to implementing the Norwegian national guidelines for healthy school meals: a case study. Journal of Maternal & Child Nutrition, 7, 315-327.
  18. Holthe, A., Larsen, T., & Samdal, O. (2011b). Implementation of national guidelines for healthy school meals: the relationship between process and outcome. Scandinavian Journal of Educational Research, 55(4), 357-378.

 

Bøker

  1. Samdal, O. & Rowling, L. (Eds) (2013). The implementation of health promoting schools: What, why and how? London: Routledge.
  2. Wold, B. & Samdal, O. (Eds) (2012). An ecological perspective on health promotion: systems, settings and social processes. London: Bentham.

 

Bokkapitler 2011-2013

  1. Samdal, O. & Rowling, L. (2013): Introduction. In Samdal, O. & Rowling, L. (Eds): The implementation of health promoting schools: What, why and how?, pp 3-14. London: Routledge.
  2. Samdal, O. & Rowling, L. (2013): Theory based components for implementation of health promoting schools. In Samdal, O. & Rowling, L. (Eds): The implementation of health promoting schools: What, why and how?, pp 51-74. London: Routledge.
  3. Rowling, L. & Samdal, O. (2013): Theory and empirically based implementation of elements in components. In Samdal, O. & Rowling, L. (Eds): The implementation of health promoting schools: What, why and how?, pp 75-97. London: Routledge.
  4. Samdal, O. & Rowling, L. (2013): Introduction. In Samdal, O. & Rowling, L. (Eds): The implementation of health promoting schools: What, why and how?, pp 3-14. London: Routledge
  5. Tjomsland, HE, Samdal, O, Viig, NG & Wold, B (2013). From initiation to institutionalisation: the principals’ leadership and management in Norwegian health promoting schools. In Samdal, O. & Rowling, L. (Eds): The implementation of health promoting schools: What, why and how?, pp 106-111. London: Routledge
  6. Samdal, O. & Wold, B. (2012):.Cross-fertilisation of national experiences and needs for future development. In: Wold, B. & Samdal, O. (Eds): An ecological perspective on health promotion: systems, settings and social processes, pp 149-161. London: Bentham.
  7. Samdal, O. & Torsheim, T. (2012). School as a Resource or Risk to Students’ Subjective Health and Well-Being In: Wold, B. & Samdal, O. (Eds): An ecological perspective on health promotion: systems, settings and social processes, pp. 48-59. London: Bentham.
  8. Mittelmark, M.B., Wold, B. & Samdal, O. (2012). The ecology of health promotion. In: Wold, B. & Samdal, O. (Eds): (2012): An ecological perspective on health promotion: systems, settings and social processes, pp. 85-89. London: Bentham.

 


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