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Åge Røssing Diseth's picture

Åge Røssing Diseth

Professor
  • E-mailAage.Diseth@uib.no
  • Phone+47 55 58 86 50
  • Visitor Address
    Christiesgt. 13
  • Postal Address
    Postboks 7807
    5020 Bergen
Academic article
  • 2020. Why choose psychology? An investigation of Norwegian high school students. Psychology Learning & Teaching (PLAT). 128-142.
  • 2019. Why Choose Psychology? An Investigation of High School Students. Psychology Learning & Teaching (PLAT). 1-15.
  • 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
  • 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
  • 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
  • 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.
Academic monograph
  • 2019. Motivasjonspsykologi.
Popular scientific article
  • 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. På Høyden ( UiBs nettavis).
  • 2010. Spreng de konstruerte fiendebildene. Bergens Tidende. 1 pages.
  • 2004. Arv eller miljø? Bergens Tidende. 1 pages.
  • 2002. Eksamen, sensur og kvalitetsreform. Bergens Tidende.
Doctoral dissertation
  • 2002. Approaches to learning: Validity and prediction of academic performance.
Interview
  • 2018. Vi må ha tillit til skulen og til lærarane.
  • 2018. Slik blir du en super-student .
  • 2018. Karakterer i skolen.
  • 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.
  • 2013. Å lykkes uten å være motivert.
  • 2013. Vinn eller forsvinn?
  • 2013. Klok karakterbruk.
  • 2013. Karakterer i barneskolen.
  • 2013. Jeg er livredd for å fly! Ni råd mot flyskrekk.
  • 2013. Der karakterene ikke styrer.
  • 2012. Tren før latskapen tek deg.
  • 2012. Tegn deg gjennom pensum.
  • 2012. Pengepremie gir ikke bedre oppgaver.
  • 2012. Motivasjon for eksamen.
  • 2012. Flytting lager dårligere skoler.
  • 2012. Fellingsprotest slår rot på nett.
  • 2012. De beste eksamenstipsene.
  • 2012. Bli en superstudent.
  • 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. Karakterer gir umotiverte barn.
  • 2011. Frokostblanding: Reality-TV.
  • 2011. De beste eksamenstipsene.
  • 2011. Blir mindre motivert av karakterer.
  • 2011. Best rett fra videregående.
  • 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.
Poster
  • 2012. Autonomy support, achievement goals, and affective engagement among students.
  • 2010. Quality of Life Model: Predictors of Quality of Life among Sick Older Adults.
  • 2010. Quality of Life Model: Predictors of Quality of Life among Older Adults.
Chapter
  • 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.

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