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Manger Terje Eikeland Ole Johan Asbjørnsen Arve 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(5):711-733
International Review of Education - From a lifelong learning perspective, education during incarceration is crucial for prisoners’ rehabilitation. This article describes the authors’... 相似文献
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Åge Diseth Ole-Johan Eikeland Terje Manger Hilde Hetland 《Educational Research and Evaluation》2013,19(3):201-214
Course experience, motivational beliefs, and self-regulated learning strategies may be considered to be important indicators of education quality. Inmates taking education in prison may also experience particular problems related to the learning environment and to their own learning difficulties. The present study investigated the level of these variables and the relationship between them among 534 inmates under education in Norwegian prisons. The results showed that the prison inmates are generally quite satisfied with the education quality, that they are highly motivated, and use appropriate learning strategies. However, many of them experience that problems such as lack of access to computer equipment and the security routines in prison interfere with their education. A structural equation modelling (SEM) analysis showed that motivational beliefs were mediators between course experience and self-regulated learning strategies. These findings were discussed with respect to improvement of the education quality in prisons and to theoretical issues with relevance beyond the prison context. 相似文献
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This article investigates factors related to the intention to leave the university job among Norwegian university staff. Its main conclusions are: among staff intending to leave their institution, colleagial relations (i.e. relations between colleagues) constituted the clearest reason to leave. General job satisfaction did also rather strongly predict intention to leave. The study showed that staff who found their work less intrinsically satisfying than others more often intended to leave their institution. The salary or the economical resource situation did not influence intention to leave or stay. 相似文献
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Ole-johan Eikeland Terje Manger 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1992,38(5):489-503
This article focuses on Norwegian students' achievement and adjustment in their first university semesters. A survey showed a positive correlation between success in upper secondary school and success at university. The study also showed that to have good organised study habits had a positive effect on self-confidence during the students' first semester, but the organised study habits did not, surprisingly, have a direct influence on grades in this semester. The effect on grades emerged as late as in their fourth semester. The article shows that increasing the amount of study hours does not automatically contribute positively to achievement. Comments made by students during interview indicated that successful students were more actively involved with the course and in their studies as a whole, than the unsuccessful students.
Zusammenfassung Dieser Artikel konzentriert sich auf die Leistungen norwegischer Studenten und ihre Eignung in den ersten Semestern des Hochschulstudiums. Eine Studie zeigte positive Beziehungen zwischen Erfolg in der weiterführenden Sekundärschule und Erfolg im Studium an der Universität. Die Studie machte außerdem deutlich, daß gut organisierte Lernmethoden beim Studium einen positiven Einfluß auf das Selbstbewußtsein der Studenten im ersten Semester hatten, während sich überraschenderweise jedoch kein Einfluß auf die Noten in diesem Semester zeigte. Eine Auswirkung auf die Noten stellte sich erst im vierten Semester heraus. Der Artikel weist außerdem darauf hin, daß sich eine Erhöhung der Lernstunden nicht automatisch günstig auf die Leistungen auswirkt. Von den Studenten abgegebene Erklärungen während der Befragungen deuteten darauf hin, daß erfolgreiche Studenten aktiver an den Kursen und ihrem Studium insgesamt beteiligt waren als nicht erfolgreiche Studenten.
Résumé Cet article porte sur le rendement des étudiants norvégiens et leur adaptation au cours des premiers semestres à l'université. Une étude a montré une corrélation positive entre le succès dans l'enseignement secondaire et le succès à l'université. Cette étude a, par ailleurs, révélé que le fait d'avoir des habitudes d'étude bien organisées a un effet positif sur la confiance en soi des étudiants en premier semestre, mais que ces bonnes habitudes n'ont pas, de manière suprenante, d'influence directe sur les notes obtenues durant ce semestre. L'effet exercé sur les notes n'apparaît qu'au cours du quatrième semestre. Le présent article montre que l'augmentation du nombre d'heures d'étude ne contribue pas automatiquement à des résultats positifs. Les commentaires émis par les étudiants durant l'interview indiquent que ceux qui réussissent sont, dans l'ensemble, davantage engagés dans le programme et dans leurs études que ceux qui réussissent moins bien.相似文献
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Manger Terje Hetland Jørn Jones Lise Øen Eikeland Ole Johan Asbjørnsen Arve E. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2020,66(4):551-574
International Review of Education - The study presented in this article explores prisoners’ academic motivation structure from the theoretical perspective of self-determination theory, using... 相似文献
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Lise Øen Jones Jeanette Varberg Terje Manger Ole-Johan Eikeland Arve Asbjørnsen 《Learning and individual differences》2012,22(3):343-349
This paper is the first to examine the Reading and Writing Self-Efficacy Scale among incarcerated adults. The aim was to examine whether performance of reading and spelling tests (Reading Speed, Nonsense Words and Spelling) explained individual differences in the participants' efficacy beliefs in reading and writing. Six hundred subjects rated their efficacy beliefs in reading and writing, and 92 of them were also sampled for a reading and spelling test. Factor analysis yielded a two-factor solution dividing the reading items and writing items into separate factors and hierarchical regression analysis revealed that education level and test performance accounted for 36.9% and 34.9% of the statistical variance in reading self-efficacy and writing self-efficacy, respectively. The results suggest that assessment of self-efficacy in reading and writing should be included in a screening procedure of reading and spelling difficulties. 相似文献
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Terje Manger Ole‐Johan Eikeland Åge Diseth Hilde Hetland Arve Asbjørnsen 《Scandinavian Journal of Educational Research》2013,57(6):535-547
The aim of the present study was to examine inmates' educational motives. The participants were 467 inmates who attended education in Norwegian prisons. Three motive categories were identified: “To prepare for life upon release” (Factor 1), “social reasons and reasons unique to the prison context” (Factor 2), and “to acquire knowledge and skills” (Factor 3). Factor 1 explained more of the variance than the sum of the other factors, and educational level was not related to scores on this first factor. Inmates with long sentences were more likely than those with short sentences to start an education in prison to prepare for life upon release. Inmates with low education scored significantly higher on Factor 2 than those with high education, but significantly lower on Factor 3 than the latter group. 相似文献
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Hans‐Magne Eikeland 《Scandinavian Journal of Educational Research》2013,57(1):149-167
Eikeland, H. M. (1971). On the Generality of Univariate Eta. Scand. J. educ. Res. 15, 149‐167. The correlation ratio, or eta, is conceived of as a generic concept, covering varying complexities of data analysis designs, from a simple point‐biserial design to general multiclassification designs, orthogonal as well as nonorthogonal ones. When independent variables are categorical and the dependent variable metric, one can define a multiple eta as the correlation among observed and predicted scores, the prediction being based on two or more classification variables conjointly. Multiple eta is compared to multiple correlation. Worked examples of multiple eta are shown for both the orthogonal and the nonorthogonal case, illustrating the use of analysis of variance as a correlational technique. Only univariate eta is considered, but its two cases, bivariate and multiple eta, are related to the multivariate case. 相似文献
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Olav Eikeland 《Educational Action Research》2013,21(2):267-290
The purpose of this article is to present a specific approach to the practice of action research ‘in complex organisations’. Clearly, there are many approaches to the challenge of doing action research in organisations; approaches that are, and also must be, quite context dependent and specific. But my purpose is neither to give an overview nor a recommendation of how action research is or should be done in complex organisations by different schools of action researchers around the world. The approach I will present has grown through practical experience accumulated over many years with doing action research in many different Norwegian organisations with organisational change and development as the specific objective. I will limit myself to an outline of this Norwegian context, and to how I and others have worked specifically with organisational learning both practically and theoretically within or in relation to a broad Norwegian or Scandinavian approach to action research and organisation development represented by many individuals. 相似文献
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