Between 20-25% of Norwegian students drop-out from bachelor’s degree programs (Aamodt & Hovdhaugen, 2011). However, the phenomenon has been seldom investigated within the Norwegian context. Considering significant national differences in educational systems (e.g., student fees, structure of higher education), comparison of attrition rates and mechanisms that explain such tendencies is complicated (Thomas & Hovdhaugen, 2014). This facilitates the investigation of culture-specific research on the factors that might have a causal impact on students’ attrition. In the current study, we focus on under-investigated potential predictor of students’ attrition – attrition intentions.
Attrition is a multifaceted phenomenon (e.g., permanent withdrawal, changing university, taking a break from studies) and research shows that different mechanisms lead to either permanent withdrawal or change of university (Hovdhaugen, 2009). The current study will investigate if students’ intentions show the same pattern of relationships. Based on psychological and social attrition theories (Aljohani, 2016; Bean & Eaton, 2001), we expect that contextual factors would be more strongly related to transfer-out intentions or intentions to change university/study field (e.g., peer support, satisfaction with university or study program, commitment, and engagement). In contrast, achievement- and performance-related factors (e.g., performance, academic study skills, academic self-efficacy, time-to-degree, and achievement motivation) would be more significant determinants of drop-out intentions or intentions to withdraw permanently.
Aamodt, P. O., & Hovdhaugen, E. (2011). Frafall og gjennomføring i lavere grads studier før og etter Kvalitetsreformen : en sammenlikning mellom begynnerkullene fra 1999, 2003 og 2005. Oslo: NIFU.
Aljohani, O. (2016). A Comprehensive Review of the Major Studies and Theoretical Models of Student Retention in Higher Education. Higher Education Studies, 6(2), 1–18. https://doi.org/10.5539/hes.v6n2p1
Bean, J., & Eaton, S. B. (2001). The Psychology Underlying Successful Retention Practices. Journal of College Student Retention, 3(1), 73–89. https://doi.org/10.2190/6R55-4B30-28XG-L8U0
Thomas, L., & Hovdhaugen, E. (2014). Complexities and Challenges of Researching Student Completion and Non-Completion of HE Programmes in Europe: A Comparative Analysis between England and Norway. European Journal of Education, 49(4), 457–470. https://doi.org/10.1111/ejed.12093
Hovdhaugen, E. (2009). Transfer and dropout: different forms of student departure in Norway. Studies in Higher Education, 34(1), 1–17. https://doi.org/10.1080/03075070802457009
Supervisor: Dr. Gabriella Óturai
Co-supervisor: Prof. Dr. Sonja Perren
Social competence is an important resilience factor against mental health problems and is associated with children’s social understanding (Theory of Mind). As the prevalence of mental health problems among children is increasing, the question of how to promote the development of social competence is gaining more and more importance. In the present project, we aim to foster children’s social competence through a training program rooted in media education. Children between 3-5 years will be recruited through local kindergartens, and will be assigned to either an intervention group or a control group. Children in the intervention group will participate in weekly intervention sessions for three weeks, consisting of viewing a short clip from a cartoon, followed by a semi-structured discussion with focus on the characters’ mental states. Pre- and post-tests will include measures of ToM (standard false belief and emotion recognition tests) and social competence (empathic orientation and prosocial behaviour questionnaires), as well as a background questionnaire on general demographic and developmental data and on children’s media use. The main hypothesis of the study is that after the training program children in the intervention group will be more successful in standard ToM tasks and exhibit more advanced social skills than children in the baseline control group. The training program will be carried out in selected kindergartens, and the resulting material will be freely available for potential users such as parents and kindergartens teachers.
Supervisors: Kamilla Rognmo (Main supervisor), Jan Rosenvinge, Oddgeir Friborg, Laila Hopstock and Svein Bergvik (Co-supervisors).
Insomnia is the most prevalent sleep disorder among adults, estimated to affect up to one third of the adult population. Insomnia is common in those with problematic drinking, however the prevalence rates varies between 18-80%. The main reason for the variability is methodological differences in the existing studies, and lack of good psychometric measures. This suggest a need for a more exact prevalence and risk estimation, from a large representative sample, using measures with sound psychometric properties.
The aim of this study is to identify the risk and reliable prevalence rates of insomnia in individuals with an alcohol use disorder, as measured and the Alcohol use identification test (AUDIT).
The present study will analyze data from the Tromsø Study, a Norwegian longitudinal study, that to date has seven cohorts. The current study will use data from the 7th cohort, which contains 21 083 adult participants from the general population.
The present study may have translational impact, by identifying a reliable prevalence rate of insomnia in individuals with a probable alcohol use disorder- it may increase healthcare professionals awareness regarding early detection and treatment of both the sleep-wake and the alcohol use disorder.