Voksenopplæringsundersøkelsen i skolen : Analyse av Voksenopplæringsundersøkelsen i skolen for skoleårene 2017/18 til 2021/22

Denne rapporten presenterer resultatene fra Voksenopplæringsundersøkelsen. Den viser resultatene fra de siste årenes undersøkelser, fra og med høsten 2017 til og med våren 2022. Voksenopplæringsundersøkelsen er bygd opp etter samme modell som Elevundersøkelsen og gir informasjon om elever i voksenopplæringens oppfatning av læringsmiljøet ved det skolen. Den har delvis overlappende spørsmål med Elevundersøkelsen. Den er totalt sett mindre omfattende, men har noen flere spørsmål knyttet til valg av videre studier og yrke. Det er frivillig for skolene å gjennomføre undersøkelsen. Utdanningsdirektoratet er oppdragsgiver.Voksenopplæringsundersøkelsen i skolen : Analyse av Voksenopplæringsundersøkelsen i skolen for skoleårene 2017/18 til 2021/22publishedVersio

Ulike faktorer assosiert med avhengighetsproblematikk og pengebruk i Fortnite Battle Royale

Denne rapporten presenterer funn fra en undersøkelse om belønningsmekanismer, problematisk spilling og pengebruk i gaming. Undersøkelsen er finansiert av Medietilsynet, og omhandler Fortnite Battle Royale (FBR).Ulike faktorer assosiert med avhengighetsproblematikk og pengebruk i Fortnite Battle RoyalepublishedVersio

Longitudinal relations between gaming, physical activity, and athletic self-esteem

Background: Youth are increasingly engaged in digital games; while physical activity rates are declining. This study examines whether the amount of time children spend on gaming is related to physical activity and athletic self-esteem. Method: At ages 8, 10, 12, and 14, a community sample of children (n = 751, 379 girls) was interviewed about how often they played digital games, completed questionnaires regarding their athletic self-esteem and wore an accelerometer to measure physical activity. Results: A random intercept cross-lagged panel model using the participants as their own controls adjusting for all time-invariant potential confounding factors, revealed that increased gaming predicted reduced athletic self-esteem (B = −0.17, 95% CI: 0.26 to −0.10). Among boys aged 10 years, increased moderate and vigorous physical activity (MVPA) predicted decreased gaming (B = −0.64, 95% CI: 1.12 to −0.16) whereas increased gaming predicted reduced MVPA at the age of 12 (B = −0.08, 95% CI: 0.12 to −0.03). These effects remained evident two years later via stability in gaming and MVPA. Conclusions: Findings suggest a developmental window for boys in middle childhood during which changes in physical activity and gaming result in longer-term cascades that endure into adolescence: increased gaming predicts reduced MVPA, whereas reduced MVPA predicts increased gaming.Longitudinal relations between gaming, physical activity, and athletic self-esteempublishedVersio

The co-occurrence between symptoms of internet gaming disorder and psychiatric disorders in childhood and adolescence: prospective relations or common causes?

Background: Internet gaming disorder (IGD) is highlighted as a condition for further study in the Diagnostic and Statistical Manual of Mental Disorders Fifth Edition (DSM‐5). Some studies indicate that IGD appears comorbid with other psychiatric disorders. We examine concurrent and prospective links between symptoms of IGD and symptoms of common psychiatric disorders in childhood and adolescence to determine whether observed comorbidity is a result of (a) reciprocal relations or (b) common underlying causes. Methods: A community sample (n = 702) of Norwegian children completed the Internet Gaming Disorder Interview (IGDI) to assess DSM‐5 defined IGD symptoms at ages 10, 12 and 14 years. The Child and Adolescent Psychiatric Assessment (CAPA) assessed symptoms of depression, anxiety, attention‐deficit hyperactivity disorder (ADHD), oppositional defiant disorder (ODD) and conduct disorder (CD) at the same time points. Results: A Random Intercept Cross‐lagged Panel Model (RI‐CLPM), which captures pure within‐person changes and adjusts for all unmeasured time‐invariant factors (e.g., genetics, parent education) revealed no associations between IGD symptoms and psychopathology, except that increased IGD symptoms at ages 10 and 12 predicted decreased symptoms of anxiety two years later. Conclusions: No support emerged for concurrent or prospective relations between IGD and psychiatric symptoms, except in one case: increased IGD symptoms forecasted reduction in anxiety symptoms. Observed co‐occurrence between IGD symptoms and mental health problems can mainly be attributed to common underlying factorspublishedVersio

Running to get “lost”? Two types of escapism in recreational running and their relations to exercise dependence and subjective well-being

Escapism is a fundamental motivation in many forms of activity engagements. At its core, escapism is “a habitual diversion of the mind … as an escape from reality or routine”. Accordingly, escapism may entail many adaptive and maladaptive psychological antecedents, covariates, and outcomes. However, few studies have been conducted on escapism as a motivational mindset in running. Here, in a sample of recreational runners (N = 227), we applied a two-dimensional model of escapism, comprising self-expansion (adaptive escapism) and self-suppression (maladaptive escapism), and examined how they were related to exercise dependence and subjective well-being. First, confirmatory factor analyses showed that the escapism dimensions were highly diversifiable in the sample. Then, correlational analyses showed that self-expansion was positively correlated to subjective well-being, whereas self-suppression was negatively related to well-being. Self-suppression was more strongly related to exercise dependence compared to self-expansion. Finally, path analyses evidenced an explanatory role of self-expansion and self-suppression in the inverse relationship between exercise dependence and well-being. In conclusion, the present findings support escapism as a relevant framework for understanding the relationship between exercise dependence in running and subjective well-being

PENGARUH PENERAPAN MODEL COOPERATIVE LEARNING TIPE GROUP INVESTIGATION (GI) TERHADAP KEMAMPUAN PEMECAHAN MASALAH DENGAN VARIABEL MODERATOR MINAT BELAJAR SISWA

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan pemecahan masalah pada siswa kelas XI IIS di SMAN 19 Bandung, masih terdapat siswa yang memiliki kemampuan pemecahan masalah rendah dengan ditandai dengan perolehan nilai dibawah Kriteria Ketuntasan Minimum (KKM). Tujuan dari penelitian ini adalah untuk mengetahui apakah penggunaan model Cooperative Learning tipe Group Investigation (GI) dan metode ceramah mempengaruhi tingkat kemampuan pemecahan masalah pada siswa, apakah minat belajar mempengaruhi tingkat kemampuan pemecahan masalah pada siswa, apakah terdapat pengaruh interaksi antara model Cooperative Learning tipe Group Investigation (GI) dengan minat belajar siswa terhadap tingkat kemampuan pemecahan masalah. Penelitian ini menggunakan model eksperimen desain faktorial 2x2. Hasil penelitian menunjukan bahwa penggunaan metode mempengaruhi kemampuan pemecahan masalah pada siswa, minat belajar mempengaruhi tingkat kemampuan pemecahan masalah pada siswa, terdapat pengaruh interaksi antara model Cooperative Learning tipe Group Investigation (GI) dengan minat belajar siswa terhadap tingkat kemampuan pemecahan masalah. Penerapan metode group investigation akan lebih efektif untuk meningkatkan kemampuan pemecahan masalah jika diterapkan pada siswa yang memiliki minat belajar tinggi dibandingkan dengan siswa yang memiliki minat belajar rendah.; The research motivated by the lack of students’ problem solving ability at 19 Senior High School in Bandung states that there are the students who have poor problem solving skill identified by the acquisition of mark under Completeness Minimum Criteria. The purpose of this research is to find out whether the use of models Cooperative Learning type Group Investigation (GI) and the lecture method affects to problem solving abilities, whether the learning interest affects problem solving abilities,whether there is interaction between GI method and students learning interest to the students’ problem-solving ability. This research uses the experiment model of 2x2 factorial design. The research findings shows that there is the use of methods of influence on students' problem-solving abilities, learning interest affects to problem-solving abilities, there is the influence of interaction between GI method and the students’ learning interest to the problem solving ability. The implementation of GI method will be more effective to improve problem solving ability if it is implemented to the students with high learning interest than the students with poor learning interest