Hva har barn lyst til å gjøre ute?

Mange peker på at uteleken taper plass i den moderne barndommen. Barn har mindre kontakt med natur enn før og leker mindre ute i sine nærområder. Målet med denne studien var å se hvor stor interesse barn på ulike alderstrinn har for utendørsaktiviteter. Ca. 100 barn er fulgt over 7 år, 47 i ytterligere 3 år. Barna er stilt de samme spørsmål ved 6 ulike tidspunkt. Hva har de lyst til å gjøre ute? Studien viser at interessene endrer seg sterkt med økende alder og vi finner også betydelige interesseforskjeller mellom jenter og gutter. Mens interessen for tradisjonelt friluftsliv og høsting i naturen synker med økende alder, øker interessen for mer feriepregede aktiviteter på den ene siden og mer idrettspregede aktiviteter på den andre siden. Interessen for natur og friluftsliv er til en viss grad knyttet opp mot foreldrenes alder og utdanning og også familiens ferievaner

Segregation in the classroom: What does it take to be accepted as a friend?

Research on students' social relationships shows their preference to associate with similar peers. This study focused on the similarity in selection criteria used by students to form groups and similarity of characteristics of existing groups in schools. It compared these criteria to those of isolated students. The sample consisted of 124 students aged 14-15. The results revealed that the assessment of peers' social skills was a relevant selection criterion, and that global self-esteem, well-being, and, physical activity were important variables in describing groups. The selection criteria and group characteristics of isolated students did not match those of the groups. The isolated students have more outspoken views on criteria and characteristics compared to the groups' points of view

Fra ungdomsskolen til videregående skole - Faktorer som predikerer elevers intensjon om å slutte på skolen

Ved å betrakte bortvalg fra videregående skole som sluttpunktet i en prosess rettes oppmerksomheten mot faktorer som går forut for beslutningen om å slutte. I dette prosjektet undersøker vi i hvilken grad faktorer knyttet til erfaringer både på ungdomsskolen og i videregående skole predikerer elevenes intensjon om å slutte før tiden etter et halvt år i VG1. Resultatene viser at elevenes engasjement for skolen, og deres opplevelse av støtte fra foreldre og lærere, er viktige faktorer. Opplevd ensomhet på VGS og elevenes evne til å takle motgang, ser ut til å være de to viktigste faktorene som predikerer hvorfor elever tenker på å slutte

Children and Child Organized Leisuretime Physical Activities, 1998.

The project aims to identify and understand the various aspects of children's physical activity, both in the form of play and sports. The project focuses on organized physical activity: where the activity is, what activities are going on, who the kids are with and how children themselves understand the activities they are doing and the context of the activity. The data includes information on how children understand the activities and what meaning these activities have on children themselves, what activities children are doing, and if there is a difference between boys and girls in the perception of the relationship between sport and play. The mode of data collection is personal interview, group interview and survey

«Det er veldig sånn at det er et valg for livet»

I 10. klasse i ungdomsskolen må elevene gjøre valg av stor betydning for sitt senere liv. Hva skal de bli? Dette prosjektet fulgte 1025 ungdommer fra 10. klasse i 11 ungdomsskoler over i videregående skole og har gjennom spørreskjema sett på de valg elevene gjorde. Hvor godt informert var de forut for sine valg, hva eller hvem påvirket dem, og hvor fornøyd var de med de valg de hadde gjort? Informasjon om videregående skole var gitt på en rekke ulike måter. 77,7 % av elevene syntes de hadde fått nok informasjon til å kunne velge linje på videregå- ende skole, men bare 37,1 % hadde fått individuell veiledning. Lærere og rådgiver hadde i liten grad påvirket elevenes valg. Prosjektet tyder på at familie, venner, lønn og kulturfaktorer som kjønn og yrkesstatus uansett overstyrer skolens rolle. Fag som utdanningsvalg og andre veiledningstiltak i ungdomsskolen ser ikke ut til å nå godt nok frem til de unge. Vårt grunnleggende spørsmål er om dagens 15–16-åringer er modne nok til å ta så viktige valg når det gjelder sin fremti

Stressors and vulnerability during upper secondary school: subjective experiences of classroom climate and coping beliefs as predicting factors of school stress in Norway

The present longitudinal study was designed to scrutinize how adolescents perceive their life in upper secondary schools in general, and how central aspects of their perceived classroom climate predicted their coping beliefs and experience of school stress in particular. The participants were 1215 students in upper secondary schools (grades 2 and 3) from one county in Norway. The data were analysed by means of structural equation modelling, and the findings reveal gender differences that need further investigation in future research. Our study indicates that a performance-oriented goal structure and social support from peers and teachers seem to be a potential risk factor and/or protective factor when it comes to adolescents’ development of coping beliefs and experiences of school stress, especially among girls

Students with special educational needs in secondary education: are they intending to learn or to leave?

During their secondary school years, a considerable number of students seriously consider choosing between learning and leaving. Leaving school early means that students do not complete their education. Early school leaving is the last step in a process in which students gradually lose interest and develop the intention to leave school. This study focuses on students with special needs and the impact of their social relations with parents, teachers and peers on their intentions to leave school early. The sample for this study comprises 1873 typical students and 132 students with special needs aged 16 from secondary schools in a large region of Norway. The intention to leave early can be predicted by teacher support and by loneliness as an indicator for peer support. The findings suggest that especially peer support is, for all students, a key variable in staying motivated for school. For students with special needs, teacher support is also important to stay in school in the early years. Over time, however, the support from teachers becomes less important for students with special needs. They too become more dependent on support from peers

Adolescents: Differences in friendship patterns related to gender

Based on a survey of 123 Norwegian students aged 14-15 (grade 10) this article will discuss possible gender differences in peer relations, social position and friendship criteria. The students filled in a questionnaire that included sociometry and questions on friendship criteria, self-esteem and social support. We found significant gender differences. However, boys and girls frequently have the same preferences in peer relationships, but to a different degree. The variance within the gender groups may exceed the variance between them