Blar i forfatter "Dahl, Tove I."

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    • Here's the TRIQ: The Tromsø Interest Development Questionnaire based on the four-phase model of interest development 

      Dahl, Tove I.; Nierenberg, Ellen (Journal article; Tidsskriftartikkel; Peer reviewed, 2021-11-08)
      The Tromsø Interest Questionnaire (TRIQ) is the first suite of self-report subscales designed for focused investigations on how interest is experienced in relation to Hidi and Renninger’s four-phase model of interest development. In response to the plethora of varied interest measures that already exist in terms of theoretical grounding, form, and tested quality, the TRIQ subscales were designed ...

    • How study environments foster academic procrastination: Overview and recommendations 

      Svartdal, Frode; Dahl, Tove I.; Gamst-Klaussen, Thor; Koppenborg, Markus; Klingsieck, Katrin (Journal article; Tidsskriftartikkel; Peer reviewed, 2020-11-02)
      Procrastination is common among students, with prevalence estimates double or even triple those of the working population. This inflated prevalence indicates that the academic environment may appear as “procrastination friendly” to students. In the present paper, we identify social, cultural, organizational, and contextual factors that may foster or facilitate procrastination (such as large degree ...

    • Is information literacy ability, and metacognition of that ability, related to interest, gender or education level? A cross-sectional study of higher education students 

      Nierenberg, Ellen; Dahl, Tove I. (Journal article; Tidsskriftartikkel; Peer reviewed, 2021-12-01)
      How information literate are students in higher education, and how accurate is their metacognition related to that ability? Are students’ perceived needs to learn more and their level of interest in becoming information literate related to their pursuit of information literacy (IL) skill development? First-year undergraduates, master’s, and PhD students (N = 760) took an objective IL test and estimated ...

    • Knowing and doing: The development of information literacy measures to assess knowledge and practice 

      Nierenberg, Ellen; Låg, Torstein; Dahl, Tove I. (Journal article; Tidsskriftartikkel; Peer reviewed, 2021-06-08)
      This study touches upon three major themes in the field of information literacy (IL): the assessment of IL, the association between IL knowledge and skills, and the dimensionality of the IL construct. Three quantitative measures were developed and tested with several samples of university students to assess knowledge and skills for core facets of IL. These measures are freely available, applicable ...

    • Note to first-year university students: Just do it! In the end, the fact that you study may be more important than how you study. 

      Sæle, Rannveig Grøm; Dahl, Tove I.; Sørlie, Tore; Friborg, Oddgeir (Journal article; Tidsskriftartikkel; Peer reviewed, 2023-03-20)
      Education is important to society, yet many students do not complete the educations they start. In the present study of 426 students at a Norwegian university, we examined the predictive value of study-related variables with regard to student status one and five years after initial enrollment (stayers versus dropouts). The logistic regression analyses indicated that older students and students who ...

    • Study Habits and Procrastination: The Role of Academic Self-Efficacy 

      Svartdal, Frode; Sæle, Rannveig Grøm; Dahl, Tove I.; Nemtcan, Efim; Gamst-Klaussen, Thor (Journal article; Tidsskriftartikkel; Peer reviewed, 2021-08-03)
      Inefficient study skills increase the probability that study work is perceived as difficult and aversive, with procrastination as a likely result. As a remedy, more effective study skills and habits may be encouraged. However, research indicates that good study skills and habits may not by themselves be sufficient to remedy problems, as this relationship may be mediated by efficacy beliefs related ...

    • What if becoming information literate were an adventure? 

      Dahl, Tove I. (Journal article; Tidsskriftartikkel; Peer reviewed, 2022-10-17)
      What if becoming information literate were an adventure? This question was posed in a keynote for the Creating Knowledge Conference 2021. It was answered in a thought piece by examining adventure-based ways to prepare students to be information literate adults through the principles and mechanisms that people find arousing and pleasurable and that are not classically a part of university pedagogy. ...