Bodil Stokke Olaussen

Professor Emeritus
Image of Bodil Stokke  Olaussen
Norwegian version of this page
Phone +47-22844406
Room 359
Username
Visiting address Gaustadallèen 21 Forskningsparken 0349 Oslo
Postal address P.O.Box 1092 Blindern 0317 Oslo

Academic Interests

  • Language development and reading
  • Motivation and self-regulated learning
  • Classroom discourse and peer learning
  • Teaching reading comprehension in school

Member of the research group TextDIM - Text comprehension: development, instruction and multiple texts 

Current project

  • Development of motivation and self-regulated learning in the early grades

Completed projects include

  • Self-regulated learning and text comprehension
  • Motivation in higher education

 

Teaching

Courses in the Bachelor's and Master's Programme in Education

Offers supervision in topics related to academic interests.

Higher education and employment history

Degrees

  • 1993 Dr.polit., University of Oslo
  • 1985 Cand.polit., NTNU, Trondheim
  • 1972 Speech therapist education, (Statens spesiallærerhøgskole / ISP)
  • 1968 Degree from teacher education college (Tromsø)

Employment

  • 2005- Professor, Institute of Educational Research, Faculty of Education, University of Oslo
  • 1999-2005 Associate professor, Institute of Educational Research, University of Oslo
  • 1993-1999 Associate professor, Oslo University College, Department of Teacher Education
  • 1992-1993 Assistant professor, Oslo University College, Department of Teacher Education
  • 1990-1992 School Counsellor / Speech therapist, PP-tjenesten (Skiptvet, Spydeberg & Hobøl)
  • 1987-1990 Research fellow, Institute of Educational Research, University of Oslo
  • 1972- 1980 Speech therapist, preschool children (Oslo)
  • 1968-1970 Primary school teacher (Flesberg / Rakkestad)

Appointments

  • Member of the committee for development of the new master program ‘Reading and writing in school’ (2008-)
  • Referee for international / national journals (2009/2010): Educational Psychologist, Educational Research Journal, Scandinavian Journal of Educational Research, Norsk Pedagogisk Tidsskrift

 Cooperation

Current project ‘Development of motivation and self-regulated learning in the early grades’ is developed in cooperation with Nancy Perry, University of British Colombia, and Julianne Turner, University of Notre Dame. Part of this project is in cooperation with Kari Fjell, Oslo University College

Tags: Education, Comprehending and learning from text

Publications

Fjell,K. & Olaussen, B.S. (til vurdering) Utvikling av lærer-elev relasjonen: Læreroppfatning sammenlignet  med en teoribasert analyse. Nordic Studies in Education.

Olaussen, B.S. (2009). Arbeidsplaner i skolen: En kontekst for utvikling av selv-regulert læring? - Refleksjoner etter en studie på småskoletrinnet. Norsk Pedagogisk Tidsskrift, 3, 189-201.

Olaussen, B.S. (2008).”Jeg vil ikke sitte som en grå mus på bakerste benk.” Utvikling av positiv motivasjon som følge av interaksjon mellom personlige og kontekstuelle faktorer: En intervjustudie av nyutdannede siviløkonomer. UNIPED, 31, 30-40.

Bråten, I. & Olaussen, B.S. (2007). The motivational development of Norwegian nursing students over the college years. Learning in Health and Social Care, 6,1, 27-43.

 

  • Olaussen, Bodil Stokke (2016). Classroom discourse: The role of teachers' instructional practice for promoting student dialogues in the Early Years Literacy Program (EYLP). Universal Journal of Educational Research.  ISSN 2332-3205.  4(11), s 2595- 2605 . doi: 10.13189/ujer.2016.041113
  • Reeve, Johnmarshall; Vansteenkiste, Maarten; Assor, Avi; Ahmad, Ikhlas; Cheon, Sung Hyeon; Jang, Hyungshim; Kaplan, Haya; Moss, Jennifer; Olaussen, Bodil Stokke & Wang, C.K.John (2014). The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation. Motivation and Emotion.  ISSN 0146-7239.  38(1), s 93- 110 . doi: 10.1007/s11031-013-9367-0
  • Olaussen, Bodil Stokke (2013). Sosial kognitiv teori, I: Ragnheidur Karlsdottir & Ingunn Hybertsen Lysø (red.),  Læring • utvikling • læringsmiljø — En innføring i pedagogisk psykologi.  Akademika forlag.  ISBN 978-82-321-0009-5.  9.  s 209 - 229
  • Fjell, Kari & Olaussen, Bodil Stokke (2012). Utvikling av lærer-elev-relasjoner i klasserommet : læreroppfatning sammenlignet med en teoribasert analyse. Tidsskriftet FoU i praksis.  ISSN 1504-6893.  6(2), s 9- 31 Full text in Research Archive.
  • Olaussen, Bodil Stokke (2009). Arbeidsplaner i skolen: En kontekst for utvikling av selv-regulert læring? Refleksjoner etter en studie på småskoletrinnet. Norsk pedagogisk tidsskrift.  ISSN 0029-2052.  93(3), s 189- 201
  • Olaussen, Bodil Stokke (2008). "Jeg vil ikke sitte som en grå mus på bakerste benk!" Utvikling av positiv motivasjon som følge av interaksjon mellom personlige og kontekstuelle faktorer:En intervjustudie av nyutdannede siviløkonomer. UNIPED (Tromsø).  ISSN 1500-4538.  31(2), s 30- 43
  • Bråten, Ivar & Olaussen, Bodil Stokke (2007). The motivational development of Norwegian nursing students over the college years. Learning in Health and Social Care.  ISSN 1473-6853.  6(1), s 27- 43
  • Bråten, Ivar & Olaussen, Bodil Stokke (2005). Profiling individual differences in student motivation: A longitudinal cluster-analytic study in different academic contexts. Contemporary Educational Psychology.  ISSN 0361-476X.  30, s 359- 396
  • Olaussen, Bodil Stokke & Bråten, Ivar (2004). Development and change in motivational beliefs among Norwegian business administration students: A two-year longitudinal investigation of student motivational profiles, In Herbert W. Marsh; Jurgen Baumert; Garry E. Richards & Ulrich Trautwein (ed.),  Self-concept, motivation, and identity.  SELF Research Centre.  ISBN 1-74108-073-8.  kapittel 73.  s 751 - 759
  • Olaussen, Bodil Stokke & Bråten, Ivar (2004). Motivasjonelle oppfatninger og selvregulert læring. UNIPED (Tromsø).  ISSN 1500-4538.  27(1), s 28- 39
  • Bråten, Ivar; Strømsø, Helge Ivar & Olaussen, Bodil Stokke (2003). Self-Regulated Learning and the Use of Information and Communications Thechnology in Norwegian Teacher Education, In D.M. McInerney & S. Van Etten (ed.),  Research on Sociocultural Influences on Motivation and Learning (Vol.3): Sociocultural Influences and Teacher Education Programs.  Information Age Publishing.  9.  s 199 - 221
  • Lunde, Karianne & Olaussen, Bodil Stokke (2003). systemrettet arbeid og atferdsproblemer i skolen: refleksjoner fra seks lærere. Skolepsykologi.  ISSN 0333-0389.  (7), s 27- 38
  • Olaussen, Bodil Stokke & Bråten, Ivar (2003). Norwegian student teachers' beliefs about the social origins of their self-regulatory strategy use: Who were influential and in what way?, In Israel Idalovichi (ed.),  Proceedings of the Fourth International Conference on Teacher Education "Teacher Education as a Social Mission: A Key to the Future".  Mofet Institute.
  • Anmarkrud, Øistein; Olaussen, Bodil Stokke & Bråten, Ivar (2002). Utvikling av selvregulert læring - En beretning fra norske lærerstudenter. Norsk pedagogisk tidsskrift.  ISSN 0029-2052.  (5), s 403- 415
  • Bråten, Ivar & Olaussen, Bodil Stokke (2000). Motivation in college: Understanding Norwegian college students' performance on the LASSI Motivation Subscale and their beliefs about academic motivation. Learning and individual differences.  ISSN 1041-6080.  12, s 177- 187
  • Bråten, Ivar; Lie, Alfred; Andreassen, Rune & Olaussen, Bodil Stokke (1999). Leisure time reading and orthographic processes in word recognition among Norwegian third- and fourth-grade students. Reading and writing.  ISSN 0922-4777.  11, s 65- 88
  • Olaussen, Bodil Stokke & Bråten, Ivar (1999). Students' use of strategies for self-regulated learning: cross-cultural perspectives. Scandinavian Journal of Educational Research.  ISSN 0031-3831.  43, s 409- 432
  • Bråten, Ivar & Olaussen, Bodil Stokke (1998). Motivational beliefs and learning strategy use, In Harald Nissen (ed.),  Transactions of the Royal Norwegian Society of Sciences and Letters No 4 1998: Learning strategies and skill learning.  Tapir Forlag, Trondheim.  ISBN 82-519-1340-3.  s 33 - 51
  • Bråten, Ivar & Olaussen, Bodil Stokke (1998). The learning and study strategies of Norwegian first-year college students. Learning and individual differences.  ISSN 1041-6080.  10(4), s 309- 327
  • Bråten, Ivar & Olaussen, Bodil Stokke (1998). The relationship between motivational beliefs and learning strategy use among Norwegian college students. Contemporary Educational Psychology.  ISSN 0361-476X.  23, s 182- 194
  • Olaussen, Bodil Stokke & Bråten, Ivar (1998). Identifying latent variables measured by the Learning and Study Strategies Inventory (LASSI) in Norwegian college students. Journal of Experimental Education.  ISSN 0022-0973.  67, s 82- 96
  • Bråten, Ivar & Olaussen, Bodil Stokke (1997). Lærings- og studiestrategier i høgre utdanning. Norsk pedagogisk tidsskrift.  ISSN 0029-2052.  81(5), s 306- 318

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  • Bråten, Ivar & Olaussen, Bodil Stokke (1999). Strategisk læring: Teori og pedagogisk anvendelse. Cappelen Damm Akademisk.  ISBN 82-456-0743-6.  197 s.

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  • Olaussen, Bodil Stokke & Blomseth, Anneli Stanger (2014). Classroom discourse: The roleof teachers'instructional practice to promote student dialogs during "Early Years Literacy Program " (EYLP).
  • Olaussen, Bodil Stokke & Fjell, Kari (2014). Autonomy-supportive or controlling: A study of Norwegian teachers' motivating style.
  • Olaussen, Bodil Stokke (2013). Early Year Literacy Program (EYLP) in Norway: Teacher-student dialogs and their consequences for reading comprehension development.
  • Olaussen, Bodil Stokke (2012). Teachers' motivation style: A possible transmission to their students?.
  • Anmarkrud, Øistein & Olaussen, Bodil Stokke (2010). Motivasjon og lesestrategier.
  • Fjell, Kari & Olaussen, Bodil Stokke (2010). Hvordan kan lærere bidra til å utvikle en god relasjon til mellom lærer og elev i klasserommet?.
  • Olaussen, Bodil Stokke (2010). 'Veien blir til mens du går', I:  Hovudfagsstudiet i pedagogikk ved NTNU.  Tapir Akademisk Forlag.  ISBN 978-82-519-2675-1.  Studietida ved Pedagogisk institutt.  s 95 - 101
  • Olaussen, Bodil Stokke & Fjell, Kari (2010). Development of student-teacher relationships: A case study based on autonomy support.
  • Olaussen, Bodil Stokke (2009). Autonomy support in two different classroom contexts.
  • Olaussen, Bodil Stokke (2009). Lærer-elev dialog i to ulike klasseromskontekster. En observasjonsstudie på småskoletrinnet.
  • Olaussen, Bodil Stokke (2009). What classroom observations reveal about reading comprehension instruction: A cross-sectional study from 2.-4.grade in Norway.
  • Olaussen, Bodil Stokke & Fjell, Kari (2009). Development of teacher-student relationships: A case study comparing two different situations based on self-determination theory.
  • Olaussen, Bodil Stokke & Fjell, Kari (2009). Utvikling av en god lærer-elev relasjon og betydningen for læring i skolen.
  • Olaussen, Bodil Stokke (2008). Development of self-regulation in two different classroom contexts.
  • Olaussen, Bodil Stokke (2007). Understanding personal and contextual factors generating adaptive motivation in college: An interview study.
  • Olaussen, Bodil Stokke & Bråten, Ivar (2005). Tracking changes in academic motivation over the college years.
  • Olaussen, Bodil Stokke & Bråten, Ivar (2004). Development and change in motivational beliefs among Norwegian business administration students: A two-year longitudinal investigation of student motivational profiles.
  • Olaussen, Bodil Stokke & Bråten, Ivar (2004). Profiling individual differences in student motivation: A longitudinal cluster-analytic investigation of Norwegian business administration students.
  • Bråten, Ivar; Strømsø, Helge Ivar & Olaussen, Bodil Stokke (2003). Self-regulated learning and the use of Information and Communications Technology in Norwegian teacher education: The project ICT as a factor in teacher education.
  • Olaussen, Bodil Stokke & Bråten, Ivar (2003). Profiling individual differences in students' personal interest, mastery goal orientation, task value, and perceived self-efficacy in different academic contexts.
  • Olaussen, Bodil Stokke & Bråten, Ivar (2002). Norwegian student teachers' beliefs about the social origins of their self-regulatory strategy use: Who were influential and in what way?.
  • Olaussen, Bodil Stokke & Bråten, Ivar (2001). Believe it or not: An interview study comparing Norwegian college students' beliefs about academic motivation to those of American students.
  • Bråten, Ivar & Olaussen, Bodil Stokke (2000). Comparing motivational beliefs across cultures: Norway and the United States.
  • Bråten, Ivar & Olaussen, Bodil Stokke (2000). Learning in college. The learning and study strategies of Norwegian college students: A series of empirical investigations and a cross-cultural perspective.
  • Bråten, Ivar & Olaussen, Bodil Stokke (2000). Students' conception of intelligence and their use of learning strategies.
  • Bråten, Ivar & Olaussen, Bodil Stokke (2000). Understanding Norwegian college students' performance on the LASSI Motivation Subscale and their beliefs about academic motivation: An interview study.
  • Olaussen, Bodil Stokke & Bråten, Ivar (2000). An interview study of Norwegian college students' beliefs about academic motivation.
  • Bråten, Ivar & Olaussen, Bodil Stokke (1998). The learning and study strategies of Norwegian first-year college students.
  • Bråten, Ivar & Olaussen, Bodil Stokke (1998). The relationship between motivational beliefs and learning strategy use among Norwegian college students: A replication study.
  • Bråten, Ivar & Olaussen, Bodil Stokke (1997). Autonomy and learning strategy use among Norwegian college students.
  • Bråten, Ivar & Olaussen, Bodil Stokke (1997). Strategisk læring hos norske høgskolestudenter. HiO-rapport. 3.

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Published Aug. 6, 2010 9:31 AM - Last modified Sep. 23, 2016 2:50 PM

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