Bodil Jorun Stokke Olaussen

• 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. Fulltekst i vitenarkiv
• Reeve, Johnmarshall; Vansteenkiste, Maarten; Assor, Avi; Ahmad, Ikhlas; Cheon, Sung Hyeon & Jang, Hyungshim [Vis alle 10 forfattere av denne artikkelen] (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. Fulltekst i vitenarkiv
• Olaussen, Bodil Stokke (2013). Sosial kognitiv teori. I Karlsdottir, Ragnheidur & Lysø, Ingunn Hybertsen (Red.), Læring • utvikling • læringsmiljø — En innføring i pedagogisk psykologi. Akademika forlag. ISSN 9788232100095. s. 209–229. Fulltekst i vitenarkiv
• Fjell, Kari & Olaussen, Bodil Stokke (2012). Utvikling av lærer-elev-relasjoner i klasserommet : læreroppfatning sammenlignet med en teoribasert analyse. FoU i praksis. ISSN 1504-6893. 6(2), s. 9–31. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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 - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 31(2), s. 30–43. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Olaussen, Bodil Stokke & Bråten, Ivar (2004). Motivasjonelle oppfatninger og selvregulert læring. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 27(1), s. 28–39. Fulltekst i vitenarkiv
• 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. I Marsh, Herbert W.; Baumert, Jurgen; Richards, Garry E. & Trautwein, Ulrich (Red.), Self-concept, motivation, and identity. SELF Research Centre. ISSN 9781741080735. s. 751–759. Fulltekst i vitenarkiv
• 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? I Idalovichi, Israel (Red.), Proceedings of the Fourth International Conference on Teacher Education "Teacher Education as a Social Mission: A Key to the Future". Mofet Institute. Fulltekst i vitenarkiv
• Bråten, Ivar; Strømsø, Helge Ivar & Olaussen, Bodil Stokke (2003). Self-Regulated Learning and the Use of Information and Communications Thechnology in Norwegian Teacher Education. I McInerney, D.M. & Etten, S. Van (Red.), Research on Sociocultural Influences on Motivation and Learning (Vol.3): Sociocultural Influences and Teacher Education Programs. Information Age Publishing. s. 199–221. Fulltekst i vitenarkiv
• Lunde, Karianne & Olaussen, Bodil Stokke (2003). systemrettet arbeid og atferdsproblemer i skolen: refleksjoner fra seks lærere. Skolepsykologi. ISSN 0333-0389. s. 27–38. Fulltekst i vitenarkiv
• Anmarkrud, Øistein; Olaussen, Bodil Stokke & Bråten, Ivar (2002). Utvikling av selvregulert læring - En beretning fra norske lærerstudenter. Norsk pedagogisk tidsskrift. ISSN 0029-2052. s. 403–415. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Bråten, Ivar; Lie, Alfred; Olaussen, Bodil Stokke & Andreassen, Ulf Rune (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. Fulltekst i vitenarkiv
• Bråten, Ivar & Olaussen, Bodil Stokke (1998). Motivational beliefs and learning strategy use. I Nissen, Harald (Red.), Transactions of the Royal Norwegian Society of Sciences and Letters No 4 1998: Learning strategies and skill learning. Tapir Forlag, Trondheim. ISSN 9788251913409. s. 33–51. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Bråten, Ivar & Olaussen, Bodil Stokke (1997). Lærings- og studiestrategier i høgre utdanning. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 81(5), s. 306–318. Fulltekst i vitenarkiv

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• Bråten, Ivar & Olaussen, Bodil Stokke (1999). Strategisk læring: Teori og pedagogisk anvendelse. Cappelen Damm Akademisk. ISBN 9788245607437. 197 s. Fulltekst i vitenarkiv

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• Olaussen, Bodil Stokke & Fjell, Kari (2014). Autonomy-supportive or controlling: A study of Norwegian teachers' motivating style. Fulltekst i vitenarkiv
• Olaussen, Bodil Stokke & Blomseth, Anneli Stanger (2014). Classroom discourse: The roleof teachers'instructional practice to promote student dialogs during "Early Years Literacy Program " (EYLP). Fulltekst i vitenarkiv
• Olaussen, Bodil Stokke (2013). Early Year Literacy Program (EYLP) in Norway: Teacher-student dialogs and their consequences for reading comprehension development. Fulltekst i vitenarkiv
• Olaussen, Bodil Stokke (2012). Teachers' motivation style: A possible transmission to their students? Fulltekst i vitenarkiv
• Fjell, Kari & Olaussen, Bodil Stokke (2010). Hvordan kan lærere bidra til å utvikle en god relasjon til mellom lærer og elev i klasserommet? Fulltekst i vitenarkiv
• Olaussen, Bodil Stokke & Fjell, Kari (2010). Development of student-teacher relationships: A case study based on autonomy support. Fulltekst i vitenarkiv
• Anmarkrud, Øistein & Olaussen, Bodil Stokke (2010). Motivasjon og lesestrategier. Fulltekst i vitenarkiv
• Olaussen, Bodil Stokke (2009). Lærer-elev dialog i to ulike klasseromskontekster. En observasjonsstudie på småskoletrinnet. Fulltekst i vitenarkiv
• Olaussen, Bodil Stokke & Fjell, Kari (2009). Utvikling av en god lærer-elev relasjon og betydningen for læring i skolen. Fulltekst i vitenarkiv
• Olaussen, Bodil Stokke (2009). Autonomy support in two different classroom contexts. Fulltekst i vitenarkiv
• Olaussen, Bodil Stokke & Fjell, Kari (2009). Development of teacher-student relationships: A case study comparing two different situations based on self-determination theory. Fulltekst i vitenarkiv
• Olaussen, Bodil Stokke (2009). What classroom observations reveal about reading comprehension instruction: A cross-sectional study from 2.-4.grade in Norway. Fulltekst i vitenarkiv
• Olaussen, Bodil Stokke (2008). Development of self-regulation in two different classroom contexts. Fulltekst i vitenarkiv
• Olaussen, Bodil Stokke (2007). Understanding personal and contextual factors generating adaptive motivation in college: An interview study. Fulltekst i vitenarkiv
• Olaussen, Bodil Stokke & Bråten, Ivar (2005). Tracking changes in academic motivation over the college years. Fulltekst i vitenarkiv
• Olaussen, Bodil Stokke & Bråten, Ivar (2004). Profiling individual differences in student motivation: A longitudinal cluster-analytic investigation of Norwegian business administration students. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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? Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Bråten, Ivar & Olaussen, Bodil Stokke (2000). Students' conception of intelligence and their use of learning strategies. Fulltekst i vitenarkiv
• Bråten, Ivar & Olaussen, Bodil Stokke (1998). The learning and study strategies of Norwegian first-year college students. Fulltekst i vitenarkiv
• 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. Høgskolen i Østfold. ISSN 9788278251133. Fulltekst i vitenarkiv
• 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. Institute for Educational Research, University of Oslo. Fulltekst i vitenarkiv
• Bråten, Ivar & Olaussen, Bodil Stokke (2000). Comparing motivational beliefs across cultures: Norway and the United States. Institute for Educational Research, University of Oslo. Fulltekst i vitenarkiv
• Olaussen, Bodil Stokke & Bråten, Ivar (2000). An interview study of Norwegian college students' beliefs about academic motivation. Institute for Educational Research, University of Oslo. Fulltekst i vitenarkiv
• Bråten, Ivar & Olaussen, Bodil Stokke (1998). The relationship between motivational beliefs and learning strategy use among Norwegian college students: A replication study. Pedagogisk forskningsinstitutt, Universitetet i Oslo. Fulltekst i vitenarkiv
• Bråten, Ivar & Olaussen, Bodil Stokke (1997). Strategisk læring hos norske høgskolestudenter. Høgskolen i Oslo. ISSN 9788257900663. Fulltekst i vitenarkiv
• Bråten, Ivar & Olaussen, Bodil Stokke (1997). Autonomy and learning strategy use among Norwegian college students. Pedagogisk forskningsinstitutt, Universitetet i Oslo.. Fulltekst i vitenarkiv

Se alle arbeider i NVA