Christian Brandmo

发表

Perceived Organizational Antecedents of Emerging Collaborative Learning Activities Among Icelandic Beginning Teachers

Dijana Tiplic, E. Elstad, Christian Brandmo, 2020, Scandinavian Journal of Educational Research.

Group Coaching that Promotes Self-Efficacy and Role Clarity among School Leaders

Christian Brandmo, Marit Aas, Tor Colbjørnsen, 2019, Scandinavian Journal of Educational Research.

A Validation Study of the Internet-Specific Epistemic Justification Inventory With Norwegian Preservice Teachers

Yvonne Kammerer, Ivar Bråten, Christian Brandmo, 2019 .

Developing and testing a model of direct and indirect relationships between individual differences, processing, and multiple-text comprehension

Øistein Anmarkrud, Ivar Bråten, Helge I. Strømsø, 2014 .

Social and personal predictors of test anxiety among Norwegian secondary and postsecondary students

Ivar Bråten, Christian Brandmo, Olav Schewe, 2018, Social Psychology of Education.

Investigating relations between beliefs about justification for knowing,interest, and knowledge across two socio-scientific topics

Ivar Bråten, Christian Brandmo, 2018 .

Direct and indirect effects of textual and individual factors on source-content integration when reading about a socio-scientific issue

Helge I. Strømsø, Ivar Bråten, Christian Brandmo, 2018, Reading and Writing.

Social and personal predictors of test anxiety among Norwegian secondary and postsecondary students

Ivar Bråten, Christian Brandmo, Olav Schewe, 2018, Social Psychology of Education.

Antecedents of Norwegian beginning teachers’ turnover intentions

Dijana Tiplic, E. Elstad, Christian Brandmo, 2015 .

Modeling relations between students’ justification for knowing beliefs in science, motivation for understanding what they read in science, and science achievement

Helge I. Strømsø, Ivar Bråten, Christian Brandmo, 2014 .

2. ACHIEVEMENT GOALS: WHAT ARE THEY AND WHAT SIGNIFICANCE DO THEY HAVE FOR STUDENTS' LEARNING AND PERFORMANCE?

Christian Brandmo, 2013 .

Epistemic Justification in Multiple Document Literacy: A Refutation Text Intervention

Helge I. Strømsø, Ivar Bråten, Christian Brandmo, 2022, Contemporary Educational Psychology.

Measuring Internet-Specific Reading Motivation and Engagement in an Academic Domain

Ivar Bråten, Christian Brandmo, 2021, Nordic Journal of Literacy Research.

Antecedents of department heads’ job autonomy, role clarity, and self-efficacy for instructional leadership

Dijana Tiplic, E. Elstad, Christian Brandmo, 2019, International Journal of Leadership in Education.

Bridging classroom assessment and self-regulated learning

Christian Brandmo, Therese N. Hopfenbeck, E. Panadero, 2020, Assessment in Education: Principles, Policy & Practice.

Revisiting Instructional and Transformational Leadership: The Contemporary Norwegian Context of School Leadership.

Christian Brandmo, Marit Aas, 2016 .

Motivation to Become a Teacher: a Norwegian Validation of the Factors Influencing Teaching Choice Scale

Christian Brandmo, Jean-Louis Berger, Katrine Nesje, 2018 .

Running head: MEASURING MOTIVATIONS TO TEACH IN NORWAY

Christian Brandmo, H. Watt, Jean-Louis Berger, 2017 .

Investigating structural relationships among upper‐secondary school students' beliefs about knowledge, justification for knowing, and Internet‐specific justification in the domain of science

Ivar Bråten, Christian Brandmo, Chia-Hui Cheng, 2021, Journal of Research in Science Teaching.

Factors Motivating Students to Become Secondary School Teachers

Christian Brandmo, Katrine Nesje, 2017 .

Schools as a Source of Mental Health Literacy: Adjusting and Validating a Mental Health Literacy Scale.

Christian Brandmo, Gunnar Bjørnebekk, H. N. Bjørnsen, 2023, Health promotion practice.

Fostering Self-Regulated Learning: An Introduction

Christian Brandmo, Jean-Louis Berger, 2013, Journal of Cognitive Education and Psychology.