The British journal of educational psychology, 2022
BACKGROUND Socially withdrawn children tend to perform poorer academically than their peers. What... more BACKGROUND Socially withdrawn children tend to perform poorer academically than their peers. What remains unknown, is the temporal ordering of the two phenomena. Also, substantial gender differences exist in both social withdrawal and academic achievement; thus, it is conceivable that the strength of the relation between them is gendered as well. AIMS To investigate cross-sectional correlates and test directional effects of social withdrawal and academic achievement from primary to upper secondary school, and to examine potential gendered effects. METHODS Prospective associations were analysed from age 6 to age 14 using biannual teacher ratings of children's social withdrawal and academic achievement in a representative community sample (n = 845), by means of random intercept cross-lagged panel modelling. RESULTS In boys, increased academic achievement at ages 8 and 12 forecasted decreased social withdrawal 2 years later, whereas increased social withdrawal at age 10 predicted r...
Identification attempts in populations with a low prevalence of problems usually result in a cons... more Identification attempts in populations with a low prevalence of problems usually result in a considerable number of false positives. Thus, the aim of the current study was to investigate the false positive rate following nomination of developmental concerns by preschool teachers and the reasons for which teachers raise developmental concerns about children who display nonclinical levels of mental health problems.A total of 1430 children aged 1 to 6 years in Norwegian childcare centers were classified as true positive, false positive, true negative, or false negative by comparing preschool teachers' nomination with their ratings on the Caregiver-Teacher Report Form, resulting in 127 (9%) false positives and 1142 (80%) true negatives.Compared to the true negative group, the false positive group received significantly higher scores on internalizing problems, externalizing problems than true negatives, conflict and significantly lower scores on closeness. Children's internalizing and externalizing problems and age were the main factors that increased the likelihood of teachers raising concerns, while increased closeness in the teacher-child relationship reduced the likelihood of being nominated. Children's gender and conflict level were not significant when adjusting for other factors.These findings suggest that preschool teachers' concerns about children's development should not be discarded as the false positive group did show elevated levels of problem behavior and poorer teacher-child relationship compared to the true negative group. Scrutinizing concerns in collaboration with parents and other mental health professionals may be beneficial to ensure healthy development for children with elevated problem levels.
Journal of Psychopathology and Behavioral Assessment
Identification attempts in populations with a low prevalence of problems usually result in a cons... more Identification attempts in populations with a low prevalence of problems usually result in a considerable number of false positives. Thus, the aim of the current study was to investigate the false positive rate following nomination of developmental concerns by preschool teachers and the reasons for which teachers raise developmental concerns about children who display non-clinical levels of mental health problems.A total of 1430 children aged 1 to 6 years in Norwegian childcare centers were classified as true positive, false positive, true negative, or false negative by comparing preschool teachers’ nomination with their ratings on the Caregiver-Teacher Report Form, resulting in 127 (9%) false positives and 1142 (80%) true negatives.Compared to the true negative group, the false positive group received significantly higher scores on internalizing problems, externalizing problems than true negatives, conflict and significantly lower scores on closeness. Children’s internalizing and e...
This study examined whether, and the extent to which, the Incredible Years Teacher Classroom Mana... more This study examined whether, and the extent to which, the Incredible Years Teacher Classroom Management program predicted positive development of children's emotional, behavioral, and social adjustment through changes in the child-teacher relationship. Using data from a longitudinal quasi-experimental intervention trial with a matched control condition, including 1,085 children (49.7% girls, mean age = 4.22 years; SD age = 0.88 years), the potential associations were tested by means of multilevel path modeling. The mediation model demonstrated that (1) children in the intervention condition achieved more favorable changes in the child-teacher relationship than the control condition; (2) changes in the child-teacher relationship were associated with changes in the target outcomes; and (3) the intervention effects were mediated via changes in the child-teacher relationship.
Background: Internet gaming disorder (IGD) is highlighted as a condition for further study in the... more Background: Internet gaming disorder (IGD) is highlighted as a condition for further study in the Diagnostic and Statistical Manual of Mental Disorders Fifth Edition (DSM-5). Some studies indicate that IGD appears comorbid with other psychiatric disorders. We examine concurrent and prospective links between symptoms of IGD and symptoms of common psychiatric disorders in childhood and adolescence to determine whether observed comorbidity is a result of (a) reciprocal relations or (b) common underlying causes. Methods: A community sample (n = 702) of Norwegian children completed the Internet Gaming Disorder Interview (IGDI) to assess DSM-5 defined IGD symptoms at ages 10, 12 and 14 years. The Child and Adolescent Psychiatric Assessment (CAPA) assessed symptoms of depression, anxiety, attention-deficit hyperactivity disorder (ADHD), oppositional defiant disorder (ODD) and conduct disorder (CD) at the same time points. Results: A Random Intercept Cross-lagged Panel Model (RI-CLPM), which captures pure within-person changes and adjusts for all unmeasured time-invariant factors (e.g., genetics, parent education) revealed no associations between IGD symptoms and psychopathology, except that increased IGD symptoms at ages 10 and 12 predicted decreased symptoms of anxiety two years later. Conclusions: No support emerged for concurrent or prospective relations between IGD and psychiatric symptoms, except in one case: increased IGD symptoms forecasted reduction in anxiety symptoms. Observed co-occurrence between IGD symptoms and mental health problems can mainly be attributed to common underlying factors.
Grounded in self-determination theory and the dualistic model of passion, the present study teste... more Grounded in self-determination theory and the dualistic model of passion, the present study tested whether a social media intervention could promote harmonious passion and positive emotions related to exercise activities. A 4-week intervention managed through an Instagram™ account was designed to promote more harmonious passion and less obsessive passion, as well as more positive emotions and less negative emotions related to participants' favorite exercise activities. A web-based questionnaire was distributed to 518 young adults (mean age 26.5) before and after the intervention. Participants were randomly assigned to an intervention group (N = 226) or control group (N = 292). The intervention did not predict change in passion for the activity. However, the intervention predicted more positive emotional outcomes from the activity, statistically controlled for emotions reported at baseline and negative emotions reported at follow-up. Results indicate that digital platforms may be relevant in promoting more physical activity in the population, through the facilitation of more positive emotions related to exercise.
The current study investigates whether the Working Alliance Inventory (Blascovich, Mendes, Hunter... more The current study investigates whether the Working Alliance Inventory (Blascovich, Mendes, Hunter, Lickel, & Kowai-Bell) and its factors bond, goal, and task are a suitable measurement for documenting the coach-athlete relationship in the sport setting among a sample of 670 Norwegian junior athletes. The results in the current study showed moderate positive associations between WAI and perceived performance and perception of self, and strong negative associations between WAI and athlete burnout. The proposed model in the current study had good fit with the data and explained 13% of the variance in perceived performance, 12% of the variance in perception of self, and 25% of the variance in athlete Frode Moen ABOUT THE AUTHORS The first author is a mental trainer for elite athletes and coaches at the Norwegian Olympic Sports Center in the Mid-Norway region, where he also is the manager. He is also an associate professor at the Department of Lifelong Learning and Education at the Norwegian University of Science and Technology where his research focuses on coaching in business, coaching in sport, communication, performance psychology, athlete burnout, attention, motivation, education, and relationship issues.
There is sparse knowledge on how the amount of gaming overlaps with—and is longitudinally related... more There is sparse knowledge on how the amount of gaming overlaps with—and is longitudinally related to—psychiatric symptoms of ADHD and emotional problems throughout early and middle childhood. In this prospective study of 791 Norwegian children, we investigated the amount of electronic gaming at ages 6, 8, and 10 while also measuring DSM symptoms of such disorders. Cross-lagged longitudinal analyses showed that more ADHD symptoms at age 8 predicted more gaming at age 10, whereas gaming did not predict more psychiatric symptoms, controlled for gender and socio-economic status. Cross-sectional overlaps between gaming and symptoms were marginal but nonetheless increased with each age level. Hence, time spent gaming did not forecast more psychiatric problems at these ages, but children with more ADHD symptoms were more likely to increase their amount of gaming throughout middle childhood. Results indicate that the sheer amount of gaming is not harmful to children’s mental health, but that poorly regulated children become more attracted to games throughout childhood. Findings are discussed in light of the coexistence of problematic gaming and psychiatric problems reported among adolescents and adults, as well as the potential beneficial psychological outcomes from gaming.
Scandinavian Journal of Child and Adolescent Psychiatry and Psychology
Background: The quality of peer relations is linked to mental health in childhood and adolescence... more Background: The quality of peer relations is linked to mental health in childhood and adolescence, but few studies have investigated its clinical relevance. In particular, the potential mediating role of peer functioning in the associations between different dimensions of symptoms and quality of life (QoL) has not been sufficiently examined. Objective: In a clinical sample of adolescents, we examined peer relations in light of psychiatric diagnoses, as well as QoL and symptoms of mental health problems, with particular focus on symptoms of anxiety, depression, and ADHD. We also examined the potential mediating role of peer problems in the relationship between such symptoms and QoL. Methods: The sample consisted of 603 adolescents (ages 13-18) referred to clinical assessment. Psychiatric diagnoses according to the criteria of the International Statistical Classification of Diseases and Related Health Problems, 10th revision, were collected from participants' clinical charts. Symptoms of disorders, QoL, and quality of peer relations were measured by self-report questionnaires. Results: Adolescents diagnosed with anxiety/depressive disorder reported more peer problems and lower QoL than adolescents with attention deficit/hyperactivity disorder. These findings were supported with symptom ratings. A path model with bootstrapping was used to assess the potential mediating role of peer problems in the association between symptoms and QoL, showing that peer problems partly mediated the relationship between emotional symptoms and QoL, but not the relationship between ADHD-symptoms and QoL. Conclusion: Improvement of peer relations may be a fruitful path for enhancing QoL among adolescents with symptoms of anxiety and depression.
Electronic games are popular and many children spend much time on this activity. Here we investig... more Electronic games are popular and many children spend much time on this activity. Here we investigate whether the quantity of time children spend on gaming is related to their social development, making this the first study to examine this relationship in children. We examine prospective relations between time spent gaming and social competence in a community sample of Norwegian 6 year olds (n = 873) followed up at ages 8, 10, and 12, controlling for socioeconomic status, body mass index, and time spent gaming together with friends. Results revealed that greater social competence at both 8 and 10 years predicted less gaming 2 years later and that more age-10 gaming predicted less social competence at age 12 but only among girls. Electronic gaming, whether online or offline, has become central to the lives of many children and adolescents in the modern, postindustrial world. By games and gaming, we refer to electronic games that are interactive, meaning that players are actively engaging the content of the game either by themselves or in competition or cooperation with other (present and nonpresent) players (Granic, Lobel, & Engels, 2014). When video games are available and affordable, most children and youth play them (Lenhart et al., 2008). Recent findings from the United Kingdom indicate that 66% of children between the ages 5-7 game regularly for about 7.5 hr a week; 81% percent of 8-11 year olds; and 77% of 12-15 year olds game regularly for about 10-12 hr a week (Office of Communications [Ofcom], 2017). In Norway, where the research reported herein was conducted, 96% of boys and 76% of girls age 9-16 years play video games; about half play up to 2 hr per day, but 8% play for more than 4 hr (Norwegian Media Authority, 2016). Since the early 1990s, the popularity of games has raised questions among developmental scholars, parents, and policy makers regarding effects of gaming on children's psychological and behavioral development (Griffiths, 1993). Most gaming research to date has focused on excessive or problematic gaming (e.g.
Recent increase in children's screen activities has raised concerns that screen time may repl... more Recent increase in children's screen activities has raised concerns that screen time may replace face-to-face interaction, and hence impair children's development of emotion understanding. This longitudinal community study of 960 Norwegian 4-year-olds, followed up at ages 6 and 8, examined bidirectional relations between screen use and emotion understanding. Results revealed that more screen time at age 4 predicted lower levels of emotion understanding at age 6. In addition, television in children's bedroom at age 6 forecasted lower levels of emotion understanding at age 8. The effect of TV watching on emotion understanding was gender moderated, with stronger effects of TV watching observed among girls, but no significant effects detected among boys. In contrast, gaming forecasted lower level of emotion understanding in boys, not girls. Results are discussed in the light of the importance of face-to-face interaction to preserve the development of social-emotional competence among young children. Statement of contribution What is already known on this subject? We know that children's screen activities correlate with poorer social competence and with decrease of the quantity and quality of interaction with parents and siblings. The capacity to understand emotions in others is primarily learned through interaction with primary caregivers, but little is known how children's screen use influences development of emotion understanding. What the present study adds? We found that more TV watching among girls at age 4 predicted lower levels of emotion understanding at age 6. Furthermore, TV in child's bedroom at age 6 forecasted lower levels of emotion understanding at age 8.
Internet gaming disorder (IGD) was included in the Addendum to DSM-5 as a condition for further s... more Internet gaming disorder (IGD) was included in the Addendum to DSM-5 as a condition for further study. Studies of community samples using a diagnostic interview are lacking, and evaluations of the proposed symptoms, comorbidities, and predictors of IGD are scarce. To provide such information participants in a Norwegian prospective community study were assessed with a clinical interview at age 10 years. Symptoms of other psychiatric disorders were measured with the Child and Adolescent Psychiatric Assessment at ages 8 and 10 (n = 740). Children, parents, and teachers provided information on demographics, temperament, intelligence, executive functions, self-concept, social skills, victimization, emotion regulation, family climate, and parenting. Results indicated that IGD was present in 1.7% (95% confidence interval, 0.7-2.7) of the participants (3.0% boys and 0.5% girls). Factor analysis revealed two factors: heavy involvement and negative consequences. The positive predictive value of withdrawal, tolerance, and unsuccessful attempts to control gaming symptoms to the disorder was low. Symptoms of other common disorders correlated weakly with IGD-symptoms (i.e., from r = 0.07 to r = 0.15). Upon adjusting for gender and gaming at age 8, only limited social and emotion regulation skills at age 8 predicted more age-10 IGD symptoms. In conclusion, IGD is already present in a small percentage of Norwegian 10-year olds. At least three of the proposed symptomswithdrawal, tolerance and unsuccessful attempts to control gamingmerit further study given their weak associations with the disorder. Symptoms of IGD are only marginally associated with symptoms of other psychiatric disorders and only predicted by social skills and emotion regulation deficits.
Child and adolescent psychiatry and mental health, 2017
Self-esteem is fundamentally linked to mental health, but its' role in trajectories of psychi... more Self-esteem is fundamentally linked to mental health, but its' role in trajectories of psychiatric problems is unclear. In particular, few studies have addressed the role of self-esteem in the development of attention problems. Hence, we examined the role of global self-esteem in the development of symptoms of anxiety/depression and attention problems, simultaneously, in a clinical sample of adolescents while accounting for gender, therapy, and medication. Longitudinal data were obtained from a sample of 201 adolescents-aged 13-18-referred to the Department of Child and Adolescent Psychiatry in Trondheim, Norway. In the baseline study, self-esteem, and symptoms of anxiety/depression and attention problems were measured by means of self-report. Participants were reassessed 3 years later, with a participation rate of 77% in the clinical sample. Analyses showed that high self-esteem at baseline predicted fewer symptoms of both anxiety/depression attention problems 3 years later aft...
Prior research suggests that parenting affects children's relationships, including those with... more Prior research suggests that parenting affects children's relationships, including those with teachers, although there is variation across individuals in such effects. Given evidence suggesting that oxytocin may be particularly important for the quality of social relationships, we tested the hypotheses (a) that change in parenting from 4 to 6 years of age influences and predicts change in the student-teacher relationship from 6 to 8 years of age and (b) that this effect is moderated by a polymorphism related to the child's oxytocin receptor gene (OXTR), rs53576. In 2 studies, participants included, respectively, 652 socioeconomically diverse Norwegian children from a community sample (50.8% male; mean age of 54.9 months at first assessment) and 559 such children from 8 different U.S. locales (49.0% male; approximately 54 months at the first assessment). Norwegian results showed that change in parenting predicted change in student-teacher relationships, but only in the case o...
Background: Young children exhibiting severe externalizing problems in school are at risk of deve... more Background: Young children exhibiting severe externalizing problems in school are at risk of developing several poor outcomes. School-based intervention programs have been found to be effective for students with different problems, including those with behavioral problems, emotional distress, or social problems. The present study investigated whether the IY-TCM programme, as a universal stand-alone school intervention programme, reduced severe child externalizing problems as reported by the teacher, and evaluated if these children improved their social competence, internalizing problems, academic performances and student-teacher relationship as a result of the IY TCM training. Methods: A quasi-experimental pre-post study was conducted, including 21 intervention schools and 22 control schools. Children in 1 st-3 rd grade (age 6-8 years) assessed by their teacher as having severe externalizing problems on the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R) total Intensity score, were included in the study, N = 83 (65 boys and 18 girls). Treatment effects were evaluated using 3-level linear mixed models analysis. Results: In our study we found no differences in change between the two conditions from baseline to follow-up in externalizing problems, social skills, internalizing problems and closeness with teacher. The intervention condition did however show advantageous development in terms of student-teacher conflicts and increased academic performances. Conclusion: The IY Teacher Classroom Management program is not sufficient being a stand-alone universal program in a Norwegian primary school setting, for students with severe externalizing problems. However; some important secondary findings were found. Still, young school children with severe externalizing problems are in need of more comprehensive and tailored interventions.
Peer problems are linked to attention deficit hyperactivity disorder (ADHD) symptoms and the sero... more Peer problems are linked to attention deficit hyperactivity disorder (ADHD) symptoms and the serotonin system is thought to be involved in ADHD-related behavior. Hence, from a Gene × Environment perspective, the serotonin transporter 5-HTTLPR may play a moderating role. In two large community samples, the moderating role of 5-HTTLPR was examined related to more hyperactivity-impulsivity symptoms (HI symptoms) predicted by more peer problems. In Study 1, involving 642 Norwegian children, results indicated that for s-allele carriers only, caregiver-reported peer problems at age 4 predicted more parent-reported HI symptoms at age 6. In Study 2, similar results emerged involving 482 American children. Discussion focuses on differential sensitivity to the adverse effects of poor peer relations.
In three papers, the present thesis examined the applicability of psychological theories on motiv... more In three papers, the present thesis examined the applicability of psychological theories on motivation in a leisure activity engagement context. It is argued that research on leisure motivation could benefit from a less contextual and a more idiosyncratic perspective on leisure activities. The concept of activity affordances is presented in order to highlight the person-activity fit that takes place when a certain activity is approached. This concept suggests that activities with different attributes may offer the same psychological experiences as well as proposing that individuals may approach identical activities with different mindsets depending on their well-being, need satisfaction motives, personality characteristics, and so on. These motivational dynamics that evolve between the person and the activity is the primary objective of the present thesis. In these three papers, the Dualistic Model of Passion is investigated in a leisure context. This model is dualistic in the sense that it proposes two distinctively different motivational constructs in relation to passionate engagement in activities. Specifically, the Passion model includes harmonious passion, a motivation which origins from an autonomous interest in an activity that leads to positive emotions and general well-being, and obsessive passion, which stems from a controlled internalization of the activity that undermines flexible engagement in the activity and constitutes a threat to well-being. In addition, the present thesis includes the development of another dualistic model in relation to leisure activity engagement that pertains to motives to escape from the self through investing interest in an activity. Two dimensions of escapism were proposed: self-suppression and self-expansion. Self-suppression escapism derives from motivation to avoid negative evaluation of self by getting focused on an activity, whereas self-expansion is motivated from facilitations of positive experiences by getting immersed in an activity. The results supported the theoretical proposals, showing that these two dimensions have different determinants and outcomes. Self-suppression was related to ill-being and poor psychological adjustment, whereas self-expansion was related to flexible activity engagement and positive affective outcomes. The findings from the studies in the present thesis give conditional support for a motivational dualism in leisure activity engagement. Harmonious passion and self-expansion were related to positive affective outcomes and subjective well-being, whereas obsessive passion and self-suppression were related to general and activity-related negative affect, poor psychological adjustment, and intrapersonal conflicts regarding the resources invested in the activity. The Passion model and the Escapism model complemented each other in terms of affective outcomes from activity engagement. In sum, these findings show that leisure activity engagement can be conducive to well-being, but also, and in…
The British journal of educational psychology, 2022
BACKGROUND Socially withdrawn children tend to perform poorer academically than their peers. What... more BACKGROUND Socially withdrawn children tend to perform poorer academically than their peers. What remains unknown, is the temporal ordering of the two phenomena. Also, substantial gender differences exist in both social withdrawal and academic achievement; thus, it is conceivable that the strength of the relation between them is gendered as well. AIMS To investigate cross-sectional correlates and test directional effects of social withdrawal and academic achievement from primary to upper secondary school, and to examine potential gendered effects. METHODS Prospective associations were analysed from age 6 to age 14 using biannual teacher ratings of children's social withdrawal and academic achievement in a representative community sample (n = 845), by means of random intercept cross-lagged panel modelling. RESULTS In boys, increased academic achievement at ages 8 and 12 forecasted decreased social withdrawal 2 years later, whereas increased social withdrawal at age 10 predicted r...
Identification attempts in populations with a low prevalence of problems usually result in a cons... more Identification attempts in populations with a low prevalence of problems usually result in a considerable number of false positives. Thus, the aim of the current study was to investigate the false positive rate following nomination of developmental concerns by preschool teachers and the reasons for which teachers raise developmental concerns about children who display nonclinical levels of mental health problems.A total of 1430 children aged 1 to 6 years in Norwegian childcare centers were classified as true positive, false positive, true negative, or false negative by comparing preschool teachers' nomination with their ratings on the Caregiver-Teacher Report Form, resulting in 127 (9%) false positives and 1142 (80%) true negatives.Compared to the true negative group, the false positive group received significantly higher scores on internalizing problems, externalizing problems than true negatives, conflict and significantly lower scores on closeness. Children's internalizing and externalizing problems and age were the main factors that increased the likelihood of teachers raising concerns, while increased closeness in the teacher-child relationship reduced the likelihood of being nominated. Children's gender and conflict level were not significant when adjusting for other factors.These findings suggest that preschool teachers' concerns about children's development should not be discarded as the false positive group did show elevated levels of problem behavior and poorer teacher-child relationship compared to the true negative group. Scrutinizing concerns in collaboration with parents and other mental health professionals may be beneficial to ensure healthy development for children with elevated problem levels.
Journal of Psychopathology and Behavioral Assessment
Identification attempts in populations with a low prevalence of problems usually result in a cons... more Identification attempts in populations with a low prevalence of problems usually result in a considerable number of false positives. Thus, the aim of the current study was to investigate the false positive rate following nomination of developmental concerns by preschool teachers and the reasons for which teachers raise developmental concerns about children who display non-clinical levels of mental health problems.A total of 1430 children aged 1 to 6 years in Norwegian childcare centers were classified as true positive, false positive, true negative, or false negative by comparing preschool teachers’ nomination with their ratings on the Caregiver-Teacher Report Form, resulting in 127 (9%) false positives and 1142 (80%) true negatives.Compared to the true negative group, the false positive group received significantly higher scores on internalizing problems, externalizing problems than true negatives, conflict and significantly lower scores on closeness. Children’s internalizing and e...
This study examined whether, and the extent to which, the Incredible Years Teacher Classroom Mana... more This study examined whether, and the extent to which, the Incredible Years Teacher Classroom Management program predicted positive development of children's emotional, behavioral, and social adjustment through changes in the child-teacher relationship. Using data from a longitudinal quasi-experimental intervention trial with a matched control condition, including 1,085 children (49.7% girls, mean age = 4.22 years; SD age = 0.88 years), the potential associations were tested by means of multilevel path modeling. The mediation model demonstrated that (1) children in the intervention condition achieved more favorable changes in the child-teacher relationship than the control condition; (2) changes in the child-teacher relationship were associated with changes in the target outcomes; and (3) the intervention effects were mediated via changes in the child-teacher relationship.
Background: Internet gaming disorder (IGD) is highlighted as a condition for further study in the... more Background: Internet gaming disorder (IGD) is highlighted as a condition for further study in the Diagnostic and Statistical Manual of Mental Disorders Fifth Edition (DSM-5). Some studies indicate that IGD appears comorbid with other psychiatric disorders. We examine concurrent and prospective links between symptoms of IGD and symptoms of common psychiatric disorders in childhood and adolescence to determine whether observed comorbidity is a result of (a) reciprocal relations or (b) common underlying causes. Methods: A community sample (n = 702) of Norwegian children completed the Internet Gaming Disorder Interview (IGDI) to assess DSM-5 defined IGD symptoms at ages 10, 12 and 14 years. The Child and Adolescent Psychiatric Assessment (CAPA) assessed symptoms of depression, anxiety, attention-deficit hyperactivity disorder (ADHD), oppositional defiant disorder (ODD) and conduct disorder (CD) at the same time points. Results: A Random Intercept Cross-lagged Panel Model (RI-CLPM), which captures pure within-person changes and adjusts for all unmeasured time-invariant factors (e.g., genetics, parent education) revealed no associations between IGD symptoms and psychopathology, except that increased IGD symptoms at ages 10 and 12 predicted decreased symptoms of anxiety two years later. Conclusions: No support emerged for concurrent or prospective relations between IGD and psychiatric symptoms, except in one case: increased IGD symptoms forecasted reduction in anxiety symptoms. Observed co-occurrence between IGD symptoms and mental health problems can mainly be attributed to common underlying factors.
Grounded in self-determination theory and the dualistic model of passion, the present study teste... more Grounded in self-determination theory and the dualistic model of passion, the present study tested whether a social media intervention could promote harmonious passion and positive emotions related to exercise activities. A 4-week intervention managed through an Instagram™ account was designed to promote more harmonious passion and less obsessive passion, as well as more positive emotions and less negative emotions related to participants' favorite exercise activities. A web-based questionnaire was distributed to 518 young adults (mean age 26.5) before and after the intervention. Participants were randomly assigned to an intervention group (N = 226) or control group (N = 292). The intervention did not predict change in passion for the activity. However, the intervention predicted more positive emotional outcomes from the activity, statistically controlled for emotions reported at baseline and negative emotions reported at follow-up. Results indicate that digital platforms may be relevant in promoting more physical activity in the population, through the facilitation of more positive emotions related to exercise.
The current study investigates whether the Working Alliance Inventory (Blascovich, Mendes, Hunter... more The current study investigates whether the Working Alliance Inventory (Blascovich, Mendes, Hunter, Lickel, & Kowai-Bell) and its factors bond, goal, and task are a suitable measurement for documenting the coach-athlete relationship in the sport setting among a sample of 670 Norwegian junior athletes. The results in the current study showed moderate positive associations between WAI and perceived performance and perception of self, and strong negative associations between WAI and athlete burnout. The proposed model in the current study had good fit with the data and explained 13% of the variance in perceived performance, 12% of the variance in perception of self, and 25% of the variance in athlete Frode Moen ABOUT THE AUTHORS The first author is a mental trainer for elite athletes and coaches at the Norwegian Olympic Sports Center in the Mid-Norway region, where he also is the manager. He is also an associate professor at the Department of Lifelong Learning and Education at the Norwegian University of Science and Technology where his research focuses on coaching in business, coaching in sport, communication, performance psychology, athlete burnout, attention, motivation, education, and relationship issues.
There is sparse knowledge on how the amount of gaming overlaps with—and is longitudinally related... more There is sparse knowledge on how the amount of gaming overlaps with—and is longitudinally related to—psychiatric symptoms of ADHD and emotional problems throughout early and middle childhood. In this prospective study of 791 Norwegian children, we investigated the amount of electronic gaming at ages 6, 8, and 10 while also measuring DSM symptoms of such disorders. Cross-lagged longitudinal analyses showed that more ADHD symptoms at age 8 predicted more gaming at age 10, whereas gaming did not predict more psychiatric symptoms, controlled for gender and socio-economic status. Cross-sectional overlaps between gaming and symptoms were marginal but nonetheless increased with each age level. Hence, time spent gaming did not forecast more psychiatric problems at these ages, but children with more ADHD symptoms were more likely to increase their amount of gaming throughout middle childhood. Results indicate that the sheer amount of gaming is not harmful to children’s mental health, but that poorly regulated children become more attracted to games throughout childhood. Findings are discussed in light of the coexistence of problematic gaming and psychiatric problems reported among adolescents and adults, as well as the potential beneficial psychological outcomes from gaming.
Scandinavian Journal of Child and Adolescent Psychiatry and Psychology
Background: The quality of peer relations is linked to mental health in childhood and adolescence... more Background: The quality of peer relations is linked to mental health in childhood and adolescence, but few studies have investigated its clinical relevance. In particular, the potential mediating role of peer functioning in the associations between different dimensions of symptoms and quality of life (QoL) has not been sufficiently examined. Objective: In a clinical sample of adolescents, we examined peer relations in light of psychiatric diagnoses, as well as QoL and symptoms of mental health problems, with particular focus on symptoms of anxiety, depression, and ADHD. We also examined the potential mediating role of peer problems in the relationship between such symptoms and QoL. Methods: The sample consisted of 603 adolescents (ages 13-18) referred to clinical assessment. Psychiatric diagnoses according to the criteria of the International Statistical Classification of Diseases and Related Health Problems, 10th revision, were collected from participants' clinical charts. Symptoms of disorders, QoL, and quality of peer relations were measured by self-report questionnaires. Results: Adolescents diagnosed with anxiety/depressive disorder reported more peer problems and lower QoL than adolescents with attention deficit/hyperactivity disorder. These findings were supported with symptom ratings. A path model with bootstrapping was used to assess the potential mediating role of peer problems in the association between symptoms and QoL, showing that peer problems partly mediated the relationship between emotional symptoms and QoL, but not the relationship between ADHD-symptoms and QoL. Conclusion: Improvement of peer relations may be a fruitful path for enhancing QoL among adolescents with symptoms of anxiety and depression.
Electronic games are popular and many children spend much time on this activity. Here we investig... more Electronic games are popular and many children spend much time on this activity. Here we investigate whether the quantity of time children spend on gaming is related to their social development, making this the first study to examine this relationship in children. We examine prospective relations between time spent gaming and social competence in a community sample of Norwegian 6 year olds (n = 873) followed up at ages 8, 10, and 12, controlling for socioeconomic status, body mass index, and time spent gaming together with friends. Results revealed that greater social competence at both 8 and 10 years predicted less gaming 2 years later and that more age-10 gaming predicted less social competence at age 12 but only among girls. Electronic gaming, whether online or offline, has become central to the lives of many children and adolescents in the modern, postindustrial world. By games and gaming, we refer to electronic games that are interactive, meaning that players are actively engaging the content of the game either by themselves or in competition or cooperation with other (present and nonpresent) players (Granic, Lobel, & Engels, 2014). When video games are available and affordable, most children and youth play them (Lenhart et al., 2008). Recent findings from the United Kingdom indicate that 66% of children between the ages 5-7 game regularly for about 7.5 hr a week; 81% percent of 8-11 year olds; and 77% of 12-15 year olds game regularly for about 10-12 hr a week (Office of Communications [Ofcom], 2017). In Norway, where the research reported herein was conducted, 96% of boys and 76% of girls age 9-16 years play video games; about half play up to 2 hr per day, but 8% play for more than 4 hr (Norwegian Media Authority, 2016). Since the early 1990s, the popularity of games has raised questions among developmental scholars, parents, and policy makers regarding effects of gaming on children's psychological and behavioral development (Griffiths, 1993). Most gaming research to date has focused on excessive or problematic gaming (e.g.
Recent increase in children's screen activities has raised concerns that screen time may repl... more Recent increase in children's screen activities has raised concerns that screen time may replace face-to-face interaction, and hence impair children's development of emotion understanding. This longitudinal community study of 960 Norwegian 4-year-olds, followed up at ages 6 and 8, examined bidirectional relations between screen use and emotion understanding. Results revealed that more screen time at age 4 predicted lower levels of emotion understanding at age 6. In addition, television in children's bedroom at age 6 forecasted lower levels of emotion understanding at age 8. The effect of TV watching on emotion understanding was gender moderated, with stronger effects of TV watching observed among girls, but no significant effects detected among boys. In contrast, gaming forecasted lower level of emotion understanding in boys, not girls. Results are discussed in the light of the importance of face-to-face interaction to preserve the development of social-emotional competence among young children. Statement of contribution What is already known on this subject? We know that children's screen activities correlate with poorer social competence and with decrease of the quantity and quality of interaction with parents and siblings. The capacity to understand emotions in others is primarily learned through interaction with primary caregivers, but little is known how children's screen use influences development of emotion understanding. What the present study adds? We found that more TV watching among girls at age 4 predicted lower levels of emotion understanding at age 6. Furthermore, TV in child's bedroom at age 6 forecasted lower levels of emotion understanding at age 8.
Internet gaming disorder (IGD) was included in the Addendum to DSM-5 as a condition for further s... more Internet gaming disorder (IGD) was included in the Addendum to DSM-5 as a condition for further study. Studies of community samples using a diagnostic interview are lacking, and evaluations of the proposed symptoms, comorbidities, and predictors of IGD are scarce. To provide such information participants in a Norwegian prospective community study were assessed with a clinical interview at age 10 years. Symptoms of other psychiatric disorders were measured with the Child and Adolescent Psychiatric Assessment at ages 8 and 10 (n = 740). Children, parents, and teachers provided information on demographics, temperament, intelligence, executive functions, self-concept, social skills, victimization, emotion regulation, family climate, and parenting. Results indicated that IGD was present in 1.7% (95% confidence interval, 0.7-2.7) of the participants (3.0% boys and 0.5% girls). Factor analysis revealed two factors: heavy involvement and negative consequences. The positive predictive value of withdrawal, tolerance, and unsuccessful attempts to control gaming symptoms to the disorder was low. Symptoms of other common disorders correlated weakly with IGD-symptoms (i.e., from r = 0.07 to r = 0.15). Upon adjusting for gender and gaming at age 8, only limited social and emotion regulation skills at age 8 predicted more age-10 IGD symptoms. In conclusion, IGD is already present in a small percentage of Norwegian 10-year olds. At least three of the proposed symptomswithdrawal, tolerance and unsuccessful attempts to control gamingmerit further study given their weak associations with the disorder. Symptoms of IGD are only marginally associated with symptoms of other psychiatric disorders and only predicted by social skills and emotion regulation deficits.
Child and adolescent psychiatry and mental health, 2017
Self-esteem is fundamentally linked to mental health, but its' role in trajectories of psychi... more Self-esteem is fundamentally linked to mental health, but its' role in trajectories of psychiatric problems is unclear. In particular, few studies have addressed the role of self-esteem in the development of attention problems. Hence, we examined the role of global self-esteem in the development of symptoms of anxiety/depression and attention problems, simultaneously, in a clinical sample of adolescents while accounting for gender, therapy, and medication. Longitudinal data were obtained from a sample of 201 adolescents-aged 13-18-referred to the Department of Child and Adolescent Psychiatry in Trondheim, Norway. In the baseline study, self-esteem, and symptoms of anxiety/depression and attention problems were measured by means of self-report. Participants were reassessed 3 years later, with a participation rate of 77% in the clinical sample. Analyses showed that high self-esteem at baseline predicted fewer symptoms of both anxiety/depression attention problems 3 years later aft...
Prior research suggests that parenting affects children's relationships, including those with... more Prior research suggests that parenting affects children's relationships, including those with teachers, although there is variation across individuals in such effects. Given evidence suggesting that oxytocin may be particularly important for the quality of social relationships, we tested the hypotheses (a) that change in parenting from 4 to 6 years of age influences and predicts change in the student-teacher relationship from 6 to 8 years of age and (b) that this effect is moderated by a polymorphism related to the child's oxytocin receptor gene (OXTR), rs53576. In 2 studies, participants included, respectively, 652 socioeconomically diverse Norwegian children from a community sample (50.8% male; mean age of 54.9 months at first assessment) and 559 such children from 8 different U.S. locales (49.0% male; approximately 54 months at the first assessment). Norwegian results showed that change in parenting predicted change in student-teacher relationships, but only in the case o...
Background: Young children exhibiting severe externalizing problems in school are at risk of deve... more Background: Young children exhibiting severe externalizing problems in school are at risk of developing several poor outcomes. School-based intervention programs have been found to be effective for students with different problems, including those with behavioral problems, emotional distress, or social problems. The present study investigated whether the IY-TCM programme, as a universal stand-alone school intervention programme, reduced severe child externalizing problems as reported by the teacher, and evaluated if these children improved their social competence, internalizing problems, academic performances and student-teacher relationship as a result of the IY TCM training. Methods: A quasi-experimental pre-post study was conducted, including 21 intervention schools and 22 control schools. Children in 1 st-3 rd grade (age 6-8 years) assessed by their teacher as having severe externalizing problems on the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R) total Intensity score, were included in the study, N = 83 (65 boys and 18 girls). Treatment effects were evaluated using 3-level linear mixed models analysis. Results: In our study we found no differences in change between the two conditions from baseline to follow-up in externalizing problems, social skills, internalizing problems and closeness with teacher. The intervention condition did however show advantageous development in terms of student-teacher conflicts and increased academic performances. Conclusion: The IY Teacher Classroom Management program is not sufficient being a stand-alone universal program in a Norwegian primary school setting, for students with severe externalizing problems. However; some important secondary findings were found. Still, young school children with severe externalizing problems are in need of more comprehensive and tailored interventions.
Peer problems are linked to attention deficit hyperactivity disorder (ADHD) symptoms and the sero... more Peer problems are linked to attention deficit hyperactivity disorder (ADHD) symptoms and the serotonin system is thought to be involved in ADHD-related behavior. Hence, from a Gene × Environment perspective, the serotonin transporter 5-HTTLPR may play a moderating role. In two large community samples, the moderating role of 5-HTTLPR was examined related to more hyperactivity-impulsivity symptoms (HI symptoms) predicted by more peer problems. In Study 1, involving 642 Norwegian children, results indicated that for s-allele carriers only, caregiver-reported peer problems at age 4 predicted more parent-reported HI symptoms at age 6. In Study 2, similar results emerged involving 482 American children. Discussion focuses on differential sensitivity to the adverse effects of poor peer relations.
In three papers, the present thesis examined the applicability of psychological theories on motiv... more In three papers, the present thesis examined the applicability of psychological theories on motivation in a leisure activity engagement context. It is argued that research on leisure motivation could benefit from a less contextual and a more idiosyncratic perspective on leisure activities. The concept of activity affordances is presented in order to highlight the person-activity fit that takes place when a certain activity is approached. This concept suggests that activities with different attributes may offer the same psychological experiences as well as proposing that individuals may approach identical activities with different mindsets depending on their well-being, need satisfaction motives, personality characteristics, and so on. These motivational dynamics that evolve between the person and the activity is the primary objective of the present thesis. In these three papers, the Dualistic Model of Passion is investigated in a leisure context. This model is dualistic in the sense that it proposes two distinctively different motivational constructs in relation to passionate engagement in activities. Specifically, the Passion model includes harmonious passion, a motivation which origins from an autonomous interest in an activity that leads to positive emotions and general well-being, and obsessive passion, which stems from a controlled internalization of the activity that undermines flexible engagement in the activity and constitutes a threat to well-being. In addition, the present thesis includes the development of another dualistic model in relation to leisure activity engagement that pertains to motives to escape from the self through investing interest in an activity. Two dimensions of escapism were proposed: self-suppression and self-expansion. Self-suppression escapism derives from motivation to avoid negative evaluation of self by getting focused on an activity, whereas self-expansion is motivated from facilitations of positive experiences by getting immersed in an activity. The results supported the theoretical proposals, showing that these two dimensions have different determinants and outcomes. Self-suppression was related to ill-being and poor psychological adjustment, whereas self-expansion was related to flexible activity engagement and positive affective outcomes. The findings from the studies in the present thesis give conditional support for a motivational dualism in leisure activity engagement. Harmonious passion and self-expansion were related to positive affective outcomes and subjective well-being, whereas obsessive passion and self-suppression were related to general and activity-related negative affect, poor psychological adjustment, and intrapersonal conflicts regarding the resources invested in the activity. The Passion model and the Escapism model complemented each other in terms of affective outcomes from activity engagement. In sum, these findings show that leisure activity engagement can be conducive to well-being, but also, and in…
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Papers by Frode Stenseng