Christian Brandmo

• Bjørnsen, Hanne Nissen; Bjørnebekk, Gunnar & Brandmo, Christian (2023). Schools as a Source of Mental Health Literacy: Adjusting and Validating a Mental Health Literacy Scale. Health Promotion Practice. ISSN 1524-8399. doi: 10.1177/15248399231161090. Show summary

  Over the last decade, there has been a growing interest in mental health literacy (MHL) in health promotion, largely motivated by increased awareness of MHL as a modifiable determinant of mental health. Accordingly, MHL has been associated with the health-promoting school approach emerging over the last 20 years. To succeed in promoting MHL, it is of vast importance to evaluate working strategies and interventions to address MHL using validated instruments. The current study describes the revision and psychometric testing of a modified version of the 10-item adolescents’ positive MHL measure, the MHPK-10, the only identified instrument measuring adolescents’ positive MHL. The MHPK-10 was adjusted to address the previously documented ceiling effects and was further optimized for use in schools by reworking it to measure learning rather than self-reported knowledge, becoming the new nine-item Mental Health Learning Scale (MHLS-9). The MHLS-9 was tested on a national sample of N = 2,012 Norwegian ninth graders. Data were analyzed by confirmatory factor analysis (CFA) and tests of reliability and validity. The revised CFA model for the MHLS-9 showed an improved fit over the original CFA model for the MHPK-10. The MHLS-9s’ CFA model revealed excellent factor determinacy (.95) and scale reliability (ω = .91). Thus, the MHLS-9 is an improved measure for the positive component of MHL for use in school settings, enabling researchers and practitioners to evaluate and focus positive MHL interventions in schools using a short, reliable, and valid measure for adolescents’ learning about the factors promoting good mental health.

• Bråten, Ivar; Brandmo, Christian; Ferguson, Leila Eve & Strømsø, Helge Ivar (2022). Epistemic Justification in Multiple Document Literacy: A Refutation Text Intervention. Contemporary Educational Psychology. ISSN 0361-476X. 71, p. 1–19. doi: 10.1016/j.cedpsych.2022.102122. Full text in Research Archive
• Brandmo, Christian (2021). Metakognisjon og selvregulert læring, Pedagogikk - en grunnbok. Cappelen Damm Akademisk. ISSN 9788202710248. p. 94–110.
• Brandmo, Christian (2021). Kognitive og sosialkognitive tilnærminger til læring, Pedagogikk - en grunnbok. Cappelen Damm Akademisk. ISSN 9788202710248. p. 77–93.
• Wittek, Line & Brandmo, Christian (2021). Ulike tilnærminger til læring: et historisk riss, Pedagogikk - en grunnbok. Cappelen Damm Akademisk. ISSN 9788202710248. p. 27–46.

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• Brandmo, Christian; Bråten, Ivar; Ferguson, Leila Eve; Anmarkrud, Øistein & Strømsø, Helge Ivar (2023). Epistemic justification and interest as predictors of pre-service teachers' topic beliefs and knowledge.
• Brandmo, Christian; Strømsø, Helge Ivar; Anmarkrud, Øistein; Ferguson, Leila Eve & Bråten, Ivar (2023). Epistemic Beliefs and Interest as Predictors of Student Teachers’ Attitudes towards Deep Learning.
• Bråten, Ivar; Brandmo, Christian; Ferguson, Leila Eve & Strømsø, Helge Ivar (2022). Beliefs about justification for knowing and the selection and processing of multiple documents: An intervention.
• Brandmo, Christian; Bjørnebekk, Gunnar; Mononen, Riikka-Maija; Olsen, Rolf Vegar & Slungård, Kristin (2021). Læring, motivasjon, trivsel og tverrfaglige tema i fagfornyelsen: Teknisk rapport fra utviklingen av spørreskjema til elever og lærere. Universitetet i Oslo.
• Brandmo, Christian; Bjørnebekk, Gunnar; Mononen, Riikka; Olsen, Rolf Vegar & Slungård, Kristin (2021). Læring, motivasjon, trivsel og tverrfaglige tema i fagfornyelsen: Teknisk rapport fra utviklingen av spørreskjema til elever og lærere. Universitetet i Oslo. ISSN 978-82-93847-05-2. Full text in Research Archive

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