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. Vis sammendrag

  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, s. 1–19. doi: 10.1016/j.cedpsych.2022.102122. Fulltekst i vitenarkiv
• Brandmo, Christian (2021). Metakognisjon og selvregulert læring, Pedagogikk - en grunnbok. Cappelen Damm Akademisk. ISSN 9788202710248. s. 94–110.
• Brandmo, Christian (2021). Kognitive og sosialkognitive tilnærminger til læring, Pedagogikk - en grunnbok. Cappelen Damm Akademisk. ISSN 9788202710248. s. 77–93.
• Wittek, Line & Brandmo, Christian (2021). Ulike tilnærminger til læring: et historisk riss, Pedagogikk - en grunnbok. Cappelen Damm Akademisk. ISSN 9788202710248. s. 27–46.
• Brandmo, Christian & Tiplic, Dijana (2021). Nyutdannede læreres opplevelse av læreryrket. I Björnsson, Julius Kristjan (Red.), Hva kan vi lære av TALIS 2018. Gode relasjoner som grunnlag for læring. Cappelen Damm Akademisk. ISSN 978-82-02-70898-6. s. 107–122. doi: https:/doi.org/10.23865/noasp.123.ch6. Fulltekst i vitenarkiv
• Cheng, Chia-Hui; Bråten, Ivar; Yang, Fang-Ying & Brandmo, Christian (2021). Investigating structural relationships among upper‐secondary school students' beliefs about knowledge, justification for knowing, and Internet‐specific justification in the domain of science. Journal of Research in Science Teaching. ISSN 0022-4308. doi: 10.1002/tea.21689. Fulltekst i vitenarkiv
• Brandmo, Christian & Bråten, Ivar (2021). Measuring Internet-Specific Reading Motivation and Engagement in an Academic Domain. Nordic Journal of Literacy Research. ISSN 2464-1596. 7(1), s. 21–44. doi: 10.23865/njlr.v7.2215.

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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 & Bråten, Ivar (2021). Om lesemotivasjon. I Grøver, Vibeke & Bråten, Ivar (Red.), Leseforståelse i skolen: Utfordringer og muligheter.. Cappelen Damm Akademisk. ISSN 978-82-02-65006-3. s. 213–226.
• Anmarkrud, Øistein & Brandmo, Christian (2021). Engasjerende leseundervisning. I Grøver, Vibeke & Bråten, Ivar (Red.), Leseforståelse i skolen: Utfordringer og muligheter.. Cappelen Damm Akademisk. ISSN 978-82-02-65006-3. s. 227–240.
• Bråten, Ivar; Brandmo, Christian; Ferguson, Leila Eve & Strømsø, Helge Ivar (2021). Epistemic justification in multiple documents literacy.
• Brandmo, Christian; Hopfenbeck, Therese N. & Panadero, Ernesto (2020). Bridging Classroom Assessment and Self-Regulated Learning: September 2020’s Special Issue of Assessment in Education: Principles, Policy & Practice. Times Magazine, Journal of AERA's special interest group for Studying Self-Regulated Learning. 3(12).
• Brandmo, Christian; Panadero, Ernesto & Hopfenbeck, Therese Nerheim (2020). Bridging classroom assessment and self-regulated learning. Assessment in Education: Principles, Policy & Practice. ISSN 0969-594X. 47(4), s. 319–331. doi: 10.1080/0969594X.2020.1803589.
• Brandmo, Christian & Bråten, Ivar (2020). Measuring internet-specific reading motivation and engagement [Roundtable Session].
• Brandmo, Christian; Anmarkrud, Øistein & Latini, Natalia (2019). Antecedents of teacher efficacy and instructional practice in Internet reading for dyslexic students.
• 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. Fulltekst i vitenarkiv

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