Johannes Lunde Hatfield

• Hatfield, Johannes L.; Bjørgen, Anne Mette; Fritze, Yvonne; Huatorpet, Siw & Brox, Hans (2026). Technostress in academia: The mediating role of autonomy satisfaction and frustration in academic staff's technostress, turnover intention and intrinsic motivation. Computers in Human Behavior Reports. 23, s. 1–15. doi: 10.1016/j.chbr.2026.101233. Fulltekst i vitenarkiv Vis sammendrag

  This study investigates the extent to which academic staff in Norway (N = 327) experience stress related to the digitalization of their daily work, and how such digital stress—commonly referred to as technostress (TS)—may influence intrinsic motivation and turnover intention. Previous research has not to our knowledge examined how TS relates to what self-determination theory identifies as the most salient basic psychological need: Autonomy. Applying Structural equation modelling, the present study examined how autonomy satisfaction and autonomy frustration mediate the relationship between TS and two key outcomes: turnover intention and intrinsic motivation. Overall, the study found support for all proposed hypotheses. University employees who reported high levels of TS were more likely to express lower levels of intrinsic motivation and intentions to leave the profession compared to employees experiencing low levels of TS. Furthermore, both autonomy satisfaction and autonomy frustration mediated the relationship between TS and the outcome variables. The findings have important implications, demonstrating that autonomy satisfaction and autonomy frustration are central explanatory correlates in the association between technostress and both adaptive and maladaptive work-related outcomes. Educational implications are discussed in relation to future research and adaptive digitalization procedures in the realm of higher education.

• Hatfield, Johannes L. & Kuvaas, Bård (2026). Perceiving goals as Invariable: The mediating role of job autonomy, self-efficacy on Norwegian teachers' and principals’ intrinsic motivation, burnout, and turnover intention. Learning and Instruction. ISSN 0959-4752. 102, s. 102306–102306. doi: 10.1016/j.learninstruc.2025.102306. Fulltekst i vitenarkiv Vis sammendrag

  Background Accountability-based education systems have increasingly emphasized performance monitoring through key performance indicators (KPIs), especially after the so-called “PISA shock” in 2001. While such indicators aim to raise standards, they may also lead educators to perceive goals as rigid and non-negotiable—referred to as Perceiving Goals as Invariable (PGI). Despite growing concern, empirical research on the motivational and psychological consequences of PGI in education remains limited. Aims This study investigates whether PGI is associated with burnout, turnover intention, and intrinsic motivation, and whether these associations are mediated by autonomy satisfaction, autonomy frustration, and self-efficacy. Sample Two large-scale cross-sectional samples were used: 3178 Norwegian teachers (Study 1) and 461 principals (Study 2, replication). Methods Structural equation modeling (SEM) was employed to test direct and indirect associations between PGI and key motivational outcomes. Both models controlled for demographic and school-level covariates. Mediating pathways through autonomy satisfaction, autonomy frustration, and self-efficacy were tested to examine underlying mechanisms. Results PGI was positively associated with burnout and turnover intention, and negatively associated with intrinsic motivation in both samples. Mediation analyses showed full indirect effects: PGI predicted lower autonomy satisfaction and self-efficacy, and higher autonomy frustration, which in turn predicted worse motivational outcomes. Conclusions This study underscores the potential psychological costs of rigid goal perceptions in accountability-driven school systems. PGI appears to undermine educators’ motivation and well-being through its detrimental effects on basic psychological needs and perceived competence. These findings highlight the importance of designing goal structures that promote autonomy and self-efficacy in educational settings.

• Hatfield, Johannes Lunde & Williamon, Aaron (2025). Competitiveness and performance anxiety as predictors of performance success and intent to quit playing: deliberate practice as mediator and moderator. Music Education Research. ISSN 1461-3808. 27(5), s. 577–592. doi: 10.1080/14613808.2025.2543376. Fulltekst i vitenarkiv Vis sammendrag

  This study examined how music performance anxiety (MPA) and competitiveness were associated with intent to quit playing one’s musical instrument and perceived performance success in a sample of 281 aspiring professional musicians. Most importantly, both the mediating and moderating role of DP were explored with these outcomes. The hypotheses were partially supported: MPA predicted intent to quit playing positively, and performance success negatively. Competitiveness did not significantly relate to either of the outcomes. Notably, the results revealed that the more involvement in DP the less MPA, which in turn predicted lower intent to quit playing and greater performance success among the participants. Indirect effects indicated that DP partially mediated the relationship between MPA and both outcomes. Competitiveness was not related to DP, and indirect effects via DP were not significant. Hierarchical regression analyses showed that DP accounted for additional variance beyond MPA and was strongly associated with greater performance success and lower turnover intention. The interaction term (DP × MPA) did not predict outcomes, providing no clear evidence for a buffering role of DP. These findings highlight the direct association of DP with positive outcomes in aspiring professional musicians, rather than any moderating effect on the negative consequences of MPA.

• Hatfield, Johannes Lunde; Halvari, Halgeir & Williamon, Aaron (2025). No pain, no gain? Satisfaction and frustration of basic psychological needs, somatic burden, giving up, and life satisfaction in music students. Psychology of Music. ISSN 0305-7356. doi: 10.1177/03057356251350157. Fulltekst i vitenarkiv Vis sammendrag

  Performance-related somatic symptoms may include pain, weakness, numbness, and tingling, and they are commonly experienced by students in higher music education . From a self-determination theory perspective, this study examines the relationship between basic psychological need satisfaction (BPNS) and frustration, somatic symptom burden, giving up, and life satisfaction among music performance students ( n  = 281). Two theoretical models were tested hypothesizing that music students’ BPNS would be negatively associated with both students’ somatic symptoms and giving up and positively related to general life satisfaction. Basic psychological need frustration (BPNF) was anticipated to have the opposite relations. The two models were confirmed. Participants whose basic psychological needs were satisfied were unlikely to be burdened by somatic symptoms and giving up and simultaneously likely to experiencing high levels of general life satisfaction. Conversely, participants whose basic psychological needs were frustrated were more likely to be burdened by various somatic symptoms and to giving up facing adversity. Need-frustrated participants also reported low levels of life satisfaction. This study contributed to extending the application of self-determination theory to address somatic symptom burden in the context of music performance. Educational implications are discussed in the light of teaching and learning in higher music education.

• Hatfield, Johannes Lunde (2025). From chalkboard to smartboard: an exploratory study of experienced teachers’ perspectives on student generations X, Y, Z and Alpha. Education and Information Technologies: The Official Journal of the IFIP Technical Committee on Education. ISSN 1360-2357. s. 1–53. doi: 10.1007/s10639-025-13645-y. Fulltekst i vitenarkiv
• Hatfield, Johannes Lunde (2025). Selvbestemmelsesteori i og for øving, undervisning og utøving av musikk – en litteraturgjennomgang. I Halvari, Halgeir & Olafsen, Anja Hagen (Red.), Motivasjon i fokus: Selvbestemmelsesteorien i teori og praksis. Cappelen Damm Akademisk. ISSN 9788202832643. s. 373–412. doi: 10.23865/cdf.236.ch13. Fulltekst i vitenarkiv Vis sammendrag

  Self-determination theory (SDT) has become an increasingly popular theory within the realm of research in music education and music psychology. Yet, there are to date no comprehensive reviews of research applying SDT in the realm of music. As such, the aim of the present scoping review is twofold. Firstly, the review aims to provide an overview of music research studies that explicitly and implicitly apply basic principles from SDT, and to map the research designs, methods, populations, and sources of publication applied to date. Secondly, this scoping review aims to gain an overview of the SDT elements applied and accordingly point out important implications for music educators, musicians, and future research. The present scoping review included 119 studies that were divided into five categories: a) motivation in practice and performance during childhood and adolescence, b) motivation on the journey towards proficiency, c) motivation in professional musical careers, d) motivation among music teachers, and e) motivation as a consequence of music as a leisure activity. Implications for future research, as well as for the teaching and performance of music, are corroborated.

• Hatfield, Johannes Lunde (2024). Performance profiling: A systematic approach to the enhancement of music practice and peak performance. Musicae Scientiae. ISSN 1029-8649. 28(4), s. 779–793. doi: 10.1177/10298649241252292. Fulltekst i vitenarkiv Vis sammendrag

  Performance profiling (PP) has been used by elite athletes and their coaches and/or trainers for more than three decades to identify, select, and implement the qualities they believe are most important for them to achieve peak performance in their own sport. It thus enhances athletes’ awareness and ability to establish task-relevant goals contributing to their pursuit of excellence. Given the similarities between athletes and musicians, and in particular the psychological, physiological, and technical requirements of their professions, I believe that PP could usefully be applied in the context of higher music education, with benefits for music students and their teachers. In this article I provide an overview of the theories on which PP is based and, review the ways in which it has been implemented, adapted for use with populations other than athletes, and evaluated. To date, musicians have used PP only to a limited extent, and research on its effectiveness for musicians is therefore scarce. I propose specific adaptations of existing approaches to PP for athletes with a protocol that can be used by music students with their peers and/or teachers.

• Hatfield, Johannes Lunde & Elin, Soløst Tone (2024). Assessing the assessment: exploring Norwegian primary education teachers’ perceptions of national accountability testing. Scandinavian Journal of Educational Research. ISSN 0031-3831. 69(2), s. 1–18. doi: 10.1080/00313831.2024.2308883. Fulltekst i vitenarkiv Vis sammendrag

  Since the beginning of the new millennium, the Norwegian education system has shown a growing inclination towards performance-based management. This mixed-methods study aims to gain a deeper understanding of Norwegian primary school teachers’ perceptions of the implementation and application of the National Quality Assessment System. The results revealed that teachers’ professional agency is influenced by the changes in structure and content driven by performance-based management. The teachers perceived that the national testing process offers valuable insights into students’ performance, but it falls short in providing novel information that could enhance individualized instruction. Significant gender differences were discovered concerning the perceived importance, motivation, and influence of national testing on pupils in the primary school setting. This was evident in both the quantitative and qualitative findings of this study. The findings are discussed in light of current educational practices, existing research, and implications for future directions.

• Hatfield, Johannes Lunde (2023). Determinants of motivation in world-class musicians and Olympic athletes: Exploring the front and the back side of the medallion. Psychology of Music. ISSN 0305-7356. doi: 10.1177/03057356231155973. Fulltekst i vitenarkiv Vis sammendrag

  The aim of the present case study was to obtain an in-depth understanding of the long-term motivation in four world-class musicians and two Olympic athletes. One part of the sample (Case 1) included three world famous musicians and one Olympic champion who all currently enjoy busy successful careers. These individuals are referred to as High Performing Stayers (HPS). The other part of the sample (Case 2) included one highly gifted musician and one Olympic athlete who both decided to put an end to their highly successful careers. These individuals are referred to as High Performing Quitters (HPQ). The performers’ perceptions of underlying driving forces and motivational impediments on their journey toward excellence were investigated through the lens of Self-Determination Theory. Semi-structured interviews revealed conspicuous and contrasting motivational patterns throughout the development of the six performers. All the four HPS were largely driven by autonomous forms of motivation such a self-initiative, passion, curiosity and a desire for endless discovery and aspiration. In contrast, despite reaching the highest international level, the two HPQ turned out to be driven by controlled coercive forms of motivation throughout their journey toward excellence. Educational implications are discussed in relation to the main findings.

• Sanchez, Victor Evaristo Gonzalez; Dahl, Sofia; Hatfield, Johannes Lunde & Godøy, Rolf Inge (2019). Characterizing movement fluency in musical performance: Toward a generic measure for technology enhanced learning. Frontiers in Psychology. 10. doi: 10.3389/fpsyg.2019.00084. Fulltekst i vitenarkiv Vis sammendrag

  Virtuosity in music performance is often associated with fast, precise, and efficient sound-producing movements. The generation of such highly skilled movements involves complex joint and muscle control by the central nervous system, and depends on the ability to anticipate, segment, and coarticulate motor elements, all within the biomechanical constraints of the human body. When successful, such motor skill should lead to what we characterize as fluency in musical performance. Detecting typical features of fluency could be very useful for technology-enhanced learning systems, assisting and supporting students during their individual practice sessions by giving feedback and helping them to adopt sustainable movement patterns. In this study, we propose to assess fluency in musical performance as the ability to smoothly and efficiently coordinate while accurately performing slow, transitionary, and rapid movements. To this end, the movements of three cello players and three drummers at different levels of skill were recorded with an optical motion capture system, while a wireless electromyogrphy (EMG) system recorded the corresponding muscle activity from relevant landmarks. We analyze the kinematic and coarticulation characteristics of these recordings separately and then propose a combined model of fluency in musical performance predicting music sophistication. Results suggest movements from expert performers' are characterized by consistently smooth strokes and scaling of muscle phasic coactivation. The explored model of fluency as function of movement smoothness and coarticulation patterns was shown to be limited by the sample size but serves as a proof of concept. Results from this study show the potential of a technology-enhanced objective measure of fluency in musical performance, which could lead to improved practices for aspiring musicians, instructors, and researchers.

• Hatfield, Johannes Lunde (2017). Goal Setting and Self-Determination in Music Making: Tenets of Becoming an Deliberate and Motivated Music Practitioner. Nordisk musikkpedagogisk forskning : Årbok. ISSN 1504-5021. 18, s. 271–294. Fulltekst i vitenarkiv
• Hatfield, Johannes Lunde & Lemyre, Nicolas (2016). Foundations of Intervention Research in Instrumental Practice. Frontiers in Psychology. 6. doi: 10.3389/fpsyg.2015.02014. Fulltekst i vitenarkiv Vis sammendrag

  The goals of the present study are to evaluate, implement, and adapt psychological skills used in the realm of sports into music performance. This research project also aims to build foundations on how to implement future interventions to guide music students on how to optimize practice toward performance. A 2-month psychological skills intervention was provided to two students from the national music academy's bachelor program in music performance to better understand how to adapt and construct psychological skills training programs for performing music students. The program evaluated multiple intervention tools including the use of questionnaires, performance profiling, iPads, electronic practice logs, recording the perceived value of individual and combined work, as well as the effectiveness of different communication forms. Perceived effects of the intervention were collected through semi-structured interviews, observations, and logs.

• Hatfield, Johannes Lunde (2016). Performing at the top of one's musical game. Frontiers in Psychology. 7(1356), s. 1–16. doi: 10.3389/fpsyg.2016.01356. Fulltekst i vitenarkiv Vis sammendrag

  The purpose of the present mixed method study was to investigate personal benefits, perceptions, and the effect of a 15-week sport psychological skills training program adapted for musicians. The program was individually tailored for six music performance students with the objective of facilitating the participants' instrumental practice and performance. The participants learnt techniques such as goal setting, attentional focus, arousal regulation, imagery, and acceptance training/self-talk. Zimmerman's (1989) cyclical model of self-regulated learning was applied as a theoretical frame for the intervention. The present study's mixed-method approach (i.e., quan+ QUAL) included effect size, semi-structured interviews, a research log, and practice diaries of the participants (Creswell, 2009). Thematic analysis revealed that participants had little or no experience concerning planning and goal setting in regard to instrumental practice. Concentration, volition, and physical pain were additional issues that the participants struggled with at the time of pre-intervention. The study found that psychological skills training (with special emphasis on planning and goal setting) facilitated cyclical self-regulated learning patterns in the participants. In essence, the intervention was found to facilitate the participants' concentration, self-observation, self-efficacy, and coping in the face of failure. The appliance of practice journals facilitated the participants‘ self-observation, self-evaluation, and awareness of instrumental practice. Finally, the psychological skills intervention reduced participants' worry and anxiety in performance situations. An 8-month follow up interview revealed that the participants were still actively applying psychological skills.

• Hatfield, Johannes Lunde; Halvari, Hallgeir & Lemyre, Nicolas (2016). Instrumental practice in the contemporary music academy: A three-phase cycle of Self-regulated Learning in music students. Musicae Scientiae. ISSN 1029-8649. doi: 10.1177/1029864916658342. Fulltekst i vitenarkiv Vis sammendrag

  The purpose of the present study was to test an adapted model of self-regulated learning (Zimmerman, 1989) in the context of higher music education (n = 204). The following four hypotheses were tested: 1) Forethought phase constructs such as goal setting, self-efficacy, and time management were hypothesized to positively predict the use of psychological skills (i.e., self-observation, arousal-regulation, imagery, concentration, and self-control); 2) The use of psychological skills was expected to predict self-reflection phase constructs such as coping and perception of progress; 3) The links from the forethought phase to the reflection phase of the model were predicted to be indirect through psychological skills; 4) Self-reflection phase constructs were expected to positively predict forethought phase constructs. Applying Structural Equation Modeling, hypotheses 1 and 2 were partly supported. Regarding hypothesis 3, goal setting was indirectly positively linked to coping and perception of progress through self-observation and self-control. Self-efficacy was indirectly positively linked to coping through arousal-regulation. A follow-up multiple regression analysis was conducted in regard to hypothesis 4. The self-reflection phase constructs positively predicted forethought phase activities. Moreover, the study verified adaptive cyclical learning in the music students who were self-regulated learners.

Se alle arbeider i NVA

• Bjurstrøm, Rikke; Ghosh, Arun; Hatfield, Johannes Lunde & Madsen, Ole Jacob (2026). Lærerrommet: Hva har skjedd med elevene? Fulltekst i vitenarkiv Vis sammendrag

  Over 800 erfarne lærere har talt; dagens elever er ikke som elevene de hadde for 20 år siden. På godt og vondt, men dessverre mye på vondt. Hva har skjedd – og hvorfor? Dette er temaet i denne episoden av Utdanningsforbundets podkast «Lærerrommet». 

• Lurås, Helge & Hatfield, Johannes Lunde (2026). iPad-skolens konsekvenser: Mangel på konsentrasjon, konstant distraksjon (+). [Journal]. iNyheter. Fulltekst i vitenarkiv
• Hatfield, Johannes Lunde (2026). Nyheter, Skole | Lærer tør ikke snakke åpent om skolen: – Nettrollene er der ute. [Journal]. GD. Fulltekst i vitenarkiv Vis sammendrag

  Eleven lager bråk i klasserommet og læreren snakker til hen. Småskoleeleven svarer med å slå og sparke. For noen tiår siden var dette nærmest utenkelig elevoppførsel i vanlig skole.

• Skjold, Ingeborg Børve & Hatfield, Johannes Lunde (2026). Lærarar slår alarm om dårleg konsentrasjon i skulen – NRK Vestland. [Radio]. NRK. Fulltekst i vitenarkiv Vis sammendrag

  Fleire elevar trur bruken av TikTok og sosiale medium gjer det vanskelegare å konsentrere seg i timane. Erfarne lærarar merkar ei tydeleg endring i klasserommet.

• Lurås, Helge & Hatfield, Johannes Lunde (2026). Hva skjer når læreren mister autoritet? (+). [Journal]. iNyheter. Fulltekst i vitenarkiv Vis sammendrag

  I løpet av få tiår har lærerrollen i norsk skole gjennomgått en grunnleggende forandring. Der læreren tidligere var kunnskapsbærer og autoritet i klasserommet, beskrives rollen i dag oftere som veileder, tilrettelegger og prosessleder. Ifølge professor i pedagogisk psykologi Johannes Lunde Hatfield er dette ikke bare en pedagogisk utvikling, men også et ideologisk skifte – med konsekvenser for elevenes læri

• Dæhlen, Marte & Hatfield, Johannes Lunde (2026). Fritt hjemme, strengt på skolen: – Kontrasten forvirrer barna. [Internet]. Forskning.no. Fulltekst i vitenarkiv Vis sammendrag

  Dagens foreldre skaper problemer på skolen, ifølge lærere. Professor mener vi overdriver effekten av foreldrestiler.

• Hatfield, Johannes Lunde (2026). Oppvekst, Skole | Nedslående funn i skolen: – Jeg kjenner igjen dette. [Journal]. Budstikka. Fulltekst i vitenarkiv Vis sammendrag

  En ny rapport viser at norske elever gir raskere opp, sliter med konsentrasjonen og har svakere ferdigheter i kjernefagene. Lysaker skole har sine metoder for å snu trenden.

• Tallaksrud, Sondre & Hatfield, Johannes Lunde (2026). Hva er forskjellen på elever nå og før? [Internet]. TEKNA Magasinet. Fulltekst i vitenarkiv Vis sammendrag

  I en ny studie ble 812 lærere i hele Norge med minst 20 års erfaring bedt om å sammenligne dagens elever med elevene de hadde i klasserommet for 20 år siden. Lærerne skulle prøve å huske konkrete eksempler, som igjen kunne sammenlignes med andre lærere sine svar. Svarene ble så analysert statistisk for å kunne generalisere funnene.

• Funderud, Sara & Hatfield, Johannes Lunde (2026). Spurte over 800 lærere om dagens elever: – Alt var bedre før. [Journal]. ABC Nyheter. Fulltekst i vitenarkiv Vis sammendrag

  Professor Johannes Hatfield ba lærere fra hele landet om å sammenligne dagens elever med elever de hadde for 20 år siden. Svarene bekymrer ham.

• Nørstad, Runar & Hatfield, Johannes Lunde (2026). SL-podden: Hvordan har elevene endret seg de siste 20 årene? - Skolenes landsforbund. Fulltekst i vitenarkiv Vis sammendrag

  Ny forskning, basert på erfaringene til 812 lærere med lang fartstid, viser tydelige endringer i elevenes motivasjon, konsentrasjon og læringsatferd.

• Sarromaa, Sanne & Hatfield, Johannes Lunde (2026). – Systemet syr puter under armene på både elever og studenter. [Journal]. Minerva. Fulltekst i vitenarkiv Vis sammendrag

  Professor Johannes Hatfield blir ikke overrasket om dagens elever en dag retter et juridisk og moralsk oppgjør mot voksengenerasjonen som frarøvet dem muligheten til å oppleve kompetanse og mestre motstand.

• Humberset, Kathrine & Hatfield, Johannes Lunde (2026). Ny studie: Lærere beskriver store endringer i klasserommet de siste 20 årene. [Journal]. Aftenposten, Bergens tidene, Stavanger Aftenblad, Nettavisen. Fulltekst i vitenarkiv Vis sammendrag

  Lærere med lang fartstid opplever store forskjeller mellom dagens elever og elever for 20 år siden.

• Ness, Ole Asbjørn & Hatfield, Johannes Lunde (2026). Hva gikk galt med norsk skole? doi: https:/www.youtube.com/watch?v=sFpbyBUeMIk. Fulltekst i vitenarkiv Vis sammendrag

  I denne podkastepisoden møter Ole Asbjørn Ness professor i pedagogisk psykologi Johannes Lunde Hatfield til en grundig samtale om funnene fra en ny studie der erfarne lærere er blitt spurt om hvordan elevene har forandret seg over tid.

• Bækkelund, Sigurd Arnekleiv & Hatfield, Johannes Lunde (2026). Det store konsentrasjonsfallet. [Journal]. DAG OG TID. Fulltekst i vitenarkiv Vis sammendrag

  Elevar presterer dårlegare og er meir utagerande enn tidlegare, meiner lærarar med over 20 års erfaring. Skuleforskaren Johannes Lunde Hatfield peiker på digitaliseringa av skulen som hovudårsak.

• Grønlie, Ingrid & Hatfield, Johannes Lunde (2026). Nesten halvparten av norske lærere opplever at hverdagen styres av rigide målkrav. [Journal]. Morgenbladet. Fulltekst i vitenarkiv Vis sammendrag

  Målstyring svekker læreres motivasjon, autonomi og øker sannsynligheten for at de vil slutte, ifølge en ny studie. – Fra politisk hold må man tørre å slippe opp kontrollen, sier skoleforsker Johannes Lunde Hatfield.

• Hatfield, Johannes Lunde (2026). Ekko - Ekko i P2 - NRK Radio. [Radio]. NRK . Fulltekst i vitenarkiv Vis sammendrag

  Skjøre og uselvstendige elever Erfarne lærere beskriver et tydelig skifte i elevers oppførsel – på alle trinn. Hva har skjedd i klasserommet, og hvilken rolle spiller ny teknologi?

• Dæhlen, Marte & Hatfield, Johannes Lunde (2026). Lærere ser store forskjeller på elever nå og for 20 år siden. [Internet]. Forskning.no. Fulltekst i vitenarkiv Vis sammendrag

  Erfarne lærere forteller om enorme endringer: Markant dårligere akademiske evner, mindre motivasjon, mindre utholdenhet og dårligere konsentrasjon.

• Mølstad, Christina Niemi; Løfblad, Åse Wedø; Brønstad, Odin Thune; Sønsthagen, Sigrun; Laski, Alona & Bergseth, Kristin Kathinka Due [Vis alle 50 forfattere av denne artikkelen] (2026). Skroting av lærernormen – basert på forskning? doi: https:/www.utdanningsnytt.no/barnehage-klasseledelse-laerernorm/skroting-av-laerernormen-basert-pa-forskning/469012?fbclid=IwY2xjawQ54sJleHRuA2FlbQIxMQBzcnRjBmFwcF9pZBAyMjIwMzkxNzg4MjAwODkyAAEe5-ESejbAANeW9iL_Yi5PFe-M92Cok76QgWJztVKEVMpy9_jpymhzgRro7ls_aem_NkB3gbl0zcVLQ8D6kE2ejQ. Fulltekst i vitenarkiv Vis sammendrag

  Forslagene om å skrote lærernormen og fjerne øremerkede midler til toppbemanning i barnehage er på kollisjonskurs med profesjonsutøvernes fortellinger om knappe ressurser, og med forskningsbidrag i feltet.

• Hatfield, Johannes Lunde (2025). Et kvalitetssytem på overstid. Fulltekst i vitenarkiv Vis sammendrag

  Bedriftsøkonomiske prinsipper som målstyring, konkurranseutsettelse, stykkprisfinansiering og kontroll utgjør ryggraden i dagens kvalitetssystem i høyere utdanning. Hvem brenner egentlig for disse prinsippene?

• Hatfield, Johannes Lunde (2025). Determinants of Peak Performance in Sports and Music: Performance Profiling. Fulltekst i vitenarkiv
• Hatfield, Johannes Lunde (2023). Quality of motivation in the strive for musical excellence: The role of motivation in aspiring musicians’ daily endeavors, struggles, ambitions and achievements. Fulltekst i vitenarkiv
• Hatfield, Johannes Lunde (2022). Idrettspsykologi for utøvende musikere. Fulltekst i vitenarkiv
• Hatfield, Johannes Lunde (2019). Motivasjon i instrumentaløving. Fulltekst i vitenarkiv
• Hatfield, Johannes Lunde (2018). Prestasjonsforberedelser for unge musikere. Fulltekst i vitenarkiv
• Hatfield, Johannes Lunde (2018). Prestasjonsforberedelser for unge musikere. Fulltekst i vitenarkiv
• Hatfield, Johannes Lunde (2018). Øving, aksept og personlig utrykk. Fulltekst i vitenarkiv
• Hatfield, Johannes Lunde (2018). Musikk i det interaktive rom. Fulltekst i vitenarkiv
• Hatfield, Johannes Lunde (2018). Prøvespillpsykologi. Fulltekst i vitenarkiv
• Hatfield, Johannes Lunde (2017). Undervisning og motivasjon i øving. Fulltekst i vitenarkiv
• Hatfield, Johannes Lunde (2017). Motivasjon i undervisning i den videregående skole. Fulltekst i vitenarkiv
• Hatfield, Johannes Lunde (2017). Motivasjon i høyere utdanning. Fulltekst i vitenarkiv
• Hatfield, Johannes Lunde (2017). Self-Determination in Instrumental Practice. Fulltekst i vitenarkiv
• Hatfield, Johannes Lunde (2017). Deliberate Practice in Music. Fulltekst i vitenarkiv
• Hatfield, Johannes Lunde (2017). Performance Psychology for Musicians. Fulltekst i vitenarkiv
• Hatfield, Johannes Lunde (2017). Performing on The Top of One´s Musical Game. Fulltekst i vitenarkiv
• Hatfield, Johannes Lunde (2017). Øving og læring i musikk. Fulltekst i vitenarkiv
• Sætre, Jon Helge; Brøske, Brit Ågot; Carlsen, Morten; Gaunt, Helena; Harris, John & Hatfield, Johannes Lunde [Vis alle 9 forfattere av denne artikkelen] (2017). Ownership of learning in specialist higher music education. Fulltekst i vitenarkiv Vis sammendrag

  Specialist higher music education (HME) is both a bearer of valuable traditions and a learning and teaching arena facing important challenges. A number of research studies ask for critical examination of current HME practices, and they stimulate a scholarly debate that aims to understand and employ more collaborative and innovative models of learning and teaching in HME. This is also a central task for the Centre of Excellence in Music Performance Education (CEMPE). The symposium aims at addressing these issues from the perspective of ownership of learning. This is not a question of abandoning the traditional master-apprentice model in favour of student-centred approaches, but to understand the theoretical and practical relationships between learning and teaching. It is neither a question of abandoning tradition in favour of innovation, but of finding the most promising balance between these imperative aspects of HME. The symposium is structured around four themes. The first addresses educational cultures in HME, which in the international community of HME are characterized by great diversity in regard of values, traditions, power relations and educational models of HME learning and teaching. An increased understanding of these differences, and of the cultural fundament upon which they rest, is of importance for any developmental endeavour in the international field of HME. The second theme is instrument learning and teaching. CEMPE studies on peer learning and group tuition have identified the potential of such approaches. However, a proper understanding needs to address the underlying principles of learning as guided participation, in order to overcome the simple dichotomy between teacher-oriented and student-oriented approaches to learning. In addition, CEMPE studies on teaching of practicing demonstrate the need to establish group arenas for both teachers and students where knowledge and experiences in instrumental practice are shared and reflected upon, across genres and between disciplines, in order to enhance the quality of students’ instrumental practicing. The third theme is teacher development, and is linked to research undertaken to enlarge the pedagogical repertoire of teachers in HME with mentoring-coaching skills, and assess the impact of this work on both student experience and on these artist-teachers themselves. A picture emerges of individual transformational experiences and promising indications of gains in aspects of resilience and participants taking greater ownership of their own development process. The fourth theme is ownership of learning in professional practice. Projects and research studies of professional work placement as part of HME (e.g. Red Note Ensemble and CEMPE) underline the importance of learning through professional practice, and suggest that reflection, social relations and experiencing both familiar and unfamiliar practice settings stimulate students’ ownership of their artistic development.

• Hatfield, Johannes Lunde (2016). Prestasjonsforberedelser: Hvordan yte maksimalt når det virkelig gjelder? Fulltekst i vitenarkiv
• Hatfield, Johannes Lunde (2016). Undervisning i instrumentaløving: Et idrettspsykologiskk blikk på det å øve. Fulltekst i vitenarkiv
• Hatfield, Johannes Lunde (2016). From Music Student to professional Practitioner: Perspectives on instrumental practice. Fulltekst i vitenarkiv
• Hatfield, Johannes Lunde (2015). Mental skills training for music students: Exploring self-regulated learning in music students. Fulltekst i vitenarkiv
• Hatfield, Johannes Lunde (2015). Selvbestemmelse, motivasjon og undervisning: Pedagogiske perspektiver rundt motivasjon og menneskelig utvikling. Fulltekst i vitenarkiv
• Hatfield, Johannes Lunde (2015). Fra øve-rommet til konsertscenen: Perspektiver på instrumental øving. Fulltekst i vitenarkiv
• Hatfield, Johannes Lunde (2015). Foundations of interventional research in instrumental practice of music. Fulltekst i vitenarkiv
• Hatfield, Johannes Lunde (2015). FOUNDATIONS OF INTERVENTIONAL RESEARCH IN INSTRUMENTAL PRACTICE OF MUSIC: A CASE STUDY INVESTIGATING DETERMINANTS OF FUNCTIONAL SOURCES FOR THE CONSTRUCTION OF PSYCHOLOGICAL SKILLS INTERVENTIONS FOR MUSIC STUDENTS. Fulltekst i vitenarkiv
• Hatfield, Johannes Lunde (2014). Foredrag i idrettens mentale treningslære. Fulltekst i vitenarkiv
• Hatfield, Johannes Lunde (2014). Prestasjonsforberedelser. Fulltekst i vitenarkiv
• Hatfield, Johannes Lunde (2014). Foredrag i Mental øving. Fulltekst i vitenarkiv
• Hatfield, Johannes Lunde (2014). Foredrag i mental trening. Fulltekst i vitenarkiv
• Hatfield, Johannes Lunde (2014). Psychological skills training as source to excellence in music making. Fulltekst i vitenarkiv
• Hatfield, Johannes Lunde & Grønlie, Ingrid (2006). Lærere rapporterer om frekke og uselvstendige elever: – Ideelt sett burde skjerm forbys i hele barneskolen, sier skoleforsker. [Journal]. Morgenbladet. Fulltekst i vitenarkiv Vis sammendrag

  Forsker Johannes Hatfield har spurt norske lærere om hvordan nåtidens elever skiller seg fra fortidens. Det meste var bedre før.

• Hatfield, Johannes Lunde; Roberts, Glyn & Lemyre, Pierre-Nicolas (2022). Peak Performance. Oxford University Press. ISSN 9780190058890. doi: 10.1093/oxfordhb/9780190058869.013.3. Fulltekst i vitenarkiv

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