Marita Andreassen

• Andreassen, Marita; Berg, Liam James; Larsen, Mikkel Møller; Vee, Tove Sandvoll; Andersen, Per Normann & Orm, Stian (2026). Academic self-efficacy and study engagement in university students with and without attention deficit hyperactivity disorder. Research in Developmental Disabilities. ISSN 0891-4222. 169, s. 1–11. doi: 10.1016/j.ridd.2026.105209. Fulltekst i vitenarkiv Vis sammendrag

  Objectives To (1) compare academic self-efficacy and study engagement between students with and without attention deficit hyperactivity disorder (ADHD), (2) examine procrastination, self-esteem, and interpersonal relationships with peers and faculty as possible associated factors, and (3) explore whether these associations differ between students with and without ADHD. Method Students in higher education with ADHD (n = 99; Mage = 22.29, 79.8 % female) and without ADHD (n = 182, Mage = 21.57, 83.5 % female) completed scales. Data were analyzed with linear regression. Results Students with ADHD reported lower academic self-efficacy (d = −.45, p < .001) and study engagement (d = −.42, p = .003), more procrastination (d = 1.32, p < .001), lower self-esteem (d = −.36, p = .007), and poorer relationships with peers (d = −.65, p < .001) and faculty (d = −.49, p < .001) than students without ADHD. Across groups, higher academic self-efficacy was associated with less procrastination (β = −.24, p < .001), higher self-esteem (β =.32, p < .001), and better relationships with faculty (β =.37, p < .001). Self-efficacy and self-esteem were more strongly associated in students with ADHD. Higher study engagement was associated with less procrastination and better relationships with peers and faculty. Females without ADHD reported higher study engagement than males, whereas no gender differences were found among students with ADHD. Conclusions Students with ADHD experience lower academic self-efficacy and study engagement than their peers. Addressing procrastination and fostering social and academic integration may improve these outcomes.

• Andreassen, Marita; Lugo, Ricardo Gregorio; Eldevik, Sigmund & Eikeseth, Svein (2025). Stress in Parents of Preschool Aged Autistic Children Who Underwent Community Based Early Intensive Behavioral Intervention. Advances in Neurodevelopmental Disorders. ISSN 2366-7532. doi: 10.1007/s41252-025-00446-0. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine; Christoffersen, Trine Eker; Ringstad, Øystein; Andreassen, Marita & Lugo, Ricardo Gregorio (2021). A blended learning teaching strategy strengthens the nursing students’ performance and self-reported learning outcome achievement in an anatomy, physiology and biochemistry course: A quasi-experimental study. Nurse Education in Practice. ISSN 1471-5953. 52, s. 1–6. doi: 10.1016/j.nepr.2021.103046. Fulltekst i vitenarkiv Vis sammendrag

  In nursing, bioscience is regarded as one of the cornerstones of nursing practice. However, bioscience disciplines as anatomy, physiology and biochemistry are considered challenging for students and the failure rate is high. In this study we explore a blended learning teaching strategy in an anatomy, physiology and biochemistry course for first year Bachelor nursing students. In the blended learning teaching strategy, short narrated online digital resources of bioscientific terms and concepts were integrated into the teaching design along with digital metacognitive evaluations of learning outcomes. Results show that compared to students receiving traditional face-to-face teaching, the students with a blended learning approach performed better on their national exam with a small to medium effect size (Cohen’s d=0.23). Student course evaluations supported the blended learning delivery with small to medium effect sizes. The students reported that the digital resources supported their learning outcome achievement, that they better understood the teacher’s expectations and that they were more satisfied with their virtual learning environment. This study adds to the growing literature of blended learning effectiveness in higher education, and suggests the use of digital resources as an enrichment of teaching and enhancement of students’ study experience.

• Ask, Thorvald Fossåen; Ranjitkar, Suman; Ulak, Manjeswori; Chandyo, Ram Krishna; Hysing, Mari & Strand, Tor A [Vis alle 13 forfattere av denne artikkelen] (2019). The association between heart rate variability and neurocognitive and socio-emotional development in nepalese infants. Frontiers in Neuroscience. ISSN 1662-4548. 13(411), s. 1–10. doi: 10.3389/fnins.2019.00411. Fulltekst i vitenarkiv Vis sammendrag

  Background: Many young children in developing countries do not reach their developmental potential. Traditional methods for assessing developmental outcome are time consuming, thus, physiological measures that can contribute to the prediction of developmental outcomes in high risk groups have been suggested. Vagally mediated heart rate variability (vmHRV) is considered a neurophysiological or peripheral proxy for prefrontal and executive functioning and might serve as a supplement for traditional measurements of developmental status and as a potential useful risk indicator. Aim: In the present study, we wanted to describe the vmHRV in Nepalese infants and relate it to the Bayley Scales of infant and toddler development, 3. edition (Bayley-III) subscales. Methods: 600 Nepalese infants were included in the study. At 6–11 and 17–24 months, we measured neurodevelopmental and socio-emotional outcomes by the Bayley-III. Inter-beat intervals were recorded at two measurement points when the children were 17–24 months. Results: There was a high intraclass correlation between HRV indices generated from the two measurement points. No significant associations between vmHRV and Bayley-III sub scales were found at any time. Conclusion: This study is the first to describe vmHRV in healthy infants and the relationship between Bayley-III scores. Our results suggest that vmHRV is not associated with measures of general development in infancy.

• Poless, Pauline Georgees; Torstveit, Linda; Lugo, Ricardo; Andreassen, Marita & Sütterlin, Stefan (2018). Guilt and proneness to shame: Unethical behaviour in vulnerable and grandiose narcissism. Europe's Journal of Psychology. 14(1), s. 28–43. doi: 10.5964/ejop.v14i1.1355. Fulltekst i vitenarkiv Vis sammendrag

  Narcissists are described as individuals with dysfunctional personality traits such as lack of psychological awareness and empathy. Theories of ethical behaviour assume that unethical actions trigger moral emotions of guilt and shame. Currently, there is a lack of knowledge on moral emotions as dispositional traits and their potential influences on behaviour in individuals with narcissistic traits. The present study examined vulnerable and grandiose narcissism’s differences in the propensity to experience guilt and shame as a proneness, across a range of personal transgressions. Guilt proneness was measured by negative evaluation of unethical behaviour, and whether this evaluation could influence reparation of tendencies of unethical action in vulnerable and grandiose narcissism. Shame proneness was investigated by negative evaluation of the self, and then whether the previous tendency could affect unethical decision making and behaviour (e.g., hiding), in vulnerable and grandiose narcissism. Two hundred and sixteen participants responded to the Guilt and Shame Proneness Scale, the Narcissistic Personality Inventory Scale and the Hypersensitive Narcissism Scale in an online questionnaire. Findings indicate that grandiose narcissism was negatively associated with guilt proneness, and the relation between the vulnerable narcissism and guilt proneness was negative. Additionally, the results confirm a negative association between grandiose narcissism and shame proneness, especially related to the subscale ‘shame negative self-evaluation’. Furthermore, guilt and shame proneness explained 20% of the variance in vulnerable narcissism and 11% in grandiose narcissism. This research indicates that both vulnerable and grandiose narcissism have the tendency to make unethical decisions, and they are more likely to enact in unethical behaviour. These findings are relevant for the detection of narcissistic individual’s propensity to act unethically in social context.

• Pedersen, Siv Kristin Aas; Andersen, Per Normann; Lugo, Ricardo; Andreassen, Marita & Sütterlin, Stefan (2017). Effects of music on agitation in dementia: A meta-analysis. Frontiers in Psychology. 8(MAY). doi: 10.3389/fpsyg.2017.00742. Fulltekst i vitenarkiv

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• Orm, Stian; Andreassen, Marita & Vee, Tove Sandvoll (2026). Universitetene strekker ikke til. doi: https:/www.khrono.no/universitetene-strekker-ikke-til/1029131. Fulltekst i vitenarkiv
• Orm, Stian; Andreassen, Marita & Håkansson, Ulrika Christina (2024). Studenttrivsel i høyere utdanning starter med relasjonen. Fulltekst i vitenarkiv
• Andreassen, Marita; Eikeseth, Svein; Eldevik, Sigmund & Lugo, Ricardo Gregorio (2022). Tidlig intervensjon (EIBI) på barn med autisme: hvilke variabler kan predikere utfall? Fulltekst i vitenarkiv
• Andreassen, Marita; Eikeseth, Svein; Lugo, Ricardo Gregorio & Eldevik, Sigmund (2022). Early Intensive Behavioral Intervention (EIBI): Predicting Outcome and Examining Relations between Intensity, Quality and Treatment Acceptability. Fulltekst i vitenarkiv
• Johnsen, Svein Åge Kjøs; Konijnenberg, Carolien; Andreassen, Marita; Andersen, Per Normann; Håkansson, UIrika & Flagstad, Ingeborg Olsdatter (2022). Mobilfrie soner - er det en god idé? Fulltekst i vitenarkiv
• Andreassen, Marita & Eikeseth, Svein (2020). Tidlig intervensjon (EIBI) på barn med autisme: hvilke variabler kan predikere utfall? Fulltekst i vitenarkiv
• Larsen, Even Olai; Mølmen, Knut Sindre; Andreassen, Marita & Lugo, Ricardo Gregorio (2018). Effects of Exercise on Cognitive Functioning in an Elderly Sample with and without COPD. Fulltekst i vitenarkiv
• Ask, Torvald; Lugo, Ricardo & Andreassen, Marita (2018). HRV, Cognition, and Development. Fulltekst i vitenarkiv
• Andreassen, Marita (2016). Konsekvens av skjermbruk for barns utvikling. Fulltekst i vitenarkiv
• Andreassen, Marita (2016). Når foreldre alltid er pålogget: Konsekvens av skjermbruk for barns utvikling. Fulltekst i vitenarkiv
• Poless, Pauline Georgees; Torstveit, Linda; Sütterlin, Stefan; Andreassen, Marita & Lugo, Ricardo (2016). Guilt and proneness to shame: Unethical behaviour in vulnerable and grandiose narcissism. Fulltekst i vitenarkiv
• Sætren, Sjur; Brechan, Inge; Andreassen, Marita & Lugo, Ricardo (2016). A further validation of the Resilience Scales for Children and Adolescents. Fulltekst i vitenarkiv
• Andreassen, Marita (2016). Neurocognitive development. Fulltekst i vitenarkiv
• Andreassen, Marita & Tesfamichael, Hanne Bøe (2010). Utfordringer + endringer = muligheter. Fulltekst i vitenarkiv

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