Efim Nemtcan

Avhandlingen er tilgjengelig her! The doctoral thesis! Prøveforelesning over oppgitt emne holdes kl. 09.15 i Auditorium Cortex. Self-efficacy and academic self-concept in higher education". Prøveforelesningen strømmes her/the trail lecture will be streamed. Disputasen starter kl. 1115 i Auditorium Cortex. Disputasen vil bli strømmet her. Opptak av disputasen vil være tilgjengelig i et døgn.  The defense will be streamed here. A recording of the disputation will be available for 24 hours.

Populærvitenskapelig sammendrag av avhandlingen:

Students leaving higher education before completing a degree represent a serious problem for universities across Europe and may have negative consequences for students themselves. Leaving university is not exclusively negative, as in the case of Bill Gates or Steve Jobs, and cannot be easily reduced by the university when students report family or health reasons for leaving. However, policymakers and universities should address dropouts related to study experience. Furthermore, it is important to distinguish between different forms of dropout. We collected self-report data on students’ intentions to drop out, transfer to another university, and change study majors. The results showed that students with poor study time management skills reported more intentions to leave. However, this relationship was stronger for intentions of leaving university altogether than transferring to another university or changing study majors. We also addressed the practice of teaching study skills to students. Results demonstrated that students’ beliefs in their abilities to use these competencies – self-efficacy beliefs – might be necessary for making students use such skills adequately. Further, we found that a similar conclusion applies when addressing students’ irrational delay of academic tasks or procrastination. These results are important since we also found that procrastination may be involved in the dropout problem. In general, this doctoral work, showing the importance of looking at different types of leaving and alternative ways of addressing the problem or assisting students, might be helpful in future research and university practice.

Hovedveileder
Professor Frode Svartdal, Institutt for psykologi, Det helsevitenskapelige fakultet, UiT Norges arktiske universitet

Biveiledere
Førsteamanuensis Ragnveig G. Sæle, Institutt for psykologi, Det helsevitenskapelige fakultet, UiT Norges arktiske universitet.
Researcher Thor Gamst-Klausen, The Norwegian Labour and Welfare Organization.

Bedømmelseskomité
Professor Joachim Wirth, "Ruhr-Universität Bochum". - 1. opponent.
Førsteamanuensis Torsten Martiny-Huenger, Institutt for psykologi, Det helsevitenskapelige fakultet, UiT Norges arktiske universitet – 2. opponent.

Disputasleder: Professor Matthias Mittner, Institutt for psykologi, Det helsevitenskapelige fakultet, UiT Norges arktiske universitet.