Irina Erdvik

Irina Erdvik

Forsker
Epost: irer@norceresearch.no
Kontoradresse: Universitetsveien 19, 4630 Kristiansand, Norway

Erdvik har en PhD i idrettsvitenskap fra Norges Idrettshøgskole (2020), samt bachelor og master i folkehelse (2011 og 2013) og utdannelse i pedagogikk (2014) fra Universitetet i Agder. Hun er i dag forsker i Samfunnsavdelingen ved NORCE. Erdvik har erfaring med forskning på barn og unges positive utvikling og læring, med et særlig fokus på betydningen av unges deltakelse i ulike kontekster for fysisk aktivitet. Hun har eksempelvis forsket på betydningen av erfaringer fra ulike bevegelseskontekster (deriblant kroppsøving i skolen, organisert idrett og selv-organisert aktivitet) for barn og unges psykiske helse. Hennes forskningserfaring inkluderer både kvantitative og kvalitative design, og hun kan vise til en bred forskningsinteresse som inkluderer blant annet psykologiske, pedagogiske og sosiologiske perspektiver relatert til ulike folkehelsetematikker, psykisk helse, sosial ulikhet, marginaliserte grupper, utdanning, kroppsøving i skolen, idrett og fysisk aktivitet.

Aktuelt

Ekstern lenke

Erdvik, I. B., Haugen, T., Ivarsson, A., & Säfvenbom, R. (in press). The temporal relations of adolescents’ basic need satisfaction in physical education and global self-worth. Sport and Exercise Psychology.

This study investigates the temporal relations of adolescents’ basic need satisfaction in physical education (PE) and global self-worth in a sample of 3398 lower and upper secondary school students (49 % boys, 51 % girls, average age T1 = 15.00, SD = 1.79). Four models and competing hypotheses were tested, and the model with bidirectional paths specified showed the best fit to the data. The bidirectional effect estimates suggest that basic need satisfaction in PE predicts global self-worth development, but also that adolescents’ perceptions of global self-worth predict the degree to which they experience basic need satisfaction in PE. Findings could suggest that students with low global self-worth are less sensitive to basic need support in PE. These students may need personally tailored need supportive initiatives in order to develop basic need satisfaction in PE and thus, global self-worth through PE.

Ekstern lenke

Erdvik, I. B., Haugen, T., Ivarsson, A., & Säfvenbom, R. (2019). Development of basic psychological need satisfaction in physical education: Effects of a two-year PE programme. Journal for Research in Arts and Sports Education 3(2). Doi: 10.23865/jased.v3.1375

Research shows that sports-active students experience more basic need satisfaction (autonomy, competence, relatedness) in physical education (PE) than their non-sports-active peers, and thus, reap most of the benefits of PE. This study aimed to investigate the role of a two-year PE programme, referred to as Interest-based PE, in contributing to students’ basic need satisfaction in PE, and in particular, to assess potential basic needs-benefits among students who were not involved in leisure-time sport. Among 693 students, 348 were offered a choice of two different PE approaches (“explorative” vs. “sports” approach) for the next two years, while the remaining students continued to receive traditional PE. Girls, non-sports-active students, and students who experienced less need satisfaction in PE at baseline were more likely to choose the explorative approach, thereby signifying a wish for a less sports-centred PE. However, no significant differences in autonomy, competence, and relatedness need satisfaction were identified between Interest-based PE groups and their respective control groups over the course of the programme. Sports active students experienced more gains in relatedness need satisfaction than non-sports active students over the course of the programme, suggesting that challenges in promoting equal opportunities for learning in PE may require more than “Interest-based PE”.

Ekstern lenke

Erdvik, I. B., Haugen, T., Ivarsson, A., & Säfvenbom, R. (2019). Global self-worth among adolescents: the role of basic psychological need satisfaction in physical education. Advance online publication. Scandinavian Journal of Educational Research. doi:10.1080/00313831.2019.1600578

Global self-worth is important for healthy development and learning, and is therefore highlighted as a major aim in the Norwegian physical education (PE) curriculum. Based on prior research this study aimed to assess potential differences in global self-worth and contextual basic need satisfaction among 2854 adolescents (47.5% boys, 52.5% girls, ages 13 and 16) participating in different movement contexts, and to determine whether basic need satisfaction in PE relates to global self-worth. Structural equation modeling analyses indicate that basic need satisfaction in PE relates significantly to global self-worth. However, adolescents who do not participate in movement contexts outside school report significantly lower basic need satisfaction in PE compared to their sports-active peers, and could possibly therefore experience reduced global self-worth development through PE. Findings support research showing that sports active youth reap most of the benefits of PE, and thus, that PE violates the principles of equal education.