Ove Edvard Hatlevik

3.7k total citations · 2 hit papers
50 papers, 2.5k citations indexed

About

Ove Edvard Hatlevik is a scholar working on Education, Information Systems and Gender Studies. According to data from OpenAlex, Ove Edvard Hatlevik has authored 50 papers receiving a total of 2.5k indexed citations (citations by other indexed papers that have themselves been cited), including 29 papers in Education, 27 papers in Information Systems and 24 papers in Gender Studies. Recurrent topics in Ove Edvard Hatlevik's work include Digital literacy in education (24 papers), Gender and Technology in Education (24 papers) and Child Development and Digital Technology (16 papers). Ove Edvard Hatlevik is often cited by papers focused on Digital literacy in education (24 papers), Gender and Technology in Education (24 papers) and Child Development and Digital Technology (16 papers). Ove Edvard Hatlevik collaborates with scholars based in Norway, Bangladesh and Finland. Ove Edvard Hatlevik's co-authors include Gréta Björk Guðmundsdóttir, Inger Throndsen, Ronny Scherer, Massimo Loi, Knut‐Andreas Christophersen, Anubha Rohatgi, Cathrine Tømte, Geir Ottestad, Fazilat Siddiq and Rolf Vegar Olsen and has published in prestigious journals such as SHILAP Revista de lepidopterología, Computers in Human Behavior and Computers & Education.

In The Last Decade

Ove Edvard Hatlevik

45 papers receiving 2.3k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Newly qualified teachers’ professional digital competence: implications for teacher education

2017 380 citations Gréta Björk Guðmundsdóttir, Ove Edvard Hatlevik European Journal of Teacher Education profile →
Students’ ICT self-efficacy and computer and information literacy: Determinants and relationships

2017 303 citations Ove Edvard Hatlevik, Inger Throndsen et al. Computers & Education profile →

Peers

Ove Edvard Hatlevik

EDUCA

SPS

CSA

Julian Fraillon Australia

Wolfram Schulz Australia

Gréta Björk Guðmundsdóttir Norway

Tim Friedman Australia

Maria Ranieri Italy

Michael Simonson United States

Laura M. O’Dwyer United States

Cathy Lewin United Kingdom

Gill Kirkup United Kingdom

Ignácio Aguaded Spain

Julian Fraillon Australia

Ove Edvard Hatlevik

680 ×0.5

1.5k ×1.0

EDUCA

483 ×0.7

821 ×1.8

SPS

197 ×0.6

CSA

Citations per year, relative to Ove Edvard Hatlevik Ove Edvard Hatlevik (= 1×) peers Julian Fraillon

Countries citing papers authored by Ove Edvard Hatlevik

Since Specialization

Citations

This map shows the geographic impact of Ove Edvard Hatlevik's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Ove Edvard Hatlevik with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Ove Edvard Hatlevik more than expected).

Fields of papers citing papers by Ove Edvard Hatlevik

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Ove Edvard Hatlevik. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Ove Edvard Hatlevik. The network helps show where Ove Edvard Hatlevik may publish in the future.

Co-authorship network of co-authors of Ove Edvard Hatlevik

This figure shows the co-authorship network connecting the top 25 collaborators of Ove Edvard Hatlevik. A scholar is included among the top collaborators of Ove Edvard Hatlevik based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Ove Edvard Hatlevik. Ove Edvard Hatlevik is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Hatlevik, Ove Edvard, et al.. (2025). How large language models can help to categorise master’s theses in teacher education: results from a pilot study. European Journal of Teacher Education. 48(5). 1103–1122. 1 indexed citations

Hatlevik, Ove Edvard, et al.. (2024). Examining the role of student teachers' perceived usefulness of ICT and resilience to digital distractions on their evaluation of online information. Journal of Computer Assisted Learning. 40(5). 2009–2019.

Hatlevik, Ove Edvard, et al.. (2024). Variations in sources of job satisfaction and teacher efficacy between novice and experienced teachers. Teachers and Teaching. 31(8). 1298–1317. 1 indexed citations

Lervåg, Arne, et al.. (2024). Verbal and non-verbal skills in early childhood: dimensionality, developmental trajectories, and gender differences. Frontiers in Psychology. 15. 1330334–1330334. 1 indexed citations

Riiser, Kirsti, et al.. (2023). Fostering pupils’ critical health literacy: examining the potential of physical education in lower secondary school. Frontiers in Sports and Active Living. 5. 1205716–1205716.

Riiser, Kirsti, et al.. (2023). Understanding Critical Health Literacy Among Adolescents: Psychometric Properties of the CHLA Questionnaire in Lower Secondary Schools in Norway. Journal of School Health. 93(12). 1119–1128. 1 indexed citations

Hatlevik, Ove Edvard, et al.. (2023). Examining dimensions of teachers’ digital competence: A systematic review pre- and during COVID-19. Heliyon. 9(6). e16677–e16677. 19 indexed citations

Hatlevik, Ove Edvard, et al.. (2023). Exploring educatorsʼ perceived possibilities and obstacles related to access and use of ICT: Revealing the digital divide in Norwegian Adult Education centres.. Nordic Journal of Digital Literacy. 18(1). 8–22. 2 indexed citations

Riiser, Kirsti, et al.. (2022). Developing Indicators to Measure Critical Health Literacy in the Context of Norwegian Lower Secondary Schools. International Journal of Environmental Research and Public Health. 19(5). 3116–3116. 15 indexed citations

10.

Rohatgi, Anubha, Ove Edvard Hatlevik, & Julius Kristjan Björnsson. (2022). Supportive climates and science achievement in the Nordic countries: lessons learned from the 2015 PISA study. Large-scale Assessments in Education. 10(1). 3 indexed citations

11.

Hatlevik, Ove Edvard, Gréta Björk Guðmundsdóttir, & Anubha Rohatgi. (2021). Digital Downsides in Teacher Education. SHILAP Revista de lepidopterología. 5(4). 123–139. 3 indexed citations

12.

Hatlevik, Ove Edvard, et al.. (2021). Examining the relationship between resilience to digital distractions, ICT self-efficacy, motivation, approaches to studying, and time spent on individual studies. Teaching and Teacher Education. 102. 103326–103326. 29 indexed citations

13.

Hatlevik, Ove Edvard, et al.. (2018). Examining the Relationship Between Teachers’ ICT Self-Efficacy for Educational Purposes, Collegial Collaboration, Lack of Facilitation and the Use of ICT in Teaching Practice. Frontiers in Psychology. 9. 935–935. 142 indexed citations

14.

Hatlevik, Ove Edvard, Inger Throndsen, Massimo Loi, & Gréta Björk Guðmundsdóttir. (2017). Students’ ICT self-efficacy and computer and information literacy: Determinants and relationships. Computers & Education. 118. 107–119. 303 indexed citations breakdown →

15.

Guðmundsdóttir, Gréta Björk & Ove Edvard Hatlevik. (2017). Newly qualified teachers’ professional digital competence: implications for teacher education. European Journal of Teacher Education. 41(2). 214–231. 380 indexed citations breakdown →

16.

Scherer, Ronny & Ove Edvard Hatlevik. (2017). “Sore eyes and distracted” or “excited and confident”? – The role of perceived negative consequences of using ICT for perceived usefulness and self-efficacy. Computers & Education. 115. 188–200. 19 indexed citations

17.

Hatlevik, Ove Edvard, Gréta Björk Guðmundsdóttir, & Massimo Loi. (2015). Examining Factors Predicting Students’ Digital Competence. Journal of Information Technology Education Research. 14. 123–137. 45 indexed citations

18.

Guðmundsdóttir, Gréta Björk, et al.. (2014). Digital Natives: Digitally Competent?. Society for Information Technology & Teacher Education International Conference. 2014(1). 2110–2116. 10 indexed citations

19.

Hatlevik, Ove Edvard, Gréta Björk Guðmundsdóttir, & Massimo Loi. (2014). Digital diversity among upper secondary students: A multilevel analysis of the relationship between cultural capital, self-efficacy, strategic use of information and digital competence. Computers & Education. 81. 345–353. 116 indexed citations

20.

Fagerström, Lisbeth, et al.. (2010). Clinical competence in palliative nursing in Norway: the importance of good care routines. International Journal of Palliative Nursing. 16(2). 80–86. 19 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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