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LIBRIS Formathandbok  (Information om MARC21)
00003538nam a22003973a 4500
008080901s2017 xx |||| m |0|| 0|eng d
020 a 978-91-7346-935-7
024a 2077/536382 hdl
040 a (SwePub)gu
042 9 SwePub
072 7a dok2 swepub-publicationtype
072 7a vet2 swepub-contenttype
072 7a dok2 swepub-publicationtype
072 7a vet2 swepub-contenttype
100a Johannesson, Elias ,d 1972-,u Göteborgs universitet, Institutionen för pedagogik och specialpedagogik, Gothenburg University, Department of Education and Special Education4 aut0 (SwePub:gu.se)xjelia
2451 0a The Dynamic Development of Cognitive and Socioemotional Traits and Their Effects on School Grades and Risk of Unemploymentb A Test of the Investment Theory
260 a Göteborg :b Göteborgs universitet,c 2017
490a Gothenburg studies in educational sciences / Acta Universitatis Gothoburgensis,x 0436-1121
500 a not verified at registration
500 a Published
500 a 1
520a The purpose of this thesis is to examine the dynamic development of cognitive and socioemotional traits and how these traits influence academic achievement and predict risk of unemployment. Data was retrieved from the Evaluation Through Following-up (ETF) database. The data consists of 9,080 students born in 1972, who answered a questionnaire and completed cognitive ability tests in 3rd and 6th grade. In addition, register-based data was used for students’ grades and for various background variables. All analyses were conducted using structural equation modelling (SEM). The dynamic development of the relationships between cognitive and socioemotional traits between 3rd and 6th grade is driven by cognitive ability factors. Support was found for Cattell’s investment hypothesis, which states that fluid cognitive ability (Gf) influences development of crystallized cognitive ability (Gc). No influence of socioemotional traits on either cognitive traits or socioemotional traits was found. The evidence of a Gc reading achievement trait complex was weak. Furthermore, both cognitive and socioemotional traits are related to academic achievement. In the prediction of unemployment risk, effects of almost all cognitive and socioemotional traits are captured by grades. Gc has both a direct effect on unemployment risk and an indirect effect via grades on unemployment risk. All other effects of socioemotional traits and Gf are related to the risk of unemployment via academic achievement. The strongest determinant of unemployment risk is academic achievement, which has a protective effect on the risk of unemployment.
650 7a SAMHÄLLSVETENSKAPx Utbildningsvetenskap2 hsv//swe0 (SwePub)503
650 7a SOCIAL SCIENCESx Educational Sciences2 hsv//eng0 (SwePub)503
653 a Fluid intelligence (Gf)
653 a Crystallized intelligence (Gc)
653 a cognitive abilities
653 a socioemotional traits
653 a academic achievement
653 a unemployment
653 a discrete-time survival analysis
7108 swea Göteborgs universitet.b Utbildningsvetenskapliga fakulteten.b Institutionen för pedagogik och specialpedagogik.0 (SwePub:gu.se)1687
7108 enga Gothenburg University.b Faculty of Education.b Department of Education and Special Education.0 (SwePub:gu.se)1687
8564 8u https://gup.ub.gu.se/publication/260805y Till lärosätets (gu) databasx lärosäteslänk

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