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Sökning: onr:"swepub:oai:gup.ub.gu.se/260805" > The Dynamic Develop...

LIBRIS Formathandbok  (Information om MARC21)
FältnamnIndikatorerMetadata
00003192nam a2200349 4500
001oai:gup.ub.gu.se/260805
003SwePub
008240410s2017 | |||||||||||000 ||eng|
020 a 9789173469357
0247 a 2077/536382 hdl
0247 a https://gup.ub.gu.se/publication/2608052 URI
040 a (SwePub)gu
041 a eng
042 9 SwePub
072 7a vet2 swepub-contenttype
072 7a dok2 swepub-publicationtype
1001 a Johannesson, Elias,d 1972u Gothenburg University,Göteborgs universitet,Institutionen för pedagogik och specialpedagogik,Department of Education and Special Education4 aut0 (Swepub:gu)xjelia
2451 0a The Dynamic Development of Cognitive and Socioemotional Traits and Their Effects on School Grades and Risk of Unemployment :b A Test of the Investment Theory
264 1a Göteborg :b Göteborgs universitet,c 2017
4900 a Gothenburg studies in educational sciences / Acta Universitatis Gothoburgensis,x 0436-1121
520 a 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 Utbildningsvetenskap0 (SwePub)5032 hsv//swe
650 7a SOCIAL SCIENCESx Educational Sciences0 (SwePub)5032 hsv//eng
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
7102 a Göteborgs universitetb Institutionen för pedagogik och specialpedagogik4 org
8564 8u https://gup.ub.gu.se/publication/260805

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