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- Klapp, Thea, 1993, et al.
(författare)
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Relations between students' well-being and academic achievement: evidence from Swedish compulsory school
- 2024
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Ingår i: European Journal of Psychology of Education. - : Springer Science and Business Media LLC. - 0256-2928 .- 1878-5174. ; 39:1, s. 275-296
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Tidskriftsartikel (refereegranskat)abstract
- The study aimed to investigate students' psychological, cognitive, and social well-being in 6th Grade and the relations to academic achievement in compulsory school, as measured by grades in 9th Grade. Due to reports from Swedish authorities and research, students' self-reported well-being has decreased during the last decade. Data from the Swedish longitudinal project Evaluation Through Follow-up was analyzed with confirmatory factor analysis and structural equation modelling. By using data from two birth cohorts (1998: N = 7 684 and 2004: N = 9 437), differences in well-being across the two cohorts could be investigated. Cognitive ability, parental education, and gender were also accounted for. Statistically significant cohort and gender differences were found, where cohort 2004 was disadvantaged in all three well-being dimensions, and girls were disadvantaged in psychological and social well-being. Psychological well-being was negatively related to academic achievement, indicating that students who experienced more school-related stress performed higher than students who experienced less stress. Cognitive well-being was positively related to academic achievement. Possible causes of the decrease in well-being may be changes in the educational and assessment system, which meant that cohort 2004 went through compulsory school with a stronger focus on results and grades than earlier cohorts.
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| 4. |
- Majoros, Erika, 1984, et al.
(författare)
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Validity and comparability of the leisure time questionnaires in the Evaluation Through Follow-up study
- 2023
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Ingår i: Frontier Research in Educational Measurement (FREMO 2023).
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The Evaluation Through Follow-up (Utvärdering Genom Uppföljning, UGU) study is a large cohort-sequential database that is used for evaluation and research about schools and education in Sweden (Härnqvist, 2000). Administrative data, questionnaires, various measures of students’ learning conditions, and educational outcomes have been collected at several time points during school years for ten cohorts since 1961. Some of the instruments have been revised over time, which might introduce unintended comparability issues. However, little research has been looking into these instruments concerning measurement invariance within and across cohorts. Therefore, there is a need to evaluate the influence of questionnaire revisions at the scale and item levels. Factorial measurement equivalence or invariance refers to whether scale scores of an assessment have the same meaning under different conditions, e.g., administration methods, countries, or populations (Kline, 2016). Lack of item bias refers to the invariance of the item parameters across groups of interest (Meredith & Teresi, 2006). When this invariance is not fulfilled, differential item functioning (DIF) occurs. The present study aims at investigating the measurement of leisure activities for the cohorts born in 1998 and 2004 both at the scale level and the item level. Methods in the structural equation modeling and classical and modern test theory frameworks are applied. The findings of this study inform the questionnaire development in the UGU project as well as secondary analyses of this unique longitudinal database.
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- Belfield, Clive, et al.
(författare)
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The Economic Value of Social and Emotional Learning
- 2015
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Ingår i: Journal of Benefit-Cost Analysis. - : Cambridge University Press (CUP). - 2194-5888 .- 2152-2812. ; 6:3, s. 508-544
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Tidskriftsartikel (refereegranskat)abstract
- There is a growing body of research emphasizing the advantages of teaching students social and emotional (SE) skills in school. Here we examine the economic value of these skills within a benefit-cost analysis (BCA) framework. Our examination has three parts. First, we describe how the current method of BCA must be expanded to adequately evaluate SE skills, and we identify important decisions analysts must make. Second, we review the evidence on the benefits of SE skills, again noting key methodological issues with respect to shadow pricing. Finally, we perform BCA of four selected social and emotional learning (SEL) interventions: 4Rs; Second Step, Life Skills Training; and Responsive Classroom. These analyses illustrate both methodological and empirical challenges in estimating net present values for these interventions. Even with these challenges, we find that the benefits of these interventions substantially outweigh the costs. We highlight promising areas of research for improving the application of BCA to SEL.
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| 9. |
- Cliffordson, Christina, 1949-, et al.
(författare)
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Betygens prognosförmåga och effekter på lärande
- 2014
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Ingår i: Resultatdialog 2014. - Stockholm : Vetenskapsrådet. - 9789173072472 ; , s. 51-60
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Ding, Yi, 1992, et al.
(författare)
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Construct Validity and Measurement Invariance of Mathematics Self-Efficacy and Self-Concept in Swedish PISA 2003 and 2012
- 2021
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Ingår i: World Education Research Association (WERA) Virtual Focal Meeting. - Santiago de Compostela, Spain.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- A large amount of research has shown that individuals’ beliefs in their ability have a major impact on their actions in different situations (Bandura, 1986; Marsh et al., 2018; Usher & Pajares, 2006). According to Bandura (1986), students’ self-related beliefs plays a vital role in their academic achievements. Self-belief of competence is a broad conception which involves several facets and constructs, among which, self-efficacy and self-concept have been given considerable attention (Bong & Skaalvik, 2003; Lee, 2009; Marsh, 1987; Shavelson et al., 1976). According to Bong and Skaalvik (2003), both self-efficacy and self-concept can contribute to the prediction of academic performance. Students with different self-beliefs demonstrate different level of cognitive engagement as well as well-being in school (Bong & Skaalvik, 2003). Self-efficacy refers to one’s thoughts and belief in the self’s capability, which is built through previous experiences. According to Bandura’s (1986) social cognitive theory, self-efficacy captures the one’s belief in his or her competence on a specific task or process. Mathematics self-efficacy (MSE) in Programme for International Student Assessment (PISA) is a measure of student’s expectation and conviction of what can be accomplished when they need to solve pure and applied mathematics tasks. The students are asked to report on their perceived ability by responses whether they feel confident, confident, not very confident or not at all confident towards "using a train timetable", "calculating TV discount", "calculating square metres of tiles" etc (OECD, 2012). Self-concept is generally defined as one’s perception of his- or herself, which is established through experiences as well as interpretations of social atmosphere and with reference with their peers (Rosenberg, 1979; Marsh, 1987; Parker et al., 2014). It refers to general perception of the competence to a subject matter but not linked to specific tasks in that subject. Mathematics self-concept (MSC) in PISA is constructed index based on students’ responses about their perceived competence in mathematics, whether they strongly agree, agree, disagree or strongly disagree with the statements towards "get good grades", "learn quickly", "not good at math", etc (OECD, 2012). The aim of the study is two-fold. First, to evaluate construct validity of mathematics self-efficacy and self-concept as measured in PISA through exploring the measurement property of these constructs. Second, to examine measurement invariance of mathematics self-efficacy and self-concept scales over time. Data on Swedish students participating in PISA 2003 and PISA 2012 was used, which consists of 4624 and 4736 students respectively.
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