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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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- 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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- Klapp, Thea, 1993, et al.
(författare)
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Big-Fish-Little-Pond Effects on Language and Math Self-Concept: Moderating Effects of Cognitive Ability
- 2022
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Ingår i: European Conference on Educational Research (ECER) European Educational Research Association (EERA).
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The big-fish-little-pond effect (BFLPE) predicts that students who attend schools with higher school-average achievement, perceive their academic abilities to be lower compared to equally abled students who attend schools with lower school-average achievement (Trautwein et al., 2009). Such self-perceptions, like self-concept, are recognized to influence students' daily life, behaviour, and academic achievement, as well as their motivation and well-being (Marsh et al., 2019). This makes it important to examine if and how the relation between school-average achievement and student self-concept is influenced by moderation variables like cognitive ability and gender. The overall purpose of the study was to investigate the BFLPE with language and math self-concept, and to see whether the BFLPE varied as a function of cognitive ability, with language and math self-concept respectively. The study draws on data from the Swedish longitudinal project Evaluation through Follow-up (Utvärdering genom Uppföljning, UGU).
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