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Dimensionality and Predictive validity of school grades: The relative influence of cognitive and social-behavioral aspects


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Title: Dimensionality and Predictive validity of school grades: The relative influence of cognitive and social-behavioral aspects
Authors: Thorsen, Cecilia
E-mail: cecilia.thorsen@hv.se
Issue Date: 12-Sep-2014
University: Göteborgs universitet. Utbildningsvetenskapliga fakulteten
University of Gothenburg. Faculty of Education
Institution: Department of Education and Special Education ; Institutionen för pedagogik och specialpedagogik
Parts of work: I. Thorsen, C., & Cliffordson, C. (2012). Teachers' grade assignment and the predictive validity of criterion-referenced grades. Educational Research and Evaluation, 18(2), 153-172.
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II. Thorsen, C. (2014). Dimensions of norm-referenced compulsory school grades and their relative importance for the prediction of upper secondary school grades. Scandinavian Journal of Educational Research, 58(2), 127-146.
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III. Thorsen, C., Gustafsson, J. E., & Cliffordson, C. (2014). The influence of fluid and crystallized intelligence on the development of knowledge and skills. British Journal of Educational Psychology.
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Date of Defence: 2014-10-03
Disputation: Fredagen den 3 oktober 2014, kl. 13.00, Pedagogen Hus A, Lokal AK2136
Degree: Doctor of Philosophy
Publication type: Doctoral thesis
Series/Report no.: Gothenburg studies in educational sciences
356
Keywords: predictive validity
criterion-referenced grades
norm-referenced grades
social-behavioral aspects
crystallized abilities
fluid abilities
Abstract: The purpose of the thesis is to investigate the relative influence of cognitive and social-behavioral aspects on compulsory school grades and the importance of the different dimensions for the predictive validity of grades. Data is retrieved from the Gothenburg Educational Longitudinal Database (GOLD) and the Evaluation Through Follow-up (ETF) database. The sample in Study I consisted of three cohorts each of about 100 000 students in Grade 9, in Study II of about 4000 students in Grade 9, and ... more
ISBN: 978-91-7346-797-1
978-91-7346-798-8
ISSN: 0436-1121
URI: http://hdl.handle.net/2077/36586
Appears in Collections:Gothenburg Studies in Educational Sciences
Doctoral Theses from University of Gothenburg / Doktorsavhandlingar från Göteborgs universitet
Doctoral Theses / Doktorsavhandlingar Institutionen för pedagogik och specialpedagogik

 

 

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