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  • 1.
    Bergh, Daniel
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for Research on Child and Adolescent Mental Health. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies.
    Giota, Joanna
    University of Gothenburg, Department of Education and Special Education.
    The Social Responsibility Goal Orientation: An analysis of the psychometric properties of a scale using adolescent data from Sweden2018Conference paper (Refereed)
    Abstract [en]

    Introduction: In the Achievement Goal Theory, different reasons for learning are contrasted. Mastery and Performance are most commonly used while less attention is paid to Social Responsibility goal orientations, despite that this is an integral part of many curricula. Aims: The purpose of this paper is to examine the psychometric properties of a scale of Social Responsibility goal orientation by means of the polytomous Rasch model. Mehods: This study is based on data from the longitudinal ETF project (Evaluation Through Follow up) among Swedish students. Two cohorts (born in 1992 and 1998) of students in school year 9 were subjected to analysis. Data was collected by a self-administered postal questionnaires to randomly selected students. In total, 6,010 students responded in 1992 and 4,573 in 1998. A scale consisting of 6 polytomous items is analysed. General fit statistics as well as their graphical representations (ICC) are used to evaluate the fit to the Rasch model. Strategies to handle large samples in statistical test of fit are discussed.   Results: The social responsibility scale seems to fit the Rasch model fairly well, with good separation of individuals, and showing no reversed item thresholds, i.e. the response categories work as intended. The estimates are also relatively stable over cohorts. However, there are indications of Differential Item Functioning (DIF) by sex.    Conclusions: Although, the Social Responsibility scale fits the Rasch model fairly well, there are room for improvements. In particular, targeting may be improved by the inclusion of additional items of appropriate difficulty. 

  • 2.
    Giota, Joanna
    et al.
    University of Gothenburg.
    Bergh, Daniel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for Research on Child and Adolescent Mental Health (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Social and Psychological Studies (from 2013).
    Emanuelsson, Ingemar
    University of Gothenburg.
    Changes in individualized teaching practices in municipal and independent schools 2003, 2008 and 2014: Student achievement, family background and school choice in Sweden2019In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, p. 78-91Article in journal (Refereed)
    Abstract [en]

    The study investigated student experiences of teaching practices in grade 9 at 2003, 2008 and 2014 after the Swedish education reforms of the 1990s. Teaching practices in both municipal and independent schools were related to student achievement and family background. Data from three nationally representative cohorts within the ongoing Swedish longitudinal ETF-project have been used. The results show changes from more conventional to more individualistic teaching practices. Independent schools emphasize more self-regulated learning. Child-centred forms of work are though found to be equally beneficial for student achievement as more conventional teaching methods. In spite of education reforms, family background is equally important for student achievement as earlier. Obtained results are discussed in relation to increased school competition in Sweden.

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