Kajsa Yang Hansen

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University of Gothenburg | GU · Department of Education and Special Education

Educational success is central to the life chances of young people, but increasing differences in student achievement between schools are commonly attributed to increasing school segregation. The aim of the study was to examine the trends in socioeconomic, ethnic, and academic segregation in compulsory and upper secondary education in the Gothenbur...

This study investigates the relationships between students’ self-concept, self-efficacy, and achievement in mathematics, considering contextual factors such as socioeconomic status, gender, and immigration background, by using Swedish data from PISA 2003 and 2012. Additionally, these relationships between the two types of schools in Sweden are comp...

This study examines the relationship between instructional quality and mathematics achievement, taking into account socioeconomic status. Data from ten European countries participating in PISA 2012 and 2022 were analysed using the framework of the Dynamic Modelling of Educational Effectiveness. In PISA 2012, instructional quality was defined by stu...

🚨 Alarming trend in Nordic primary schools: a decline in some aspects of teaching quality and increased classroom challenges. This trend is linked with decreased achievement in math and science over time. Read the full brief here: https://ow.ly/eLOs50RIqNS

This study explores the role of teacher practices in mathematics classrooms on mitigating socioeconomic and ethnic inequalities in mathematics performance across Nordic countries. It specifically examines teaching quality, formative assessment practices, content coverage, and teachers’ emphasis on academic success in Denmark, Finland, Norway, and S...

Teacher practice encompasses a wide range of aspects pertaining to the work and responsibilities of teachers within an academic setting. This book focuses specifically on three fundamental aspects of teacher practice that directly impact student learning: the content taught by teachers (referred to as content coverage), the way teachers deliver ins...

Mathematics teachers’ beliefs are central to mathematics teaching and student learning. Because different aspects of motivation and affect—particularly enjoyment—primarily develop within the classroom context, examining how different teachers’ beliefs may affect student outcomes in mathematics is imperative. The current study examines teachers’ bel...

Research has shown that some students who underperform in mathematics overestimate their performance, while others who excel in mathematics underestimate it. Looking at this mismatch of performance and confidence judgement—the Dunning–Kruger effect (DKE)—the current study investigates how well students’ confidence judgement and item-specific mathem...

The present study examines the measurement property of instructional quality in mathematics education, building on data from teachers and students, by combing TALIS 2013 and PISA 2012 linkage data from seven countries. Confirmatory factor analysis was applied to examine the dimensionality of the construct instructional quality in mathematics instru...

Achievement gaps in mathematics can be found among education systems all over the world in international large-scale assessment studies (ILSAs). In almost all education systems, students’ socioeconomic status (SES) has been documented as one of the most important factors associated with achievement, known as the “socioeconomic achievement gap” (Chm...

In studies of academic resilience, the concept is typically operationalized by pre-defined cutoff values of students’ achievement level and their social background. A threat to the validity of such arbitrary operationalizations is that students around the cutoff values may be misclassified. The main objective of the current study is to apply a mode...

Recent and older studies have reported either a persistence or a widening of the socioeconomic achievement gap-the difference in performance between students in top and bottom socioeconomic groups. Using a panel data technique with country fixed effects for 32 education systems and six waves of data from the Trends in International Mathematics and...

Introduction: Research indicates that newly graduated registered nurses struggle to develop practical skills and clinical understanding and to adapt to their professional role. To ensure quality of care and support new nurses, it is vital that this learning is elucidated and evaluated. Aim The aim was to develop and evaluate the psychometric prope...

The study aims to study paradoxical relations between two non-cognitive factors (i.e., self-concept and self-efficacy) and achievement in mathematics. The data from PISA 2012 was used, consisting of more than 500 000 students at age 15 from 65 education systems. The study first tested the measurement invariance of mathematics self-concept and self-...

The academic section of the Vocabulary Levels Test (VLT-Ac) and the Academic Vocabulary Test (AVT) both assess meaning-recognition knowledge of written receptive academic vocabulary, deemed central for engagement in academic activities. Depending on the purpose and context of the testing, either of the tests can be appropriate, but for research and...

Grounded in ‘expectancy-value’ theory, this paper reports on the psychometric properties of an instrument intended to measure students’ motivation in mathematics. The participants were 2045 third-, fourth- and fifth-grade students from Estonia, Finland, Norway, Portugal, Serbia and Sweden. The Expectancy-Value Scale (EVS) was found to be suitable f...

Background The current study investigates school contextual effects on students’ academic self-concept and achievement, that is, peer socioeconomic effect and big-fish-little-pond effect (BFLPE), in four Nordic education systems (i.e., Denmark, Finland, Norway and Sweden) and selected Chinese education systems (Hong Kong and Beijing-Shanghai-Jiangs...

This paper attempts to demonstrate the usefulness of the linkage data from two international large-scale assessment studies, Teaching and Learning International Survey 2013 (TALIS) 2013 and Programme for International Student Assessment (PISA) 2012, in examining the effects of schools. Data from seven educational systems are used to link, and four...

Mathematics, as one of the mandatory and key school subjects worldwide, plays a vital role in equipping young people with mathematical knowledge and skills and preparing them not only for higher education but also for later private and professional life in modern society. Previous research has established that student self-concept and self-efficacy...

Using data from TIMSS 2015, this study investigated determinants of inequality between classrooms in mathematics performance in Sweden. Applying multiple-group confirmatory factor analysis and measurement invariance frameworks to identify latent constructs with which to build a two-level structural equation model, this study integrated teacher cert...

The aim of the study is to investigate the measurement invariance of mathematics self-concept and self-efficacy across 40 countries that participated in the Programme for International Student Assessment (PISA) 2003 and 2012 cycles. The sample of the study consists of 271,760 students in PISA 2003 and 333,804 students in PISA 2012. Firstly, the tra...

The chapter presents findings from a systematic review of articles that explore the effect of family socioeconomic and migration background on different educational outcomes in international assessment. Findings of conceptualization and operationalization of the concepts, common analytical methods, effect size, and units of analysis are summarized...

Based on the TALIS 2013 and PISA 2012 linkage data, we examine the measurement properties of school instructional quality and study its relationship with mathematics performance, considering school context characteristics (school composition, teacher–student relationship, and teacher qualifications). The study adopts a cross-country perspective. In...

Drawing on the multidimensional nature of instructional quality, the present study tested themeasurement property and measurement invariance of mathematics instructional quality across tenEuropean countries using PISA 2012 data. We relied on multilevel structural equation modelling for abetter understanding of the relationship between socioeconomic...

Research indicates that beliefs on the locus of the primary source of learning can have negative effects on learning behaviors in school (Mercer & Ryan, 2011). To an increasing extent, young people in Sweden acquire English outside school through different cultural practices (Sundqvist & Sylvén, 2012). At the same time, students lack enthusiasm in...

Entrenched socioeconomic inequalities in achievement have been observed in international assessments for decades, with previous research suggesting that these inequalities may be exacerbated by differentiation in the opportunities provided to various social groups. Much previous research in this field has been US-based or subject to measurement iss...

In PISA studies, self-reported questionnaire data is used to assess student mathematics self-efficacy and self-concept across different education systems and measurement cycles. The comparability of these constructs is thus essential for the validity of the inferences drawn from any cross-nation and cross-cycle analyses involving these constructs....

The aim of the study is two-fold. First, to evaluate the construct validity of mathematics self�efficacy and self-concept as measured in Programme for International Student Assessment (PISA) through exploring the measurement property of these constructs. Second, to examine measurement invariance of mathematics self-efficacy and self-concept over ti...

Background. Students with low socio-economic status (SES) are typically depicted as low performers and more likely to fail in school. However, a group of students, despite their background, manage to succeed in school. The capacity to overcome adversities and achieve successful educational outcomes is referred to as Academic Resilience. Research on...

The current study examines the measurement property ''instructional quality'' in mathematics education from the perspective of teachers and students, using the TALIS 2013 and PISA 2012 linkage data from seven countries. Structural equational modelling was applied to examine the dimensionality of mathematics instruction quality. Five underlying dime...

Research related to the “teacher characteristics” dimension of teacher quality has proven inconclusive and weakly related to student success, and addressing the teaching contexts may be crucial for furthering this line of inquiry. International large-scale assessments are well positioned to undertake such questions due to their systematic sampling...

Equity and quality are the common goals to strive for in the Nordic education systems. Yet the mechanisms through which the separate education systems approach these goals have become more diverse. The chapter provides evidence in support of the different facets of teacher quality, such as self-efficacy, as well as teacher-students relations concer...

The implementation of school choice, vouchers and publically funded profit-making private schools has qualified the Swedish educational system as one of the most market oriented in the world (Beach, 2018; Dahlstedt & Vesterberg, 2019). Although Sweden remains at the forefront of disassembling public education in favor of market logic and deregulati...

This report attempts to explain the conceptual and technical base when linking two international large-scale assessment studies set up by the Organization for Economic Co-operation and Development (OECD): the Teaching and Learning International Survey 2013 (TALIS) and the Programme for International Student Assessment 2012 (PISA). The linking proc...

Over the past six decades, the ILSA has changed the landscape of Swedish student assessment in many positive ways, it has also identified several areas of problems. In this chapter, we start with a retrospective view of the ILSA studies in Sweden, which have set the scene for student assessment within the framework of ILSA in Sweden today, and disc...

This chapter reviews international comparative studies on the determinants of socioeconomic inequality in student performance. We were interested in studies of explanatory variables that are amenable to educational policy interventions. To identify such publications, we developed a comprehensive search strategy and conducted an electronic search ba...

Given the impact of international large-scale assessments (ILSAs) on policy-making in different educational systems around the world, this study aims to examine whether national mathematics curricula in different educational systems harmonize over time. Data from the Trends in International Mathematics and Science Study (TIMSS) is used to explore t...

Educational equity was found deteriorating in Sweden from the late 1980s onwards. However, it was not clear what the main sources to this trend are. The present study was therefore to investigate the development of educational equity at different levels of the Swedish educational system to identify possible sources to the change. Students’ school g...

The current study investigated the spatial restructuring of the Swedish upper secondary school market over time, which happened as a consequence of school choice reform started in the early 1990s. The school choice reform enabled students to choose and attend schools (public or private) based on preference rather than residential area. Consequently...

International assessments of mathematics have shown persistent and widely intensified socioeconomic inequalities in achievement worldwide over the last decades. Such achievement gaps may partly be due to the differences in students’ personal and family characteristics. They may also be attributed to the schooling itself if school systems provide di...

This article explores preschool teachers’ professional profiles in Sweden. Considering various educational policy reforms in Sweden the last decades, this study is grounded in interactionist perspectives and Bronfenbrenner’s bio-ecological model. A set of multiple professional indicators related to preschool teachers’ educational background, person...

The main aim of this study was to investigate the development of the correlation between family education and student achievement in Sweden, which previous research has found to be stable, in spite of increasing school segregation and widening differences in levels of achievement between schools. Based on register data for populations of graduates...

This book addresses problems and challenges that face educational measurement at a time when multipurpose usage of observational data from educational assessments, tests and international surveys has become a growing global trend. While the construction of educational measures and use of educational data offer many opportunities, they also require...

Background In a previous study, the total, direct and indirect effects of parental education on reading, mathematics and science achievement have been estimated for Grade 4 pupils of 37 countries that participated in PIRLS and TIMSS 2011 studies (Gustafsson et al. in TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achiev...

http://link.springer.com/book/10.1007%2F978-3-319-43473-5

The main aim of the study was to identify school characteristics that can reduce the relation between socio-economic status (SES) and achievement, so that equity of educational outcomes can be improved. Data from 50 countries participating in the Trends in International Mathematics and Science Study (TIMSS) conducted in 2011, focusing on Grade 8 ma...

The aims of the study were to examine changes in school segregation across different types of municipalities between 1998 and 2011 in Sweden, and to explore the extent to which these changes are the consequences of school choice. Multilevel models were applied to register data using a counterfactual approach. The results showed that school segregat...

The main aim of the study was to identify school characteristics that can reduce the relation between socio-economic status (SES) and achievement, so that equity of educational outcomes can be improved. Data from 50 countries participating in the Trends in International Mathematics and Science Study (TIMSS) conducted in 2011, focusing on Grade 8 ma...

Applying two-level structural equation modelling techniques, the current study examined the dimensionality of socioeconomic status (SES) and its relationship with mathematics and science performance at student and school levels. Data were drawn from population 2 (13-year-olds) of 17 countries in the Third International Mathematics and Science study...

Applying a two-level mixture modeling technique, the study explored the psychometric profiles of socioeconomic status (SES) and examined reading achievement differences according to the latent SES profiles. The two-level latent class analysis (TLCA) takes into consideration the measurement error in the response patterns of the SES indicators, and t...

This study examines the changes in educational inequality at the school‐ and individual‐levels in 1991 and 2001. Comparisons are made between the IEA Reading Literacy Study 1991 and the so called 10‐Year Trend Study in PIRLS 2001. The between‐school differences in reading achievement variance and the size of the relationship between SES and reading...

Sammanfattning: Under 1990-talets början decentraliserades ansvaret för genom-förande av ungdomsutbildningen till kommunerna, men lite är känt om vilka skill-nader som föreligger mellan kommunerna med avseende på elevernas kunskapsut-veckling. Den här undersökningen har som huvudsyfte att beskriva resultatutveck-lingen på kommunal nivå i svensk gru...

This study examined changes in the effect of socioeconomic status (SES) on reading achievement at individual and school levels between 1991 and 2001. Data from 9 countries that participated in both the International Association for the Evaluation of Educational Achievement (IEA) Reading Literacy Study 1991 and the Trend Study in the Progress in Int...

In the IEA PIRLS International Report, a number of indices of reading‐related constructs were introduced for the purpose of explaining the variation in reading achievement. These indices, however, raise issues of reliability and validity, due to the way in which they are derived and due to the quality of the data. Targeting these issues, the curren...

In the present article we apply a growth mixture model using M plus via STREAMS to delineate the mechanism underlying travel-mode choice. Three waves of an experimental field study conducted in Frankfurt Main, Germany, are applied for the statistical analysis. Five major questions are addressed: (1) whether the choice of public transport rather tha...

This study investigated the multilevel dimensionality of socioeconomic status and its relationship to reading achievement in 23 countries. Different factor structures of SES were found at different levels' observations and in different countries. The study showed that the cultural dimension strongly related to student reading performance, while the...

BACKGROUND In 2001 IEA launched the first round of PIRLS, Progress in International Reading Literacy Study, a comparative study designed to measure grade 4 students reading literacy skills. The study is designed to be repeated every fifth year, and to provide policy makers, researchers, and practitioners with information about educational achieveme...

Applying two-level structural equation modelling techniques, the current study examined the dimensionality of socio-economic status (SES) and its relationship with mathematics and science performance at student and school levels. Data were drawn from population 2 (13-year-olds) of 17 countries in the Third International Mathematics and Science stud...

One of the most challenging tasks in secondary analysis of data from international studies is to make credible causal inference about the impact of different factors on educational achievement. The trend design of the major IEA studies has provided a basis for conducting longitudinal studies at the country level, and this approach has shown great p...