Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Effects of practice and intellectual growth on performance on the Swedish Scholastic Aptitude Test (SweSAT)
University West, Department of Nursing, Health and Culture.ORCID iD: 0000-0002-4722-009X
2004 (English)In: European Journal of Psychological Assessment, ISSN 1015-5759, E-ISSN 2151-2426, Vol. 20, no 3, 192-204 p.Article in journal (Refereed) Published
Abstract [en]

The purpose of the study is to examine effects of repeated test taking over several sessions on the Swedish Scholastic Aptitude Test (SweSAT). Self-selection effects on test performance due to background variables that must be taken into consideration are also investigated. All test repeaters with two and three test scores from three cohorts are included in the study. By using different regression models a distinction can be made between the effects of practice as a function of test-taking experience, and the effects of growth as a function of time. The results show self-selection effects due to age and grades, such that students with higher grades tend to be younger when taking the first test. Furthermore, this phenomenon tends to be more accentuated with repeated test takings. It is also shown that there are score gains as a function of practice at the first testing session, and that there are also effects of growth on the SweSAT performance. The magnitude of score gains associated with growth is equal over the two intervals measured, but different between the three cohorts. There are reasons to assume that effects of schooling may explain these differences. An additional explanation may be that the younger students have a greater potential for growth. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Place, publisher, year, edition, pages
Washington: American psychological Association , 2004. Vol. 20, no 3, 192-204 p.
Keyword [en]
Intellectual growth effects, practice effects, repeated test taking, lection effects, SweSAT
National Category
Pedagogy
Research subject
SOCIAL SCIENCE, Pedagogics
Identifiers
URN: urn:nbn:se:hv:diva-2110DOI: 10.1027/1015-5759.20.3.192OAI: oai:DiVA.org:hv-2110DiVA: diva2:284753
Available from: 2010-01-08 Created: 2010-01-08 Last updated: 2015-09-15Bibliographically approved

Open Access in DiVA

No full text

Other links

Publisher's full text

Search in DiVA

By author/editor
Cliffordson, Christina
By organisation
Department of Nursing, Health and Culture
In the same journal
European Journal of Psychological Assessment
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

Altmetric score

Total: 84 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf