Change search
Refine search result
1 - 2 of 2
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • 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
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture.
    Effects of practice and intellectual growth on performance on the Swedish Scholastic Aptitude Test (SweSAT)2004In: European Journal of Psychological Assessment, ISSN 1015-5759, E-ISSN 2151-2426, Vol. 20, no 3, p. 192-204Article in journal (Refereed)
    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)

  • 2.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Parents’ Judgements and Students’ Self-Judgements of Empathy: The structure of empathy and agreement of judgements based on the Interpersonal Reactivity Index (IRI)2001In: European Journal of Psychological Assessment, ISSN 1015-5759, E-ISSN 2151-2426, Vol. 17, no 1, p. 36-47Article in journal (Refereed)
    Abstract [en]

    A sample of 221 11th grade students and their parents were asked to complete the Interpersonal Reactivity Index (IRI; M. H. Davis, 1980), which is comprised of 4 subscales: empathic concern, perspective taking, fantasy, and personal distress; and a global-item measure containing 4 items, 1 for each subscale. The factorial structure that emerged in a previous study (C. Cliffordson, 2000) involving the students was tested on ratings provided by their parents. The results from the IRI scale were also compared to results from the global-item measure. Structural equation modeling was used to examine the structure of empathy and the agreement of self/other judgments. The results support the conclusions from the previous study that the concept of empathy can be considered to be identical to empathic concern, which also explains a great deal of perspective taking and fantasy. The agreement between the students' and their parents' judgments was substantial, and there are several reasons to believe that the interjudge agreement obtained is accurate.

1 - 2 of 2
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • 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