The Effects of Practice on the Swedish Scholastic Aptitude Test (SweSAT)

Henriksson, Widar; Bränberg, Kenny

doi:10.1080/0031383940380205

Cited by 3 publications

(9 citation statements)

References 11 publications

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“…Covariates: In agreement with previous studies, 27,28 we observed significant linear and quadratic effects of age and practice (as measured by the number of previous tests) in association with the test scores, meaning that test scores improve, at a declining rate, as people get older, and as they take more tests.…”

Section: Exposuresupporting

confidence: 77%

Association Between Medication Use and Performance on Higher Education Entrance Tests in Individuals With Attention-Deficit/Hyperactivity Disorder

Sjölander

Cederlöf

et al. 2017

JAMA Psychiatry

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Association between medication use and performance on higher education entrance tests in individuals with Abstract IMPORTANCEIndividuals with attention-deficit/hyperactivity disorder (ADHD) are at greater risk for academic problems. Pharmacologic treatment is effective in reducing core symptoms of ADHD, but it is unclear whether it helps to improve academic outcomes. OBJECTIVETo investigate the association of the use of ADHD medication and the performance of higher education entrance test in individuals with ADHD. DESIGN, SETTING, AND PARTICIPANTSThis cohort study followed 61,640 individuals with a diagnosis of ADHD from January 01, 2006 to December 31, 2013. Using Swedish national registers, we extracted records of their pharmacological treatment along with data from the Sweden Scholastic Aptitude Test. Using a within-patient design, we compared test scores when patients were taking medication for ADHD with scores when they were not. EXPOSURESPeriods with and without ADHD medications. MAIN OUTCOMES AND MEASURESScores from the higher education entrance examination. RESULTS Within

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Section: Exposuresupporting

confidence: 77%

Association Between Medication Use and Performance on Higher Education Entrance Tests in Individuals With Attention-Deficit/Hyperactivity Disorder

Sjölander

Cederlöf

et al. 2017

JAMA Psychiatry

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“…The magnitude of score effects is quite similar over the three cohorts and at the upper end of or above the interval of estimates reported for the SAT (Bond, 1989;Cole, 1982;Donlon, 1984;Messick, 1980;Powers & Rock, 1999), and the SweSAT (Gustafsson & Benjegård, 1996;Henriksson, 1985Henriksson, ,1991Henriksson, , 1993Henriksson, , 1995Henriksson & Bränberg, 1992, 1994. Whereas the present result may be interpreted as a practice effect, the estimated gain in scores presented in most studies referred to above represents a combined practice and about six to seven month growth effect.…”

Section: Discussionmentioning

confidence: 78%

“…Henriksson (1985Henriksson ( , 1995, and Henriksson and Bränberg (1994) found 4 that the greatest increases occur between the first and the second testing, whereas in most cases the score increases only marginally or even decreases in the third or fourth testing, as compared to the best test result obtained in any of the previous testings. Stage and Ögren (2001) concluded on the basis of studies carried out by Henriksson (1991Henriksson ( , 1993Henriksson ( , 1995, and Bränberg (1992, 1994), that the greatest gain in scores is between the first and the second session, and that the gain in scores is somewhat greater if the duration between the test sessions is more than half a year.…”

Section: Increases In Score On Sat and Swesat As An Effect Of Repeatementioning

confidence: 99%

“…One conclusion, based on the SAT studies (Bond, 1989;Cole, 1982;5 Donlon, 1984;Messick, 1980;Powers & Rock, 1999) is that the magnitude of increase between the first and the second session is about 0.20-0.25 standard deviation units. The summarized results based on the Swedish studies (Gustafsson & Benjegård, 1996;Henriksson, 1985Henriksson, , 1991Henriksson, , 1993Henriksson, , 1995Henriksson & Bränberg, 1992, 1994 is that the magnitude of gain between the first and the second test taking of the SweSAT is about 0.15-0.25 standard deviation units.…”

Section: Increases In Score On Sat and Swesat As An Effect Of Repeatementioning

confidence: 99%

“…Previous research has shown that there is an increase in scores as a function of repeated test taking on tests like SweSAT (see Gustafsson & Benjegård, 1996;Henriksson, 1985Henriksson, , 1995Henriksson & Bränberg, 1994) and SAT (see Bond, 1989;Cole, 1982;Donlon, 1984;Messick, 1980;Powers & Rock, 1999).…”

Section: Introductionmentioning

confidence: 99%

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Effects of Practice and Intellectual Growth on Performance on the Swedish Scholastic Aptitude Test (SweSAT)

Cliffordson¹

2004

European Journal of Psychological Assessment

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SummaryThe 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 also are investigated. All repeaters with two and three test scores from three cohorts are included in the study. By using different regression models a distinction is 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 selfselection 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 also are effects of growth on the performance on the SweSAT. 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.

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‘Second chance’ routes into higher education: Sweden, Norway and Germany compared

Orr¹,

Hovdhaugen²

2014

International Journal of Lifelong Education

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The Effects of Practice on the Swedish Scholastic Aptitude Test (SweSAT)

Cited by 3 publications

References 11 publications

Association Between Medication Use and Performance on Higher Education Entrance Tests in Individuals With Attention-Deficit/Hyperactivity Disorder

Association Between Medication Use and Performance on Higher Education Entrance Tests in Individuals With Attention-Deficit/Hyperactivity Disorder

Effects of Practice and Intellectual Growth on Performance on the Swedish Scholastic Aptitude Test (SweSAT)

‘Second chance’ routes into higher education: Sweden, Norway and Germany compared

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