Kajsa Yang Hansen
Biographic Data
| ID | 2747553 |
|---|---|
| NAME | Kajsa Yang Hansen |
| GIVEN NAMES | Kajsa Yang |
| FAMILY NAME | Hansen |
| SIGNATURE | HANSEN K Y |
| AFFILIATIONS | University of Gothenburg |
| ORCID | 0000-0001-7071-2482 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The short- and long-term impact of teacher formal certification on students’ school outcomes: A propensity weighting approach
Establishing a causal link between teachers’ formal certification and students’ academic achievement presents persistent methodological challenges. Although several studies have reported positive associations, many have been limited by weak designs, while those employing more rigorous methods have yielded mixed or null findings (e.g., Pontoppidan et al., 2018). This study applied a propensity score weighting approach to examine whether teacher ce…
Schooling in a segregated city: A mixed-methods study of growing inequalities and compensating strategies in stigmatized schools
Applying a mixed-methods approach, the study examines the impact of residential and school segregation in Gothenburg, Sweden, highlighting the challenges in disadvantaged areas due to education marketization and school choice. Zooming in on the overall distribution of students’ school grades, family backgrounds, and school providers in the disadvantaged area, the article explores how these dynamics exacerbate inequalities, with public schools inc…
Identifying school-level factors predicting academic resilience in Sweden: Evidence from Pisa studies
The study investigates the academic resilience of Swedish students, focusing on how school-level factors contribute to achievement differences between resilient and non-resilient students. Using data from PISA cycles from 2000 to 2015, the study employs propensity score matching and hierarchical linear modeling to examine the impact of individual, teacher, and school-level factors on student achievement in science, mathematics, and reading. The f…
How does school composition mitigate socioeconomic and ethnic gaps in students’ achievement in Sweden: A long-term trend between 1988 and 2020
This study examines the development of educational equity and school segregation in Sweden over the past three decades. It further explores whether and how school socioeconomic and ethnic compositions influence educational equity over time. Educational equity is assessed through the relationship between students’ family socioeconomic and ethnic backgrounds and their academic outcomes, while school segregation is evaluated based on between-school …
When competence and confidence are at odds: A cross-country examination of the Dunning–Kruger effect
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 mathematics competence relate with each other and whether such a relationship differs across six European …
A modeling approach to identify academically resilient students: Evidence from PIRLS 2016
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 modeling approach to identify academically resilient students. Data come from the Progress in Internatio…
Do teachers’ beliefs about the nature and learning of mathematics affect students’ motivation and enjoyment of mathematics? Examining differences between boys and girls across six countries
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’ beliefs about the nature and learning of mathematics in connection to students’ motivation (i.e. intrin…
Teacher versus student perspectives on instructional quality in mathematics education across countries
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 instruction. Three dimensions were identified (i.e., classroom disciplinary climate, teacher support, and …
Institutional characteristics moderating the relationship between classroom socioeconomic composition and teacher qualifications: Evidence from 46 education systems in Talis 2018
This study investigates the extent of inequitable teacher sorting across educational systems as well as relevant institutional correlates. We use data from the OECD TALIS study from 2018 with a total participating 144,316 teachers, 9063 schools across 46 education systems. We first estimate the relationship between classroom socioeconomic composition and teacher qualifications within each participating educational system. Next, using a three-leve…
Testing measurement invariance of mathematics self-concept and self-efficacy in Pisa using MGCFA and the alignment method
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 traditional measurement invariance testing was applied in the multiple-group confirmatory factor analys…
Does socioeconomic sorting of teacher qualifications exacerbate mathematics achievement inequity? Panel data estimates from 20 years of TIMSS
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 Science Study, we examine whether the sorting of teachers by specialization level in mathematics edu…
Linking scores from two written receptive English academic vocabulary tests—The VLT-Ac and the AVT
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 pedagogical purposes, it is important to be able to compare scores achieved on the two tests betwee…
Exploiting the linked teaching and learning international survey and programme for international student assessment data in examining school effects: A case study of Singapore
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 critical issues with five selection criteria are applied to the data selected. The linking dataset f…
Integrating educational quality and educational equality into a model of mathematics performance
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 certification, teacher preparedness and school emphasis on academic success into a model of inequality o…
Does inequality in opportunity perpetuate inequality in outcomes? International evidence from four TIMSS cycles
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 issues. This study investigated socioeconomic inequalities in outcomes and opportunities using four cyc…
The mechanisms of interest and perseverance in predicting achievement among academically resilient and non-resilient students: Evidence from Swedish longitudinal data
BackgroundStudents 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 relationship between personality traits and academic performance shows that conscientiousness is …
School characteristics moderating the relation between student socio-economic status and mathematics achievement in grade 8. Evidence from 50 countries in TIMSS 2011
The mechanisms of interest and perseverance in predicting achievement among academically resilient and non-resilient students: Evidence from Swedish longitudinal data
BackgroundStudents 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 relationship between personality traits and academic performance shows that conscientiousness is …
School characteristics moderating the relation between student socio-economic status and mathematics achievement in grade 8. Evidence from 50 countries in TIMSS 2011
Does inequality in opportunity perpetuate inequality in outcomes? International evidence from four TIMSS cycles
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 issues. This study investigated socioeconomic inequalities in outcomes and opportunities using four cyc…
The mechanisms of interest and perseverance in predicting achievement among academically resilient and non-resilient students: Evidence from Swedish longitudinal data
BackgroundStudents 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 relationship between personality traits and academic performance shows that conscientiousness is …
Exploiting the linked teaching and learning international survey and programme for international student assessment data in examining school effects: A case study of Singapore
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 critical issues with five selection criteria are applied to the data selected. The linking dataset f…
Integrating educational quality and educational equality into a model of mathematics performance
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 certification, teacher preparedness and school emphasis on academic success into a model of inequality o…
Institutional characteristics moderating the relationship between classroom socioeconomic composition and teacher qualifications: Evidence from 46 education systems in Talis 2018
This study investigates the extent of inequitable teacher sorting across educational systems as well as relevant institutional correlates. We use data from the OECD TALIS study from 2018 with a total participating 144,316 teachers, 9063 schools across 46 education systems. We first estimate the relationship between classroom socioeconomic composition and teacher qualifications within each participating educational system. Next, using a three-leve…
Testing measurement invariance of mathematics self-concept and self-efficacy in Pisa using MGCFA and the alignment method
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 traditional measurement invariance testing was applied in the multiple-group confirmatory factor analys…
Does socioeconomic sorting of teacher qualifications exacerbate mathematics achievement inequity? Panel data estimates from 20 years of TIMSS
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 Science Study, we examine whether the sorting of teachers by specialization level in mathematics edu…
Linking scores from two written receptive English academic vocabulary tests—The VLT-Ac and the AVT
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 pedagogical purposes, it is important to be able to compare scores achieved on the two tests betwee…
When competence and confidence are at odds: A cross-country examination of the Dunning–Kruger effect
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 mathematics competence relate with each other and whether such a relationship differs across six European …
A modeling approach to identify academically resilient students: Evidence from PIRLS 2016
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 modeling approach to identify academically resilient students. Data come from the Progress in Internatio…
Do teachers’ beliefs about the nature and learning of mathematics affect students’ motivation and enjoyment of mathematics? Examining differences between boys and girls across six countries
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’ beliefs about the nature and learning of mathematics in connection to students’ motivation (i.e. intrin…
Teacher versus student perspectives on instructional quality in mathematics education across countries
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 instruction. Three dimensions were identified (i.e., classroom disciplinary climate, teacher support, and …
Identifying school-level factors predicting academic resilience in Sweden: Evidence from Pisa studies
The study investigates the academic resilience of Swedish students, focusing on how school-level factors contribute to achievement differences between resilient and non-resilient students. Using data from PISA cycles from 2000 to 2015, the study employs propensity score matching and hierarchical linear modeling to examine the impact of individual, teacher, and school-level factors on student achievement in science, mathematics, and reading. The f…
How does school composition mitigate socioeconomic and ethnic gaps in students’ achievement in Sweden: A long-term trend between 1988 and 2020
This study examines the development of educational equity and school segregation in Sweden over the past three decades. It further explores whether and how school socioeconomic and ethnic compositions influence educational equity over time. Educational equity is assessed through the relationship between students’ family socioeconomic and ethnic backgrounds and their academic outcomes, while school segregation is evaluated based on between-school …
The short- and long-term impact of teacher formal certification on students’ school outcomes: A propensity weighting approach
Establishing a causal link between teachers’ formal certification and students’ academic achievement presents persistent methodological challenges. Although several studies have reported positive associations, many have been limited by weak designs, while those employing more rigorous methods have yielded mixed or null findings (e.g., Pontoppidan et al., 2018). This study applied a propensity score weighting approach to examine whether teacher ce…
Schooling in a segregated city: A mixed-methods study of growing inequalities and compensating strategies in stigmatized schools
Applying a mixed-methods approach, the study examines the impact of residential and school segregation in Gothenburg, Sweden, highlighting the challenges in disadvantaged areas due to education marketization and school choice. Zooming in on the overall distribution of students’ school grades, family backgrounds, and school providers in the disadvantaged area, the article explores how these dynamics exacerbate inequalities, with public schools inc…
Psychology (13 works) · School Choice and Performance (11 works) · Mathematics education (10 works) · Academic achievement (8 works) · Mathematics (7 works) · Social Psychology (7 works) · Socioeconomic status (7 works) · Political science (6 works) · Demography (5 works) · Educational psychology (5 works)