Knut A Hagtvet
Biographic Data
| ID | 4230864 |
|---|---|
| NAME | Knut A Hagtvet |
| GIVEN NAMES | Knut A |
| FAMILY NAME | Hagtvet |
| SIGNATURE | HAGTVET K A |
| AFFILIATIONS | State University of New York at Buffalo |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1976 |
| LATEST PUBLICATION YEAR | 2010 |
| H-INDEX | 1 |
A prospective study of weight development and behavior problems in toddlers
The association between behavior problems and body mass index found in older children did not appear in toddlers up to age 36 months. Future studies should focus on the age span from 3 to 6 years, which includes the period of adiposity rebound
Applying aspects of generalizability theory in preliminary validation of the Multifacet Interprofessional Collaboration Model (Pincom)
The methodology of generalizability theory is well suited for data with a complex facet structure as displayed in the present study. We recommend researchers to give domain specifications thorough attention when measuring IPC
Assessing Precision of Change Scores in Psychodynamic Psychotherapy
Precision and generalizability for relative an J absolute change scares were estimated by means of error/tolerance ratios and general liability coefficients for 51 patients receiving 1 year of psychodynamic psychotherapy. These estimations involved 6 scale indicators and J raters. Practical suggestions are offered for the number of raters needed to obtain acceptable psychometric properties
Academic achievement and self-concept
Causal relationships among academic achievement, self-concept of ability, and general self-esteem were examined for two cohorts of Norwegian school children. Measures of the three variables were collected when the students in the two cohorts were attending third and sixth grade and 18 months later. Four hypotheses were tested by a methodology developed in the frame of structural covariance models with latent variables by means of the LISREL VII p…
A Longitudinal Model with Parameters of Stability and Change
A longitudinal model is briefly described and demonstrated. The model is a submodel of a general covariance structural model. It supplements the information derived from simple correlations or path coefficients on developmental trends
Components of Test Anxiety Measured in and Out of Explicitly Defined Situational Contexts
This study examined two different ways of operationally defining the component of worry of the test anxiety construct. It was hypothesized that worry explicitly embedded in an interpersonal context provided a more valid empirical representation than when context is not taken explicitly into account. This prediction was supported by data from both sexes. Also, somewhat different evaluative contexts may operate for the two sexes within an achieveme…
Factor Analysis of the Norwegian Version of the Test Anxiety Scale for Children
The factor structure of the Test Anxiety Scale for Children was compared for 484 boys and 486 girls in seventh grade of the Norwegian elementary public school system. Alpha factor analyses were performed, coupled with standard independent cluster rotations. The results did not support an a priori factor structure across sexes. Comparisons with American factor studies of the same scale were made, and the obtained sex difference was discussed in te…
Worry and Emotionality Components of Test Anxiety in Different Sex and Age Groups of Elementary School Children
Alpha factor analyses and standard independent cluster rotations were applied to scores on 12 modes of anxiety response obtained on four samples selected from 264 boys and girls in Grades 6, 7, and 8 in the Norwegian elementary public school system. The worry-emotionality distinction of test anxiety was clearly supported in all samples with the exception of Grade 6. No sex differences in the factor structure across grade levels were obtained. The…
Academic achievement and self-concept
Causal relationships among academic achievement, self-concept of ability, and general self-esteem were examined for two cohorts of Norwegian school children. Measures of the three variables were collected when the students in the two cohorts were attending third and sixth grade and 18 months later. Four hypotheses were tested by a methodology developed in the frame of structural covariance models with latent variables by means of the LISREL VII p…
Worry and Emotionality Components of Test Anxiety in Different Sex and Age Groups of Elementary School Children
Alpha factor analyses and standard independent cluster rotations were applied to scores on 12 modes of anxiety response obtained on four samples selected from 264 boys and girls in Grades 6, 7, and 8 in the Norwegian elementary public school system. The worry-emotionality distinction of test anxiety was clearly supported in all samples with the exception of Grade 6. No sex differences in the factor structure across grade levels were obtained. The…
Factor Analysis of the Norwegian Version of the Test Anxiety Scale for Children
The factor structure of the Test Anxiety Scale for Children was compared for 484 boys and 486 girls in seventh grade of the Norwegian elementary public school system. Alpha factor analyses were performed, coupled with standard independent cluster rotations. The results did not support an a priori factor structure across sexes. Comparisons with American factor studies of the same scale were made, and the obtained sex difference was discussed in te…
Components of Test Anxiety Measured in and Out of Explicitly Defined Situational Contexts
This study examined two different ways of operationally defining the component of worry of the test anxiety construct. It was hypothesized that worry explicitly embedded in an interpersonal context provided a more valid empirical representation than when context is not taken explicitly into account. This prediction was supported by data from both sexes. Also, somewhat different evaluative contexts may operate for the two sexes within an achieveme…
A Longitudinal Model with Parameters of Stability and Change
A longitudinal model is briefly described and demonstrated. The model is a submodel of a general covariance structural model. It supplements the information derived from simple correlations or path coefficients on developmental trends
Academic achievement and self-concept
Causal relationships among academic achievement, self-concept of ability, and general self-esteem were examined for two cohorts of Norwegian school children. Measures of the three variables were collected when the students in the two cohorts were attending third and sixth grade and 18 months later. Four hypotheses were tested by a methodology developed in the frame of structural covariance models with latent variables by means of the LISREL VII p…
Applying aspects of generalizability theory in preliminary validation of the Multifacet Interprofessional Collaboration Model (Pincom)
The methodology of generalizability theory is well suited for data with a complex facet structure as displayed in the present study. We recommend researchers to give domain specifications thorough attention when measuring IPC
Assessing Precision of Change Scores in Psychodynamic Psychotherapy
Precision and generalizability for relative an J absolute change scares were estimated by means of error/tolerance ratios and general liability coefficients for 51 patients receiving 1 year of psychodynamic psychotherapy. These estimations involved 6 scale indicators and J raters. Practical suggestions are offered for the number of raters needed to obtain acceptable psychometric properties
A prospective study of weight development and behavior problems in toddlers
The association between behavior problems and body mass index found in older children did not appear in toddlers up to age 36 months. Future studies should focus on the age span from 3 to 6 years, which includes the period of adiposity rebound
Psychology (7 works) · Developmental psychology (6 works) · Clinical Psychology (4 works) · Clinical Psychology (4 works) · Early Childhood Education and Development (4 works) · Anxiety (3 works) · Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes (3 works) · Computer Science (3 works) · Norwegian (3 works) · Psychiatry (3 works)