Alli Klapp
Biographic Data
| ID | 5791388 |
|---|---|
| NAME | Alli Klapp |
| GIVEN NAMES | Alli |
| FAMILY NAME | Klapp |
| SIGNATURE | KLAPP A |
| AFFILIATIONS | University of Gothenburg |
| ORCID | 0000-0001-8818-0947 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Relationships between academic self-perceptions and grade outcomes between year 6 and 12 of the Swedish compulsory school system
Introduction This study investigates the longitudinal relationship between academic grade outcomes and academic self-perceptions of ability across three time-points of the Swedish compulsory school. Methods The study uses a cross-lagged panel model to analyse register and questionnaire data from 6,370 students between the ages of 12 and 19 in the three subjects of Swedish, English, and mathematics. Results Results revealed a changing relationship…
Grades as motivators or stressors
Grades are expected to motivate students to perform well in school. However, the connection between grades and student motivation and achievement is not clear. Understanding the relations between grades and student motivation and achievement requires knowledge about students' experiences of being graded, which is underreported in research. This study uses large-scale data to investigate Swedish upper secondary school students' perceptions about h…
Associations between student-perceived teaching quality and students’ mathematics confidence and mathematics achievement
Students’ socioeconomic background is a strong predictor of academic achievement. Likewise, teaching quality is considered an important prerequisite influencing students’ educational opportunities and their academic achievement and affective outcomes. Empirically, there is still a need for research on these presumed relations. Especially on the associations between younger students’ perceptions of teaching quality and students’ mathematics achiev…
Relations between students’ well-being and academic achievement
The study aimed to investigate students’ psychological, cognitive, and social well-being in 6th Grade and the relations to academic achievement in compulsory school, as measured by grades in 9th Grade. Due to reports from Swedish authorities and research, students’ self-reported well-being has decreased during the last decade. Data from the Swedish longitudinal project Evaluation Through Follow-up was analyzed with confirmatory factor analysis an…
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…
Scaffolding or simplifying
National goals and performance standards were introduced in Sweden during the 1990s as part of a curriculum reform. The intention was to detect shortcomings among students and provide support to those students who did not reach the passing grade in one (or several) subject/s. Despite this reform, approximately one-fourth of the students do not attain a passing grade in all subjects. This study therefore investigates the support provided to low-ac…
Differences in educational achievement in norm- and criterion-referenced grading systems for children and youth placed in out-of-home care in Sweden
The Economic Value of Social and Emotional Learning
There is a growing body of research emphasizing the advantages of teaching students social and emotional (SE) skills in school. Here we examine the economic value of these skills within a benefit-cost analysis (BCA) framework. Our examination has three parts. First, we describe how the current method of BCA must be expanded to adequately evaluate SE skills, and we identify important decisions analysts must make. Second, we review the evidence on …
The Economic Value of Social and Emotional Learning
There is a growing body of research emphasizing the advantages of teaching students social and emotional (SE) skills in school. Here we examine the economic value of these skills within a benefit-cost analysis (BCA) framework. Our examination has three parts. First, we describe how the current method of BCA must be expanded to adequately evaluate SE skills, and we identify important decisions analysts must make. Second, we review the evidence on …
Differences in educational achievement in norm- and criterion-referenced grading systems for children and youth placed in out-of-home care in Sweden
The Economic Value of Social and Emotional Learning
There is a growing body of research emphasizing the advantages of teaching students social and emotional (SE) skills in school. Here we examine the economic value of these skills within a benefit-cost analysis (BCA) framework. Our examination has three parts. First, we describe how the current method of BCA must be expanded to adequately evaluate SE skills, and we identify important decisions analysts must make. Second, we review the evidence on …
Differences in educational achievement in norm- and criterion-referenced grading systems for children and youth placed in out-of-home care in Sweden
Scaffolding or simplifying
National goals and performance standards were introduced in Sweden during the 1990s as part of a curriculum reform. The intention was to detect shortcomings among students and provide support to those students who did not reach the passing grade in one (or several) subject/s. Despite this reform, approximately one-fourth of the students do not attain a passing grade in all subjects. This study therefore investigates the support provided to low-ac…
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…
Relations between students’ well-being and academic achievement
The study aimed to investigate students’ psychological, cognitive, and social well-being in 6th Grade and the relations to academic achievement in compulsory school, as measured by grades in 9th Grade. Due to reports from Swedish authorities and research, students’ self-reported well-being has decreased during the last decade. Data from the Swedish longitudinal project Evaluation Through Follow-up was analyzed with confirmatory factor analysis an…
Relationships between academic self-perceptions and grade outcomes between year 6 and 12 of the Swedish compulsory school system
Introduction This study investigates the longitudinal relationship between academic grade outcomes and academic self-perceptions of ability across three time-points of the Swedish compulsory school. Methods The study uses a cross-lagged panel model to analyse register and questionnaire data from 6,370 students between the ages of 12 and 19 in the three subjects of Swedish, English, and mathematics. Results Results revealed a changing relationship…
Grades as motivators or stressors
Grades are expected to motivate students to perform well in school. However, the connection between grades and student motivation and achievement is not clear. Understanding the relations between grades and student motivation and achievement requires knowledge about students' experiences of being graded, which is underreported in research. This study uses large-scale data to investigate Swedish upper secondary school students' perceptions about h…
Associations between student-perceived teaching quality and students’ mathematics confidence and mathematics achievement
Students’ socioeconomic background is a strong predictor of academic achievement. Likewise, teaching quality is considered an important prerequisite influencing students’ educational opportunities and their academic achievement and affective outcomes. Empirically, there is still a need for research on these presumed relations. Especially on the associations between younger students’ perceptions of teaching quality and students’ mathematics achiev…
Academic achievement (6 works) · Early Childhood Education and Development (5 works) · Psychology (5 works) · Education, Achievement, and Giftedness (4 works) · Educational psychology (4 works) · Parental Involvement in Education (4 works) · Structural equation modeling (4 works) · Compulsory education (3 works) · Confirmatory factor analysis (3 works) · Developmental psychology (3 works)