The original idea was, after the cohort collections in 1948 and 1953, that the project would continue with new cohorts of students every five years. For many reasons, this has not been done, and the ongoing work can be said to be an attempt to build on the original plans.
The first collection for this project took place in the spring semester of 1980. However, the selection of individuals was made according to principles other than those applied in the Individual Statistics, as the first two cohorts were called. The population here does not consist of all individuals born in a certain year but of all students in a certain grade, more specifically of all students in 6th grade during the spring term 1980. Furthermore, the selection was carried out in two steps. First, a stratified selection of municipalities was made, after which a number of classes from the selected municipalities were sampled. In the selected classes, all students were then allowed to participate. The principles guarantee that a nationally representative sample is obtained. With this collection, Statistics Sweden became more involved and they called the project Student Panels and this cohort became Student Panel 1.
It should be pointed out that even if the selection principles differ, there are good opportunities for comparisons between the samples in the two projects, especially if the comparisons are limited to the normal-year students, that is those who at the age of thirteen attended 6th grade.
The total number of students in the sample in the spring of 1980 amounted to 9,601. Due to the refusal to participate, the sample size was reduced by 487 individuals or by 5 percent. Later, another 10 students were eliminated, so the final selection thus amounts to 9,104 students.
In the spring of 1984, a follow-up study of the cohort was carried out, which completed its compulsory school education one year earlier. The follow-up was done with the help of a questionnaire to those who belonged to the sample (approx. 9,000) in 6th grade in the spring of 1980. Many of the questions in 1984 were similar to those given in 1980. In addition, questions were added that were only relevant after completing primary school. Just over 7,000 answered the survey in 1984.
It has been a relatively long time since data collection for a corresponding longitudinal study was carried out. Many conditions for such collections have changed over time. Among other things, new laws that regulate the rights of participating persons in connection with investigations that require the establishment of personal registers within the meaning of the Data Act have been added. During the 1970s, the debate about the risks of using computers and the desire to limit personal register layouts has also been intense and often heated. It is reasonable that these things, together with individuals’ need to have their personal integrity secured, have affected the tendency to participate in surveys of the kind that are relevant within, for example, the UGU project. Against this background, we have judged it to be valuable to have an accurate and relatively detailed account of the collection work.
The report therefore describes in some detail the various phases, from the initial information to the bodies and persons concerned to the results in the form of lists of available and processable information in the project database. Loss of individuals and / or information is always a difficult problem in longitudinal studies. A special section in the report is therefore devoted to detailed explanations of the causes of loss and the extent of the same.
The collection was carried out in the spring of 1980 with a test, a questionnaire for the students in 6th grade and a questionnaire that was sent home to the parents.
The Cognitive tests are intelligence tests containing tasks of a verbal, inductive and spatial nature. These have been given at each collection in 6th grade and began with the evaluation in 1961. - Antonyms: To choose the opposite of a particular keyword among four options - Sheet metal folding: To work out which of the four figures you get, if you fold a pictured “sheet metal piece” - Number series: To continue a number series, where six numbers are given, with two more numbers
The variables for the cognitive tests are indicated by the prefix “TS” in the dataset.
The questionnaire for students contains 48 questions.
The variables for the questionnaires for students in grade 6 are indicated by the prefix “QS6” in the dataset.
In the spring of 1984, a follow-up study of the cohort was carried out, which completed its compulsory school education one year earlier. The follow-up was done with the help of a questionnaire to those who belonged to the sample (approx. 9,000) in 6th grade in the spring of 1980. Many of the questions in 1984 were similar to those given in 1980. In addition, questions were added that were only relevant after completing primary school. Just over 7,000 answered the survey in 1984. Nine per cent of these had never attended upper secondary school. In 6th grade, the group that did not continue to upper secondary education group answered to a greater extent than the others that they were not good at mathematics. This group chose the general course in mathematics to a greater extent and had to a greater extent lower grades than those who answered the questions in the spring of 1984. A consequence of the drop-out is probably that the proportion of students who have experienced problems in upper secondary school is greater than is shown in data.
The questionnaire contained 59 questions and contained questions about:
The exact wording of the questions can be found in the questionnaire for students in upper secondary school / not in upper secondary school.
The survey was conducted from the last week of March to mid-July 1984. Each student received both questionnaires because there was no information on who had been admitted to the high school. Along with the questionnaires, there was information about the project and a response envelope addressed directly to the project. Questionnaires and other information were sent directly to their home address.
The variables for the questionnaires for students in upper secondary school 1st grade are indicated by the prefix “QSA” in the dataset.
The questionnaire sent to the guardians contains 21 questions divided into the following areas:
The questionnaire to guardians and parents is collected when the child is in grade 6. The variables for the questionnaire to guardians and parents is indicated by the prefix “QP” in the dataset.
Dataset name: kohort3_qs
The dataset has N=9104 rows and 103 columns. 0 rows have no missing values on any column.
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#Variables
Do you think that you are good at sums?
Distribution of values for QS61A
901 missing values.
name | label | data_type | n_missing | complete_rate | min | median | max | mean | sd | hist | format.spss |
---|---|---|---|---|---|---|---|---|---|---|---|
QS61A | Do you think that you are good at sums? | numeric | 901 | 0.9010325 | 1 | 1 | 3 | 1.330245 | 0.4950826 | ▇▁▃▁▁ | F1.0 |
name | value |
---|---|
Yes | 1 |
No | 2 |
Other answers | 3 |
Do you think that your teacher thinks that you are good at sums?
Distribution of values for QS61B
1090 missing values.
name | label | data_type | n_missing | complete_rate | min | median | max | mean | sd | hist | format.spss |
---|---|---|---|---|---|---|---|---|---|---|---|
QS61B | Do you think that your teacher thinks that you are good at sums? | numeric | 1090 | 0.8802724 | 1 | 1 | 3 | 1.397554 | 0.5352182 | ▇▁▅▁▁ | F1.0 |
name | value |
---|---|
Yes | 1 |
No | 2 |
Other answers | 3 |
Do you often think that you would like to be better at doing sums?
Distribution of values for QS61C
840 missing values.
name | label | data_type | n_missing | complete_rate | min | median | max | mean | sd | hist | format.spss |
---|---|---|---|---|---|---|---|---|---|---|---|
QS61C | Do you often think that you would like to be better at doing sums? | numeric | 840 | 0.9077329 | 1 | 1 | 3 | 1.323935 | 0.4731475 | ▇▁▃▁▁ | F1.0 |
name | value |
---|---|
Yes | 1 |
No | 2 |
Other answers | 3 |
Do you think that you are good at spelling?
Distribution of values for QS62A
843 missing values.
name | label | data_type | n_missing | complete_rate | min | median | max | mean | sd | hist | format.spss |
---|---|---|---|---|---|---|---|---|---|---|---|
QS62A | Do you think that you are good at spelling? | numeric | 843 | 0.9074033 | 1 | 1 | 3 | 1.342937 | 0.4892872 | ▇▁▃▁▁ | F1.0 |
name | value |
---|---|
Yes | 1 |
No | 2 |
Other answers | 3 |
Do you think that your parents think that you are good at spelling?
Distribution of values for QS62B
981 missing values.
name | label | data_type | n_missing | complete_rate | min | median | max | mean | sd | hist | format.spss |
---|---|---|---|---|---|---|---|---|---|---|---|
QS62B | Do you think that your parents think that you are good at spelling? | numeric | 981 | 0.8922452 | 1 | 1 | 3 | 1.287948 | 0.4789962 | ▇▁▃▁▁ | F1.0 |
name | value |
---|---|
Yes | 1 |
No | 2 |
Other answers | 3 |
Do you often think that you would like to spell better?
Distribution of values for QS62C
885 missing values.
name | label | data_type | n_missing | complete_rate | min | median | max | mean | sd | hist | format.spss |
---|---|---|---|---|---|---|---|---|---|---|---|
QS62C | Do you often think that you would like to spell better? | numeric | 885 | 0.90279 | 1 | 1 | 3 | 1.455773 | 0.5038998 | ▇▁▆▁▁ | F1.0 |
name | value |
---|---|
Yes | 1 |
No | 2 |
Other answers | 3 |
Do you like working together with other children in the class?
Distribution of values for QS63A
751 missing values.
name | label | data_type | n_missing | complete_rate | min | median | max | mean | sd | hist | format.spss |
---|---|---|---|---|---|---|---|---|---|---|---|
QS63A | Do you like working together with other children in the class? | numeric | 751 | 0.9175088 | 1 | 1 | 3 | 1.107387 | 0.3247225 | ▇▁▁▁▁ | F1.0 |
name | value |
---|---|
Yes | 1 |
No | 2 |
Other answers | 3 |
Do you think that other children in the class like working together with you?
Distribution of values for QS63B
1098 missing values.
name | label | data_type | n_missing | complete_rate | min | median | max | mean | sd | hist | format.spss |
---|---|---|---|---|---|---|---|---|---|---|---|
QS63B | Do you think that other children in the class like working together with you? | numeric | 1098 | 0.8793937 | 1 | 1 | 3 | 1.216463 | 0.4791558 | ▇▁▂▁▁ | F1.0 |
name | value |
---|---|
Yes | 1 |
No | 2 |
Other answers | 3 |
Do you often think that you would like to be better at working together with other children?
Distribution of values for QS63C
1013 missing values.
name | label | data_type | n_missing | complete_rate | min | median | max | mean | sd | hist | format.spss |
---|---|---|---|---|---|---|---|---|---|---|---|
QS63C | Do you often think that you would like to be better at working together with other children? | numeric | 1013 | 0.8887302 | 1 | 2 | 3 | 1.624645 | 0.4933483 | ▅▁▇▁▁ | F1.0 |
name | value |
---|---|
Yes | 1 |
No | 2 |
Other answers | 3 |
Do you ask the teacher for help when you do not understand?