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ETF - Cohort-sequential longitudinal databases Evaluation through follow-up


Basic information and Administrative data

Collection grade 6 2005

Collection grade 9 2008  

Collection in Upper Secondary school 2012

Summary of the investigation in 2012 after finishing Upper Secondary school

The collection was provided by Statistics Sweden in Örebro and was designed as a web survey. Login information with a cover letter was sent to those who remained in the study at this time. In total, 9945 people offer to answer the questionnaire. Reminder letters were sent to those who have not yet responded to the survey after a few weeks, and two reminder letters went out.

Data obtained in the collection 2012

Questionnaire for students

The final survey was included 51 questions and was designed to provide information on:-

  • how after a few years, looking at the training received in elementary school.
  • which high school you have chosen and the factors that led this election.
  • well being in Upper secondary schools.
  • views on upper secondary education.
  • perceptions of their own abilities in various subjects.
  • extent of paid work alongside their studies.
  • how much time they devoted to various recreational interests.
  • plans for future education and career.

 Issues exact formulation are found in questionnaire to the students.(only in swedish)

Summary of the 2008 survey in grade 9 

The main purpose of the monitoring was to account for the selection, implementation and instrument characteristics for UGU project's collection of survey data from students in the eighth cohort ( born 1992 ) , the spring 2008 collection took place , went to primary school grade 9. 

The original number of students in the sample was 10,153 and the number of students who participated in the data collection in Year 9 is 9,890. The main reason for this failure is that current students have moved from Sweden . The response rate was 59 percent and the internal loss was generally low. Skewed units in the data caused by sample design and non-response are handled by use of weighting variables.

The shell structures related to self-ratings of general and specific academic achievements as well as general interest in learning more in school largely correspond to the scales reported in the previous surveys conducted in year 6 cohort in 1982 and the last collection for grade 9 spring 2003. In some scales , the number of sub-questions increased. Comparability has been maintained in many of the central issues of interest and self-assessment .

The scales that are applicable for this data collection in Year 9 are two questions intended to measure motivation for learning that was offered this cohort in grade 6 and students' perception of the cognitive ability's and effort important for performance that is completely redesigned for this collection . The issues of student motivation for learning worked well and the four dimensions that theoretically would be adopted in the questions went well . The issue of students' perception of the cognitive ability's and effort significance did not, however, and this issue needs to be reviewed for the next data collection if it is kept in the set of questions .

The scales designed to measure parental involvement in the school situation , students' enjoyment of school and their experience of the school situation is slightly modified in this survey. In essence, the changes have followed the line that was recommended in the report on the previous survey ( Giota & Cliffordson , 2004) .

The approach with the formation of scales means that we may measure different phenomena that are both reliable and has greater validity than what is possible with query models typically built on single questions with only two or three responses.

Constructing scales by summing subqueries point and to use the weighted data are two methods / techniques , among others, which can be used to increase the results of reliability and validity .

The results from the data collection described in the report of the questionnaire:

Collection of survey data in the primary grade 9 spring 2008 UGU project eighth cohort (only in swedish).

Data obtained in the collection 2008

Questionnaire for students

The final survey was to include 25 questions of which 17 questions related to elementary school, five questions about the student's continued education after primary school, two questions concerning the student's motivation for learning and understanding of the cognitive ability and one question affects student leisure activities . Several questions are formulated as main issues with a number of subordinate sub-questions followed by four or five possible answers. To enable comparison within the same cohort, are some of the questions same as the survey conducted by this cohort in 2005 in grade 6. They relate to the following areas:-

  • Five questions (1, 2, 20, 21 and 22) of the choice of basic and secondary education, i.e active selection of municipal or independent school and the main reasons for these choices.
  • Six questions (3, 4, 5, 6, 7, 8) is about students' overall perception of their ability or skill to acquire the curricula that the school teaches in nine different areas of knowledge, interest in learning educational stuff in these areas, self-perceived severity in the study of the past three school years in elementary school, and perception of their ability or competence to handle specific tasks in Swedish, English and mathematics.
  • Two questions (16 and 17) affect students' experiences in specific school situations and general school satisfaction.
  • Five questions (9, 12, 13, 14 and 15) is about working in the classroom and students' attitude to the rating.
  • One question (11) moves the time used for homework assignments or homework.
  • One question (10) is parental involvement in student achievement and a question (25) is about the students' hobbies.
  • Two questions (18 and 19) related to students' motivation for learning and understanding of the cognitive ability.
  • Two questions (23 and 24) related to the students' plans to study abroad during high school and continue their studies at college or university after completing high school.

Issues exact formulation are found in questionnaire to the students. (only in swedish)

Summary of the 2005 survey in grade 6 

The purpose of the extensive data surveys is to enable both longitudinal and cross-sectional surveys of large and representative student sample. Follow-up investigation of this current sample was started in spring 2003, when the students were in elementary school grades 3rd and 5th grade collected by SCB merchandise only school administrative tasks. In spring 2008, when the majority of pupils in grade 6 supplemented the school administrative data with information collected directly from students, guardians and teachers concerned.

The survey population consists of those students, as the spring semester 2003 were primary school grade third. By definition it follows that the population is defined with respect to grade belonging, meaning it includes students with different birth year. The majority, or more than 95 percent, however, were born in 1992. The sample includes 10,153 students of which 9,992 are included in this survey. The number of students who answered all or part of the questionnaire is 8,232, parent and teacher survey 7,672 survey 860. The proportion of students who answered the survey, 82 percent, 77 percent of parents survey and teacher survey, 59 percent.

In these reports, the results from the questionnaires by descriptive tables and charts. Several of the questions contains sub-questions that may serve as indicators of the more elusive phenomena. These scored sub-questions may form the basis for scales, which provide a safer measure of measuring a phenomenon than individual issues can do. The scales reliability was estimated using Cronbach's alpha and generally exhibit all scales an acceptable reliability.

The results from the data collection are described in three reports, one for each survey form (only in Swedish) 

Collection of survey data in primary school Year 6 in spring 2005 UGU project eighth cohort
Collection of survey data from parents of students in primary school Year 6 in spring 2005 UGU project eighth cohort
Collection of survey data from teachers to students in primary school Year 6 in spring 2005 UGU project eighth cohort

Data obtained in the collection 2005

Cognitive test

The Cognitive tests are of intelligence test character containing information of verbal, inductive and spatial nature. These have been given at each collection in the 6th grade and started the evaluation in 1961. The three subtests and how they were developed are described in Svensson, A. (1964).
As of 2005, there is further evaluation redesigned verbal test.


  • Opposites: To define the opposite of a particular keyword among four alternatives.
  • Plate folding: To find out which among the four figures you get, if the folding of an i.maged "metal piece"
  • Number sequences: To supplement a series of numbers, in which six numbers are given, with two additi.onal numbers
  • Similarities: To define the synonym for a particular keyword among four alternatives.


More about the cognitive tests can be found in:

Relative achievement : school performance in relation to intelligence, sex and home environment

Questionnaire for students

The questionnaire includes 20 questions in addition to the cognitive tests. Most of the questions are phrased as key issues with a number of subordinate sub-questions with four or five possible answers. By constructing scales and using subquestions that indicators can access the phenomena which are difficult to measure. They relate to the following areas.

  • Six Questions (1, 2, 3, 4, 5, 6) moves the pupils' general perception of their ability to acquire knowledge and skills in nine different areas of knowledge as well as their general interest and how important it is for them to learn in these areas. They relate to further students' perception of their ability to cope with some specific tasks in Swedish, English and mathematics.
  • Four questions (7, 8, 9 and 15) is a sense of context or how students feel in different learning and social context of the school and their overall school satisfaction.
  • One question (10) moves the students' motivation to learn in school or how often they try to achieve a number of specific goals with their learning.
  • One question (11) is, often some work occurs in the classroom.
  • Three questions (12, 13 and 14) for the presence of and use the time for home tasks or homework and help with household chores in the home.
  • Two questions (16 and 17) related to parental involvement in the child's school situation and future educational plans.
  • Three questions (18, 19 and 20) is about students' hobbies.

Issues exact formulation are found in questionnaire to the students.(only in swedish)

Questionnaire for parents

In the form that was offered in 2011 included 15 questions . The first seven questions relating to certain facts including childhood conditions and the extent to which the student has participated in preschool. Most of the other questions designed to give a picture of the contact between children and parents, and how parents look at school activities. Most of the questions were given in identical or nearly identical form to the parents who participated in the 2005 survey. Each of the questions comprises a number of sub-questions such as related setting to:

  • appraisals and parent meetings.
  • claims school setting.
  • child's school situation.
  • the importance of various school subjects judged.
  • communication between children and parents.
  • information from school.
  • school resources.
  • school knowledge transfer.

Issues exact formulation are found in questionnaire to the parents.(only in swedish)

Questionnaire for teachers

On two previous collections have also teachers received a questionnaire in order to obtain as complete a picture as possible of the student's school situation. Teacher questionnaire consists of 22 questions. Most of the questions are phrased as key issues with a number of subordinate parts. Issues are:

  • facts about teacher,
  • data on class size and composition,
  • teacher assessments of class knowledge,
  • experience of school and work content,
  • working and working,
  • parental involvement, and
  • existence of evaluations.

Issues exact formulation are found in questionnaire to the teachers. (not in swedish)

Survey implementation  

The final version of the student survey and the various follow the letters were sent by the project staff to Statistics Sweden in the middle of January 2005, which printed and distributed the survey. Information letter to the headmaster and the teachers sent in Week 4. A letter written by the National Agency for the Principal, if investigation, even national significance, was also included in the information package. Pupils questionnaire was then sent to the president during week 10. The shipment was more information about the survey and instructions, as well as to the principal to teachers. A reminder with a new questionnaire was sent to the headmaster week 17. This was followed by two telephone reminders to the rector, week 19 and week 22. The collection ended in June 2005, after which they tied the responses in read of SCB and sent to the University of Gothenburg in unidentifiable condition. 

More about the implementation can be found in the Technical Report Statistics compiled in connection with the transmission of data. 


Data retrieved from year 3 to year 9 in primary school

Basic information

Registry data that SCB application in the selection of classes. These consist essentially of: 

  • birth year,
  • sex,
  • migration background,
  • educational background, and
  • socio-economic data.

School Administrative data

The school administrative data collected from year 3 and thereafter throughout the primary time. A form is sent out to the school the student is in school and fill in the information for each student included in the survey. In grade 3, are essentially the classes sampled completing these tasks, but over the years moving more students, which makes it be sent out to more and more schools that then fills in the data for individual students. All of the students who initially were to be followed over the years into adulthood. This information consists of: 

  • municipality,
  • school,
  • year,
  • class form,
  • mother tongue,
  • Swedish for immigrants,
  • date when moving to another school,
  • new municipality,
  • new school,
  • score the runs that have been, and
  • national tests in Swedish, English and mathematics from grade 9.





Michael Hansen
+46 (0)31 786 2165

Contact Information

Department of Education and Special Education

PO Box 300, SE 405 30 Gothenburg

Visiting Address:
Pedagogen Hus A, Västra Hamngatan 25

+46 (0)31 786 0000

Page Manager: Åsa Berndtsson & Bo Nielsen|Last update: 7/3/2017

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