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


Basic information and Administrative data

Collection grade 6 2011

Summary of the 2011 survey in grade 6


The purpose of 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 2008,when the students were in elementary school grades 3rd and 5th grade, collected by SCB merchandise is only school administrative tasks. In spring 2011, when the majority of pupils in year 6, supplemented the school administrative data with information collected directly from students, guardians and teachers concerned.
The survey population consists of those students who is in spring 2008 belonged to primary school grade 3. 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, was born in 1998. The sample includes 9671 students of which 9180 are included in this survey. The number of students who answered all or part of the questionnaire is 8007, parent and teacher survey 5971 survey 1018. The proportion of students who answered the questionnaire, 87 percent, 65 percent of parents’ survey and teacher survey, 65 percent.
In these reports, the results from the questionnaires by descriptive tables and charts. Several of the questions contain 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 grade 6 spring 2011 UGU project ninth cohort

Collection of survey data from parents of students in primary school grade 6 spring 2011 UGU project ninth cohort

Collection of survey data from teachers to students in primary school grade 6 spring 2011 UGU project ninth cohort

Information produced in the collection 2011

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 imaged "metal piece".
  • Number sequences: To supplement a series of numbers, in which six numbers are given, with two additional 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 consists of 22 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 :-

  • Students' general perception is highlighted by six questions (1, 2, 3, 4, 5, 6) and shows the ability of the students feel they have to acquire knowledge and skills in various knowledge areas and their general interest and how important it is for them to learn in these areas.
  • Experiences in specific school situations and school satisfaction is illustrated by three points (8, 9 and 17) and shows how students feel in different learning and social context of the school and their overall school satisfaction.
  • Students' motivation is illustrated in a case (10) to examine their motivation to learn in school and if they have any specific goals with their learning.
  • Teaching methods in the classroom is illuminated by two questions (7, 11) to examine how students and teachers working in the classroom.
  • Homework and homework illuminated by three points (12, 13 and 14) to find out how much time students spend on homework or doing homework, and how often the provision of homework is, and how much time they get help with their homework.
  • Parental involvement in the child's school situation is illustrated by three points (18, 19) and shows the parents' interest in child's school situation and future educational plans.
  • Rating question is illuminated by two questions (15 and 16) and has previously been issued in connection with the collection when the students went in grade 9.
  • Amusements illuminated by three points (20, 21, 22) and is about the extent of pupils' hobbies.

Issues exact formulation are found in Questionnaire to pupils

Questionnaires to guardians

In the form that was offered in 2011 included 18 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,
  • approach to rating,
  • child's school situation,
  • the importance of various school subjects judged,
  • communication between children and parents,
  • information from school,
  • school resources, and
  • school knowledge transfer.

The questions exact formulation are in Questionnaire to parents.

Questionnaires to teachers

On three 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 25 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.
  • existence of evaluations.

Issues exact formulation are found in Questionnaire to teachers.

Conducting the study

Before the study started, interested persons were informed about organizations of project management as well as the National Agency. Those who were informed were parents, principals, teachers, unions, the National Association for Home and School and the Swedish Association of Local Authorities. Because the classes divided and students moved the students were scattered on many more levels than the selection three years earlier. Students' education and social class would be available in October for students in grades 6. The sample for the survey in spring 2011 was the students who were in Grade 6 in autumn 2010 and thus offered to participate. Since the parents were sent questionnaires only to those students who are invited to participate on the same basis included teachers who teach the classes sampled. In essence, this is the class teacher who answered the teacher survey. The teachers informed the students in connection with conducting the study.

The survey was conducted as a postal survey during weeks 12 to 17, with collection until week 23. The collection closed on 13 June 2011. Three reminders were made, the first with thanks for participating in the survey, and ended with a telephone reminder to principals at schools that have not yet submitted their results. The completed questionnaires were scanned and the results were transferred mechanically to a data file that is sent to the anonymised project at the University of Gothenburg. More about the implementation can be found in the Technical Report Statistics compiled in connection with the transmission of data.



The persons included in the sample were able to contact the investigators at both the project team and SCB were asked questions about the collection and its importance. Very few people stood, however, adverse to the survey.

Data retrieved from year 3 to year 9 in primary school


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

  • Birth year,
  • migration background,
  • educationals 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: 7/5/2017

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