Intervjuer som prognosinstrument för studieframgång
2005 (Swedish)In: Nordisk Psykologi: teori, forskning, praksis, ISSN 0029-1463, Vol. 57, no 3, 271-287 p.Article in journal (Refereed) PublishedText
Two different admission procedures (high school grades/scholastic tests and high school grades/scholastic tests/interview) to the five-year Master's Program in Professional Psychology at Stockholm University were examined. The analyses were based on data from students who were admitted on a combination of high school grades/scholastic test and interview, and students who were admitted based only on high school grades/scholastic test. In the final semester of the five-year Psychologist Program, the students and their supervisors rated the student's development of psychotherapeutic knowledge and skills, and their relation to the supervisor and the supervision group. A self rating scale was used. The results showed that students who were admitted upon interview and their supervisors, rated significantly higher on all factors. Moreover, students admitted upon interview rated their development of psychotherapeutic skill significantly higher than students admitted traditionally. The corresponding difference between supervisor ratings was not significant. Both student and supervisor ratings indicated that the students admitted by an interview had a better relation to their supervisor and to their supervision group.
Place, publisher, year, edition, pages
Copenhagen: Hans Reitzels Forlag, 2005. Vol. 57, no 3, 271-287 p.
multiple imputation, medical students, missing data, selection, validity
IdentifiersURN: urn:nbn:se:umu:diva-120401DOI: 10.1080/00291463.2005.10637374ISI: 000232879800006OAI: oai:DiVA.org:umu-120401DiVA: diva2:935443
Title in english:
Interviews as instrument of prognosis for student development2016-06-102016-05-162016-06-10Bibliographically approved