Assessing the Accuracy of Life Event Calendar Data in an Offender Sample

Gerwen, Nikki van; Blokland, Arjan; Rijken, Arieke J.

doi:10.1080/07418825.2018.1458143

Cited by 6 publications

(4 citation statements)

References 47 publications

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“…Finally, students have been asked to report differences in learning and grades between the COVID-19 and pre-COVID-19 periods. However, as shown by several studies (see, for example, van Gerwen et al, 2019 ), this could lead to reporting errors as respondents may recall more information about recent events than distant ones.…”

Section: Discussionmentioning

confidence: 99%

The effect of the COVID-19 disruption on the gender gap in students’ performance: a cross-country analysis

Bertoletti

Biagi

Pietro

et al. 2023

Large-scale Assess Educ

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Background This paper investigates how the COVID-19 school closure has affected the gender gap in grade-8 students' performance and what are the drivers behind this. By analysing four different countries (i.e., the Russian Federation, Slovenia, Uzbekistan and the United Arab Emirates), the paper represents the first study addressing the issue from a comparative perspective. Methods The study uses data from the Responses to Educational Disruption Survey (REDS) survey, which comprises international comparable data on how students approached remote learning during the COVID-19 disruption. The extent of the gender gap is estimated by employing an ordered logit model, while the Karlson-Holm-Breen (KHB) decomposition method is used to analyse the different potential channels that could account for the gender gap during COVID-19. Results The empirical results reveal that, during the COVID-19 school closure, girls tended to perceive changes in their learnings less favourably than boys, both in terms of improvement in self-perceived learning and self-reported improvement in grades—with odds of a more affirmative response between 20 and 25% lower for girls relative to boys. The main drivers explaining this gender gap are physical activity and psychological distress of students during the COVID-19 disruption, as well as the perceived family climate. Conclusions The paper shows systematic gender differences in how students perceived their educational outcomes changed due to the COVID-19 disruption, providing evidence on the factors driving these differences. The findings could be employed to design policy actions aimed at increasing gender equality in education.

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Section: Discussionmentioning

confidence: 99%

The effect of the COVID-19 disruption on the gender gap in students’ performance: a cross-country analysis

Bertoletti

Biagi

Pietro

et al. 2023

Large-scale Assess Educ

View full text Add to dashboard Cite

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“…A total of 959 people participated in the study, resulting in an overall response rate of 25.5 percent. The response rate was lower in the convicted sample (23.0 percent) than in the comparison sample (37.7 percent) (Van Gerwen et al, 2018).…”

Section: Methodsmentioning

confidence: 96%

The relationship between criminal behaviour over the life-course and intimate partner violence perpetration in later life

Verbruggen

Blokland

Robinson

et al. 2019

European Journal of Criminology

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This study examines the relationship between criminal behaviour over the life-course, and IPV perpetration and general violence in later life. The study uses data on a subsample (N=585) from the Dutch Criminal Career and Life-Course Study, and combines officially registered longitudinal data on convictions with self-reported data on IPV perpetration, violent offending, and several individual factors, collected at age 60. The results show that those with a history of persistent violent offending over the life-course are at increased risk of perpetrating IPV and other violent crimes in later life. Additionally, certain background and current factors are also related to IPV perpetration. Men who have experienced family violence in childhood and those who are married are more likely to report IPV perpetration, whereas relationship quality and employment are associated with a reduced likelihood of IPV perpetration. The findings suggest that an integrated theoretical approach is most useful to understand IPV perpetration, with the ultimate aim of informing evidence-based interventions necessary for reducing IPV in society.

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“…As the data on parental divorce during secondary school and educational outcomes in secondary school were surveyed when participants were 23 years of age, the time period between the survey and these events was not extremely long. However, measurement errors cannot be ruled out completely (Bernard et al, 1994; van Gerwen et al, 2018). For this research, we only use data for the cohort born in 1976, because within this cohort, it was possible to determine, for children of divorced parents, the month in which the dissolution of marriage occurred.…”

Section: Methodsmentioning

confidence: 99%

Secondary School Success in Times of Parental Divorce

Baert

Straeten

2020

Family Relations

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Objective We investigated how educational performance during secondary education evolves in the years before, during, and after parental divorce. Background Theoretical models predict different divorce effect patterns in the school year of the divorce and in the years around it. However, we are not aware of any existing studies attempting to measure this pattern. Method The study was based on unique panel data capturing parental divorce and school results for 2,685 Belgian pupils. We employed this panel to correct for time‐invariant, unobservable drivers of educational performance, as well as to take into account time‐variant unobserved drivers. Results The results indicate that the divorce penalty peaks in the school year of the divorce. A zero treatment effect in the preceding and subsequent years cannot be rejected. Moreover, simpler econometric strategies tended to overestimate the divorce penalty. Conclusion Our findings are mostly in line with the parental adjustment and life stress theories. From a policy perspective, we suggest that it is essential to support children in the months before and after parental divorce, while special treatment in later years may be less necessary.

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Assessing the Accuracy of Life Event Calendar Data in an Offender Sample

Cited by 6 publications

References 47 publications

The effect of the COVID-19 disruption on the gender gap in students’ performance: a cross-country analysis

The effect of the COVID-19 disruption on the gender gap in students’ performance: a cross-country analysis

The relationship between criminal behaviour over the life-course and intimate partner violence perpetration in later life

Secondary School Success in Times of Parental Divorce

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