Nicolai Topstad Borgen

• Brodeur, Abel; Mikola, Derek; Cook, Nikolai; et al, .; Andersen, Synøve Nygaard & Borgen, Nicolai T. [Show all 11 contributors for this article] (2024). Mass Reproducibility and Replicability: A New Hope. I4R Discussion Paper Series, The Institute for Replication (I4R). ISSN 2752-1931.
• Borgen, Solveig Topstad; Borgen, Nicolai Topstad & Zachrisson, Henrik Daae (2024). Ethnic minorities in disadvantaged neighborhoods: Differential effects on educational outcomes. SocArXiv. doi: 10.31235/osf.io/y6krf.
• Sengul Inal, Gülbin; Borgen, Nicolai T.; Dearing, Eric & Zachrisson, Henrik Daae (2024). The double jeopardy of low family income and negative emotionality: The family stress model revisited. Development and Psychopathology. ISSN 0954-5794. p. 1–18. doi: 10.1017/S0954579424000373.
• Borgen, Nicolai T.; Frønes, Ivar & Raaum, Oddbjørn (2023). Every tenth child: Heterogeneity in characteristics and life-course patterns among children in contact with child welfare services. Children and Youth Services Review. ISSN 0190-7409. 155, p. 1–10. doi: 10.1016/j.childyouth.2023.107308. Full text in Research Archive
• Brini, Elisa; Borgen, Solveig Topstad & Borgen, Nicolai T. (2023). Avoiding the eyeballing fallacy: Visualizing statistical differences between estimates using the pheatplot command. SocArXiv. doi: 10.31235/osf.io/fghcd.
• Andersen, Synøve Nygaard; Borgen, Nicolai T.; Borgen, Solveig Topstad; Brini, Elisa; Frith, Michael James & Gugushvili, Alexi (2023). Replicating" State Action to Prevent Violence against Women". A Comment on Córdova & Kras (2022). I4R Discussion Paper Series, The Institute for Replication (I4R). ISSN 2752-1931.
• Borgen, Nicolai T.; Markussen, Simen & Raaum, Oddbjørn (2023). Socioeconomic differences in the long-term effects of teacher absence on student outcomes. European Societies. ISSN 1461-6696. doi: 10.1080/14616696.2023.2212744. Full text in Research Archive
• Zachrisson, Henrik Daae; Dearing, Eric Curtis; Borgen, Nicolai Topstad; Sandsør, Astrid Marie Jorde & Karoly, Lynn (2023). Universal Early Childhood Education and Care for Toddlers and Achievement Outcomes in Middle Childhood. Journal of Research on Educational Effectiveness. ISSN 1934-5747. doi: 10.1080/19345747.2023.2187325. Full text in Research Archive Show summary

  We estimated the effects of Norway’s universal ECEC program—expanding access to 1- and 2-year-olds starting in the early 2000s—on standardized math and achievement tests in 5th grade (age 10) using a population-based survey sample (Norwegian Mother, Father, and Child Cohort Study, MoBa, n = 102,352), linked with national administrative records of child achievement test scores. We used two methods to test the effects of attending ECEC: fixed-effects and instrumental variable regressions. Although both approaches found small and mostly insignificant main effects, the effect of ECEC is consistently stronger for children from families with low parental education. The fixed-effects analyses showed that ECEC reduced inequalities in achievement across levels of parental education by about 10% while the instrumental variable analyses, using variation in ECEC induced by the expansion, showed reduction of about 50%. These results suggest that expanding access to ECEC for toddlers has the potential to reduce achievement inequality.

• Borgen, Nicolai T.; Olweus, Dan; Breivik, Kyrre; Kirkebøen, Lars Johannessen; Solberg, Mona Elin & Frønes, Ivar [Show all 8 contributors for this article] (2022). Do school-level anti-bullying interventions affect prescriptions of prescribed drugs in young adulthood? A case using the Olweus Bullying Prevention Program. International Journal of Bullying Prevention. ISSN 2523-3653. doi: 10.1007/s42380-022-00150-w. Full text in Research Archive Show summary

  Several meta-analyses have demonstrated that bullying prevention programs are successful in reducing bullying. However, scant research addresses if and how such anti-bullying efforts affect long-term internalizing health problems and even less on later use of pharmacotherapy and psychotherapy. This study explores how the school-based Olweus Bullying Prevention Program (OBPP) affects the likelihood of being prescribed antidepressant drugs, anxiolytics, hypnotics, and sedatives, using a difference-in-difference design with population-wide Norwegian register data, including the Norwegian Prescription Database. Generally, we find that student cohorts from schools with a higher proportion of victimized students have more prescribed drugs at ages 17–22. Although OBPP substantially reduces victimization, and, hence, assumedly internalizing problems, our results indicate that the OBPP increased the likelihood of being prescribed drugs for internalizing problems between ages 17 and 19. Our interpretation of these findings is that the OBPP had increased awareness of bullying in school and its damaging consequences, and thereby reduced the mental and attitudinal barriers that often prevent students from seeking help for internalizing problems. It should be noted, however, that the victimization data in our study were linked to schools only and not to register data for individual students. Accordingly, we were restricted to studying average program effects at the school level. The power to detect long-term effects would have been better with student-linked data for both the victimization and register variables.

• Borgen, Nicolai Topstad; Haupt, Andreas & Wiborg, Øyvind (2022). Quantile regression estimands and models: revisiting the motherhood wage penalty debate. European Sociological Review. ISSN 0266-7215. 39(2), p. 317–331. doi: 10.1093/esr/jcac052. Full text in Research Archive Show summary

  This paper discusses the crucial but sometimes neglected differences between unconditional quantile regression (UQR) models and quantile treatment effects (QTE) models. We argue that there is a frequent mismatch between the aim of the quantile regression analysis and the quantitative toolkit used in much of the applied literature, including the motherhood wage penalty literature. This mismatch may result in wrong conclusions being drawn from the data, and in the end, misguided theories. In this paper, we clarify the crucial conceptual distinction between influences on quantiles of the overall distributions, which we term population-level influences, and individual-level QTEs. Further, we use data simulations to illustrate that various classes of quantile regression models may, in some instances, give entirely different conclusions (to different questions). Finally, we compare quantile regression estimates using real data examples, showing that UQR and QTE models differ sometimes but not always. Still, the conceptual and empirical distinctions between quantile regression models underline the need to match the correct model to the specific research questions. We conclude the paper with a few practical guidelines for researchers.

• Gillespie Cheesman, Rosa Catherine; Borgen, Nicolai Topstad; Lyngstad, Torkild Hovde; Eilertsen, Espen Moen; Ayorech, Ziada & Torvik, Fartein Ask [Show all 9 contributors for this article] (2022). A population-wide gene-environment interaction study on how genes, schools, and residential areas shape achievement. npj Science of learning. ISSN 2056-7936. 7, p. 1–9. doi: 10.1038/s41539-022-00145-8. Full text in Research Archive
• Gillespie Cheesman, Rosa Catherine; Eilertsen, Espen Moen; Ayorech, Ziada; Borgen, Nicolai Topstad; Andreassen, Ole & Larsson, Henrik [Show all 9 contributors for this article] (2022). How interactions between ADHD and schools affect educational achievement: a family-based genetically sensitive study. Journal of Child Psychology and Psychiatry. ISSN 0021-9630. 63(10), p. 1174–1185. doi: 10.1111/jcpp.13656. Full text in Research Archive
• Borgen, Nicolai T.; Borgen, Solveig Topstad & Birkelund, Gunn Elisabeth (2022). The Counteracting Nature of Contextual Influences: Peer Effects and Offsetting Mechanisms in Schools. Social Forces. ISSN 0037-7732. 101(3), p. 1288–1320. doi: 10.1093/sf/soac023. Full text in Research Archive
• Borgen, Nicolai Topstad; Raaum, Oddbjørn; Kirkebøen, Lars Johannessen; Sørlie, Mari-Anne; Ogden, Terje & Frønes, Ivar (2021). Heterogeneity in Short- and Long-Term Impacts of School-Wide Positive Behavior Support (SWPBS) on Academic Outcomes, Behavioral Outcomes, and Criminal Activity. Journal of Research on Educational Effectiveness. ISSN 1934-5747. 14(2), p. 379–409. doi: 10.1080/19345747.2020.1862375. Full text in Research Archive Show summary

  To address social and behavioral problems in schools, more than 26,000 schools around the world have implemented School-Wide Positive Behavior Support (SWPBS). Previous studies have focused on the effects of SWPBS on short-term teacher-rated behavior such as office discipline referrals or academic outcomes, but no study has yet investigated effects on long-term student outcomes. We use population-wide longitudinal register data, including all Norwegian students that are exposed to SWPBS, and examine effects on short- and long-term academic outcomes, as well as long-term school behavior and youth crime. Both when we evaluate average program effects for all students and when looking at at-risk students only, we find no indications that the Norwegian SWPBS affected any of these outcomes.

• Borgen, Nicolai Topstad; Olweus, Dan; Kirkebøen, Lars Johannessen; Breivik, Kyrre; Solberg, Mona Elin & Frønes, Ivar [Show all 8 contributors for this article] (2021). The Potential of Anti-Bullying Efforts to Prevent Academic Failure and Youth Crime. A Case Using the Olweus Bullying Prevention Program (OBPP). Prevention Science. ISSN 1389-4986. 22, p. 1147–1158. doi: 10.1007/s11121-021-01254-3. Full text in Research Archive Show summary

  The effectiveness of bullying prevention programs has led to expectations that these programs could have effects beyond their primary goals. By reducing the number of victims and perpetrators and the harm experienced by those affected, programs may have longer-term effects on individual school performance and prevent crime. In this paper, we use Norwegian register data to study the long-term impact of the Olweus Bullying Prevention Program (OBPP) on academic performance, high school dropout, and youth crime for the average student, which we call population-level effects. The OBPP program is widely acknowledged as one of the most successful programs reducing school-level bullying; yet, using a difference-in-difference design, no statistically significant population-level effects of the OBPP were found on any of the long-term outcomes in this study. When studied at the population level, as in the current project, the base rate prevalence of bullying is a major explanatory factor for these results. Earlier studies have shown that OBPP reduces bullying prevalence by 30–50%. This decrease translates into absolute reductions in bullying victimization and perpetration at the population level of “only” four and two percentage points, respectively. Our results suggest the average causal effects of school bullying involvement are too small to translate this reduction in bullying into a sizeable population-level impact on students’ long-term outcomes. However, a limited potential of anti-bullying programs to prevent population-level adversity can very well be compatible with substantial program effects for individual bullies and victims. Further, our results do not speak to the main objective of anti-bullying programs of limiting childhood abuse and safeguarding children’s human rights.

• Borgen, Nicolai T.; Frønes, Ivar & Raaum, Oddbjørn (2021). Impact of the School Environment on Medical Treatment of Attention Deficit Hyperactivity Disorder: A Population-Wide Register Data Study of School-Wide Positive Behavioral Interventions and Supports. Child Development. ISSN 0009-3920. 92(5), p. 2089–2105. doi: 10.1111/cdev.13574. Full text in Research Archive Show summary

  Although attention deficit hyperactivity disorder (ADHD) is among the most heritable psychiatric childhood disorders, social and gene–environment interactions seemingly play an important role in the etiology of ADHD. Consistent with this, this study finds that School-Wide Positive Behavioral Interventions and Supports (SWPBIS) reduced the likelihood of pharmacotherapeutic treatment for ADHD at age 14–16 by 12%, using population-wide Norwegian register data and a difference-in-difference design (N = 698,364, birth cohorts 1990–2002, 48.7% girls, 5.7% immigrant background). At-risk students in schools with high fidelity of implementation are driving these intervention effects. Overall, the findings indicate that children with a genetic disposition for ADHD are more likely to avoid medical treatment in an organized and predictable school setting with a focus on positive reinforcement.

• Hermansen, Are Skeie; Borgen, Nicolai Topstad & Mastekaasa, Arne (2020). Long-term trends in adult socio-economic resemblance between former schoolmates and neighbouring children. European Sociological Review. ISSN 0266-7215. doi: 10.1093/esr/jcz066. Full text in Research Archive
• Borgen, Nicolai T. (2019). Collider bias (aka sample selection bias) in observational studies: why the effects of hyperandrogenism in elite women’s sport are likely underestimated. British Journal of Sports Medicine. ISSN 0306-3674. 54(12), p. 750–752. doi: 10.1136/bjsports-2018-100054. Full text in Research Archive
• Borgen, Nicolai T.; Kirkebøen, Lars Johannessen; Ogden, Terje; Raaum, Oddbjørn & Sørlie, Mari-Anne (2019). Impacts of school-wide positive behaviour support: Results from National Longitudinal Register Data. International Journal of Psychology (IJP). ISSN 0020-7594. 55(S1), p. 4–15. doi: 10.1002/ijop.12575. Full text in Research Archive
• Borgen, Nicolai T. & Mastekaasa, Arne (2018). Horizontal Stratification of Higher Education: The Relative Importance of Field of Study, Institution, and Department for Candidates’ Wages. Social Forces. ISSN 0037-7732. 97(2), p. 531–558. doi: 10.1093/sf/soy075. Full text in Research Archive
• Borgen, Nicolai T. (2017). Running Performance, VO2max, and Running Economy: The Widespread Issue of Endogenous Selection Bias. Sports Medicine. ISSN 0112-1642. p. 1–10. doi: 10.1007/s40279-017-0789-9. Full text in Research Archive
• Borgen, Nicolai T. (2016). Fixed Effects in Unconditional Quantile Regression. The Stata Journal. ISSN 1536-867X. 16(2), p. 403–415. doi: 10.1177/1536867x1601600208.
• Borgen, Solveig Topstad & Borgen, Nicolai T. (2016). Student retention in higher education: Folk high schools and educational decisions. Higher Education. ISSN 0018-1560. 71(4), p. 505–523. doi: 10.1007/s10734-015-9921-7.
• Borgen, Nicolai T. (2015). Changes in the Economic Returns to Attending Prestigious Institutions in Norway. European Societies. ISSN 1461-6696. 17(2), p. 219–241. doi: 10.1080/14616696.2015.1009843.
• Borgen, Nicolai T. (2015). College quality and the positive selection hypothesis: The ‘second filter’ on family background in high-paid jobs. Research in Social Stratification and Mobility. ISSN 0276-5624. 39, p. 32–47. doi: 10.1016/j.rssm.2014.11.001.
• Borgen, Solveig Topstad & Borgen, Nicolai T. (2015). Folk high schools and dropouts from upper secondary school: effects of non-academic investments in dropouts. School Effectiveness and School Improvement. ISSN 0924-3453. 26(2), p. 153–168. doi: 10.1080/09243453.2014.896384.
• Borgen, Nicolai (2014). College quality and hourly wages: Evidence from the self-revelation model, sibling models and instrumental variables. Social Science Research. ISSN 0049-089X. 48, p. 121–134. doi: 10.1016/j.ssresearch.2014.05.010.
• Borgen, Nicolai T. (2013). Instrumentvariabler – en introduksjon for samfunnsforskere. Sosiologi i dag. ISSN 0332-6330. 43(3), p. 39–64.
• Borgen, Nicolai Topstad (2012). Sammenhengen mellom karakterer og studentgjennomstrømning i høyere utdanning :. Søkelys på arbeidslivet. ISSN 1504-8004. 29(1/2), p. 111–129.

View all works in Cristin

• Brini, Elisa; Borgen, Solveig Topstad & Borgen, Nicolai T. (2023). PHEATPLOT: Stata module to visualize p-values.
• Borgen, Solveig Topstad; Borgen, Nicolai T. & Zachrisson, Henrik Daae (2023). Ethnic minorities in disadvantaged neighborhoods: Differential effects on educational outcomes.
• Borgen, Solveig Topstad; Borgen, Nicolai T. & Zachrisson, Henrik Daae (2022). Ethnic minorities in disadvantaged neighborhoods: Differential effects on educational outcomes.
• Raaum, Oddbjørn; Kotsadam, Andreas; Kirkebøen, Lars Johannessen & Borgen, Nicolai Topstad (2022). Do funds for more teachers improve student outcomes? .
• Kotsadam, Andreas; Borgen, Nicolai Topstad & Kirkebøen, Lars Johannessen (2022). Do funds for more teachers improve student outcomes?
• Kotsadam, Andreas; Borgen, Nicolai Topstad & Kirkebøen, Lars Johannessen (2022). Do funds for more teachers improve student outcomes?
• Borgen, Nicolai T.; Kirkebøen, Lars Johannessen; Kotsadam, Andreas & Raaum, Oddbjørn (2022). Hvilken betydning har ekstra lærere? Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116.
• Borgen, Nicolai T.; Kirkebøen, Lars Johannessen; Kotsadam, Andreas & Raaum, Oddbjørn (2022). Do Funds for More Teachers Improve Student Outcomes? SSB - Discussion papers. ISSN 0809-733X.
• Badini, Isabella; Lyngstad, Torkild Hovde; Eilertsen, Espen Moen; Ahmadzadeh, Yasmin I.; Wechsler, Daniel L & Zachrisson, Henrik Daae [Show all 10 contributors for this article] (2021). Socioeconomic status and risk for child emotional and behavioral problems: Exploring gene-environment interaction in the presence of gene-environment correlation using extended families in the Norwegian Mother, Father and Child Birth Cohort Study. Behavior Genetics. ISSN 0001-8244. 51(6), p. 691–691.
• Badini, Isabella; Lyngstad, Torkild Hovde; Eilertsen, Espen Moen; Ahmadzadeh, Yasmin I.; Wechsler, Daniel L & Zachrisson, Henrik Daae [Show all 10 contributors for this article] (2021). Socioeconomic status and risk for child emotional and behavioral problems: Exploring gene-environment interaction in the presence of gene-environment correlation using extended families in the Norwegian Mother, Father and Child Birth Cohort Study.
• Borgen, Nicolai T.; Hermansen, Are Skeie; Lyngstad, Torkild Hovde & Ystrøm, Eivind (2020). Misvisende om utdanningsulikhet. Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116.
• Borgen, Nicolai T.; Borgen, Solveig Topstad & Birkelund, Gunn Elisabeth (2019). The disadvantage of having high achieving peers: Gender gaps and the complex nature of gender peer effects.
• Borgen, Nicolai T.; Borgen, Solveig Topstad & Birkelund, Gunn Elisabeth (2019). Why having better peers is not always a good thing: The complex nature of gender peer effects.
• Borgen, Nicolai T.; Borgen, Solveig Topstad & Birkelund, Gunn Elisabeth (2019). The disadvantage of high-achieving peers: Gender gaps and the complex nature of gender peer effects.
• Borgen, Nicolai T. & Wiborg, Øyvind N (2018). New tools, novel consequences: Testing unconditional quantile regression using simulated data.

View all works in Cristin