[Show abstract][Hide abstract] ABSTRACT: Many studies have examined the factors that influence academic performance in primary and secondary education as well as at
university, with the purpose of enhancing learning at these stages and reducing drop-out rates. It is within this research
framework that we want to emphasise the deficient performance of students enrolled on the statistics course in the Faculty
of Psychology at the University of Barcelona. Consequently, this paper attempts to determine the factors that affect student
performance in this subject by undertaking an analysis of a structural equation model and determining its stability over time.
In order to accomplish our objective, we worked with two samples of students enrolled statistics classes. The first group
comprised 211 students enrolled in the academic year 2000–2001, while the second comprised 287 students enrolled in the academic
year 2001–2002. By administering a questionnaire, we obtained information concerning such variables as demographic data, previous
academic record, information related to the subject and the degree of satisfaction with it, and the final mark obtained by
the students in the subject. The parameters for each group of students were estimated separately and the goodness of fit of
the proposed structural model was assessed. The data analysis showed a good fit with both data bases, but the set of estimated
parameters differed in the two academic years under consideration.
Quality and Quantity 07/2006; 40(4):661-674. · 0.76 Impact Factor
[Show abstract][Hide abstract] ABSTRACT: Predictive capacity of cognitive-motivational variables about the academic achievement. This study tries to analyse the predictive capacity of a set of cognitive- motivational variables about the students' academic achievement. Among them, we include the following ones: General Intelligence/Aptitudes, Causal Attributions, Academic Self-Concept, Goals and Learning Strategies. The correlational and multiple regression analyses are carried out about the information obtained from a 168 student sample, who are studying the first year of Secondary Obligatory Education in public and private schools of the province of Alicante (Spain). The results show that the variable with the greatest predictive power is General Intelligence/Aptitudes, although Academic Self-Concept, Goals and Learning Strategies own an additional significant contribution to the achievement's explanation. Finally, these results are discussed in terms of their theoretical and practical implications for the improvement of the teaching-learning process
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