[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. · 0.73 Impact Factor
[show abstract][hide abstract] ABSTRACT: In this study, we identified 67 research trends that meet the criteria of this special issue. In the following pages, all the research trends will be reviewed, grouped into five categories: personal and social development, cognitive and linguistic development, developmental and educational contexts, cognition and instruction, and development and learning disabilities. A general overview of the area is obtained by dividing each category into subcategories, thus arranging the identified research trends in a four-level hierarchical structure. Taking into account this analysis, in our Conclusions section, we note the regularities with regard to the issues that have been studied the most, the predominant type of works, and, more important, the most noteworthy imbalances. We reached six conclusions: (1) Research on educational changes predominates over the study of developmental changes; (2) the study of formal education is predominant over informal education; (3) cognitive-linguistic aspects predominate over personal and social aspects; (4) application of knowledge predominates over the generation of new knowledge; (5) new educational-practice proposals predominate over the study of these educational practices; and (6) the study of change is not related to the proposals that promote change.
The Spanish journal of psychology 12/2001; 4(2):182-202. · 0.74 Impact Factor
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