University Entrance Examinations in Spain: Using the Construct Comparability Approach to Analyze Standards Quality.

In recent years, important methodological attempts have been made to explore the comparability of examination standards, especially in the context of certifications and university entrance. The present study aimed to explore the use of a construct comparability approach through a comparative analysis of the academic scores on 15 subjects from Spanish University Entrance Examinations in the Valencian Community, with a sample of 22,996 students in the call of June 2018. We employed the Rasch partial credit model as an estimation method, counting each subject as the item of an instrument related to academic achievement.

Differences in Personal, Familial, Social, and School Factors Between Underachieving and Non-underachieving Gifted Secondary Students.

Using various identification methods, differences between underachieving and non-underachieving gifted students in personal, familial, social, and school variables were analyzed in a sample of 164 gifted students with IQs of 120 or higher; the sample was drawn from a larger sample of 1,400 compulsory secondary education students. Three procedures for identifying underachieving students were used: the standardized difference method, the regression method, and the Rasch method. The different profiles of underachieving and non-underachieving students in the personal, familial, social, and school variables were compared using MANOVA and ANOVA tests.

Relationship between parent involvement and academic achievement through metacognitive strategies: A multiple multilevel mediation analysis.

Background: Different studies reveal an association between parent involvement, metacognition, and academic achievement; however, the majority analyse the developmental process of acquisition in experimental or quasi-experimental designs with students enrolled in child education. Adolescence is an important stage in personal and academic development. Given the complexity of learning, and according to the metacognitive and affective model of self-regulated learning (Efklides, 2011, Educational Psychologist, 46, 6), different types of metacognitive processes are relevant for the optimal development of individuals in academic contexts.

Differences in Learning Strategies, Goal Orientations, and Self-Concept between Overachieving, Normal-Achieving, and Underachieving Secondary Students.

The aims of this work were to identify and establish differential characteristics in learning strategies, goal orientations, and self-concept between overachieving, normal-achieving and underachieving secondary students. A total of 1400 Spanish first and second year high school students from the South-East geographical area participated in this study. Three groups of students were established: a group with underachieving students, a group with a normal level of achievement, and a third group with overachieving students.

Estimation of the Proportion of Underachieving Students in Compulsory Secondary Education in Spain: An Application of the Rasch Model.

There are very few studies in Spain that treat underachievement rigorously, and those that do are typically related to gifted students. The present study examined the proportion of underachieving students using the Rasch measurement model. A sample of 643 first-year high school students (mean age = 12.

Academic Achievement in Early Adolescence: The Influence of Cognitive and Non-Cognitive Variables.

The present study examined the predictive effects of intellectual ability, self-concept, goal orientations, learning strategies, popularity and parent involvement on academic achievement. Hierarchical regression analysis and path analysis were performed among a sample of 1398 high school students (mean age = 12.5; SD =.