Contextual, Personal and Family Factors in Explaining Academic Achievement: A Multilevel Study
| Autor: | Juan-Jesús Torres-Gordillo, Javier Rodríguez-Santero, Carla Ortiz-de-Villate |
|---|---|
| Přispěvatelé: | Universidad de Sevilla. Departamento de Métodos de Investigación y Diagnóstico en Educación, Universidad de Sevilla. SEJ467: Metodos de Investigacion y Diagnostico en Orientacion |
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
family
media_common.quotation_subject Geography Planning and Development education Educational efficiency TJ807-830 Context (language use) Academic achievement Management Monitoring Policy and Law computer.software_genre Affect (psychology) TD194-195 Renewable energy sources Developmental psychology Excellence Educational assessment Agency (sociology) GE1-350 Educational improvement media_common Environmental effects of industries and plants Renewable Energy Sustainability and the Environment Multilevel model factors Factors Contrast (statistics) educational improvement Environmental sciences academic achievement educational efficiency Psychology computer |
| Zdroj: | Sustainability Volume 13 Issue 20 Sustainability, Vol 13, Iss 11297, p 11297 (2021) |
| ISSN: | 2071-1050 |
| DOI: | 10.3390/su132011297 |
| Popis: | Academic success and excellence in marks are not only due to the students’ intrinsic abilities or skills. A multitude of contextual variables is involved in the teaching and learning process. This study identifies and analyses the contextual variables that most significantly affect students’ academic performance. We used census data from the ESCALA tests and context questionnaires for the 2016/17 school year, both carried out by the Andalusian Agency for Educational Assessment. Hierarchical Linear Models were used in the data analysis, as they facilitate the control and description of contextual factors. In addition, differences in performance were studied according to the contextual variables that the family dimension encompasses. At all times, a contextualised cross-sectional perspective was considered, taking as a criterion the covariates with significance values lower than 0.01 in the multilevel models and contrast tests. Finally, a list of contextual variables contributing to the explanation of performance is presented. The socio-economic and cultural conditions of families, their expectations towards their children’s education, and their level of involvement in schools have a significant influence on the academic success of primary school students. Academic success is higher among students with families who play an active role and have positive expectations regarding learning. |
| Databáze: | OpenAIRE |
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