Factors Affecting Academic Performance

Julio A. González-Pienda, Ana Bernardo, José Carlos Núñez and Celestino Rodríguez (Editors)
University of Oviedo, Oviedo, Asturias, Spain

Series: Education in a Competitive and Globalizing World
BISAC: EDU029030

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Nowadays, society is constantly changing, and new ways of life are being developed by due to nonstop technological advancements. This generates changes in family, schools, the media, etc. New technologies are creating virtual environments to manage learning and academic achievement, and this is a new challenge to approach formal and informal education. In the last few decades, teachers, families, and educational administrators had very well-defined fields of action and roles to play. Now, these roles are disfigured, and influences from all agents are arguable and more difficult to face.

At this current stage, problems sometimes appear that require different forms of intervention. Some of the problems are violence towards people; child abuse; drug abuse at increasingly early ages; integration problems due to immigration; dropping out of school; and typical problems related to student development, personality, disabilities, social and psychical maladjustment, teenagers’ socioaffective relationships, etc. Research on school success and failure has a long history, but there is still no agreement concerning the prevalence of these variables to explain academic achievement, the relationship between those variables, and which other variables modulate their level of impact.

For many years, cognitive psychology has emphasized cognitive function as the most relevant for learning in school. However, recent studies highlight the importance of motivational and affective functions in building consistent models to explain learning and academic achievement. This change of perspective, from the classical cognitive model to a self-regulated learning model, has implied a new orientation in the research of the factors involved in school success and failure. Self-regulated learning models try to integrate students’ cognitive, socioaffective, and behavioral aspects. These models describe the different components involved in successful learning at all school stages, explaining reciprocal relationships between those components and directly relating learning to personal achievement, motivation, volition, and emotions.

With this new paradigm, students not only contribute to strengthening their intelligence, but also their motivational and emotional qualities, all related to achieving personal balance. This book presents studies, ideas, and recommendations to shed light on the complex educational world. Education has limits and difficulties, but it is also the only instrument that can develop students’ potential into personal success.

Prologue

Acknowledgement

Student Achievement Promotion: Understanding the Complexity of Psychoeducational Processes

Chapter 1. Student Achievement, Motivation and Academic Engagement
Susana Rodríguez, Antonio Valle, Isabel Piñeiro, Bibiana Regueiro and Iris Estévez (Department of Developmental and Educational Psychology, University of A Coruña, A Coruña, Spain)

Chapter 2. Engagement: A New Perspective for Reducing Dropout through Self-Regulation
Ángela Antúnez, Antonio Cervero, Paula Solano, Inmaculada Bernardo and Raúl Carbajal (Department of Psychology, University of Oviedo, Oviedo, Spain)

Chapter 3. Programs to Promote Self-Regulated Learning in Different Educational Stages
Estrella Fernández, Paula Solano, Ellián Tuero, Natalia Suárez and Pedro Rosário (Department of Psychology, University of Oviedo, Spain, and others)

Chapter 4. From Ability to Multiple Intelligences: Implications for Assessment and Intervention in Learning Difficulties
Trinidad García, Estrella Fernández, Patricia García, Marisol Cueli, Debora Areces y Celestino Rodrígue (Departmen of Psychology, Oviedo University, Oviedo, Spain)

Chapter 5. Using Metacognitive Scaffolding to Develop Problem Solving Skills in K-12 Computer-Based Learning Environments
Daniell DiFrancesca and John L. Nietfeld (Mielke Family Department of Education, Lawrence University, Appleton, WI, USA, and others)

The Context Does Matter: Taking into Account the Influence of Contextual Variables in Learning

Chapter 6. Parental Support in Early Childhood and its Importance for the Brain
María Banqueri, Marta Méndez and Jorge L. Arias (Department of Psychology, Laboratory of Neuroscience (Instituto de Neurociencias del Principado de Asturias-INEUROPA), University of Oviedo, Oviedo, Spain)

Chapter 7. Review of the Partnership between School and Family: A Shared Responsibility
Lucía Álvarez-Blanco and Raquel-Amaya Martínez-González (Department of Science of Education. University of Oviedo, Oviedo, Spain)

Chapter 8. Homework and Academic Achievement: Student, Teacher and Parent Involvement
Bibiana Regueiro, Natalia Suárez, José Carlos Núñez, Antonio Valle and Joyce L. Epstein (Department of Educational Psychology, University of A Coruña, A Coruña, Spain, and others)

Chapter 9. Learning Difficulties in Computer-Based Learning Environments
Rebeca Cerezo, María Esteban, Lucía Rodríguez, Ana Bernardo, Miguel Sánchez-Santillán, Natalia Amieiro and Ana Pereles (Psychology Department, University of Oviedo, Oviedo, Spain, and others)

Difficulties Prevention: Addressing Diversity

Chapter 10. Learning Difficulties in Mathematics: An Intervention Proposal
Marisol Cueli, Debora Areces, Trinidad García, Celestino Rodríguez, David Álvarez-García and Paloma González-Castro (Department of Psychology, University of Oviedo, Oviedo, Spain)

Chapter 11. Variables Affecting Academic Performance, Achievement, and Persistence of Roma Students
Ángela Antúnez, María del Henar Pérez-Herrero, José Carlos Núñez, Joaquín-Lorenzo Burguera and Pedro Rosário (Department of Psychology, University of Oviedo, Spain, and others)

Chapter 12. Adolescent Violence and Drug Use
M

a

del Carmen Pérez-Fuentes, M

a

del Mar Molero and José Jesús Gázquez (University of Almería, Almería, Spain)

Chapter 13. University Dropout: Definition, Features and Prevention Measures
Ana Bernardo, María Esteban, Julio A. Gonzalez-Pienda, José Carlos Núñez and Alejandra Dobarro (Department of Psychology, University of Oviedo, Spain)

Chapter 14. First Year Retention Monitoring at the University
Ana Casaravilla and Alfonsa García (Polytechnic University of Madrid, Madrid, Spain)

Epilogue

Chapter 15. Poverty, Inequity and Education: Correlation and Prospects
José Luis García, Olivia Leyva and Rafael Arestegui (Higher School of Government and Public Management. Autonomous University of Guerrero, Mexico)

Chapter 16. Beating the Odds in University, Labor Market and Life: The Role of Higher Education in Times of Socioeconomic Change
Sílvia Monteiro, Amanda R. Franco, Diana Lopes Soares, Adela García Aracil and Leandro S. Almeida (Institute of Education, University of Minho, Braga, Portugal, and others)

Chapter 17. Research in Education: Good Practices
Paula Fernández, Ellián Tuero and Pablo Esteban Livacic-Rojas (Department of Psychology, University of Oviedo, Spain, and others)

About the Editors

Index

“This timely volume takes a comprehensive approach to this internationally important issue. The contributors represent a broad range of researchers and practitioners, including both established authorities and emerging experts. The breadth of coverage is impressive, ranging from a consideration of the development of individual cognitive processes through to societal implications at the level of employment and poverty.” - Nigel V. Marsh, Sunway University, Malaysia

"Factors affecting academic performance compiles educational theories and research findings to provide practitioners with practical knowledge in order to promote academic achievement." - Jesús Arriaga, Universidad Politécnica de Madrid, España

“This book is an essential resource for those that work in the education field, by highlighting the factors that affect academic performance. Its approach, in a theoretical and practical perspective, explores the concepts and implications of different factors in the learning-teaching process, with the goal of helping to understand and rethink education. These approaches are presented in the different chapters, produced by national and international experts, in different fields of knowledge. Factors affecting academic performance support many different pedagogical approaches, content areas and fields of education.” - Fátima Goulão, Universidade Aberta, Portugal

"In this important and timely book, the authors describe and analyze different personal and contextual variables that influence the educational process. The style is clear, rigorous, and well structured and documented. The book will be truly helpful and useful for all those persons involved in education, either from an applied and professional perspective, or from a research approach." - José Muñiz, Universidad de Oviedo, España

"This book is the result of the systematic collaborative work of scholars. Is a significant contribution to understanding and explanation of relevant variables that account for educational processes. With wording precise, clear and well-founded, is described the state of arts in complex educational processes and supports those who require support its professional work in educational contexts and / or continue to advance research in the field of education." - María Victoria Perez and Alejandro Diaz, Universidad de Concepción, Chile

This book is mainly directed towards researchers and educational practitioners, but can be also useful to politicians, administrators and students of psychology and education from Masters level onwards.

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