09 SES 04 B, Analyzing and Discussing the Dynamic School Effectiveness Model
Social research has shown that academic results are determined by a series of variables that operate at the context, school, classroom, and student levels (Creemers & Kyriakides, 2008; Winne and Nesbit, 2010). Among the variables referring to the students, the so-called factors stable over time are proposed along with other (more psychological) aspects, such as aptitudes, expectations, or motivation. In a previous research (Santos Rego, 2014), it has been observed that the self-efficacy, self-esteem, companionship and feedback variables positively influence academic performance (Santos, Godás and Lorenzo, 2012). This was confirmed through a self-image scale elaborated by the authors, which contained items related to these four variables. Specifically, this work is aimed at performing a psychometric analysis of the applied self-image scale and proposing an explanatory model thereof.
Bentler, P. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238-246. Doi: 10.1037/0033-2909.107.2.238 Bollen, K.A. (1989). Structural equations with latent variables. New York: John Wiley & Sons. Creemers, B. & Kyriakides, L. (2008). The dynamics of educational effectiveness. Londres: Routledge. Hu, L. & Bentler, P. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. Recuperado de http://dx.doi.org/10.1080/10705519909540118. Jöreskog, K.G., & Sörbom, D. (1993). WHO (8). Structural equation modeling with the SIMPLIS command language. Chicago: Scientific Software International. Mardia, K.V. (1970). Measures of multivariate skewness and kurtosis with applications, Biometrika, 57, 519-530. Santos Rego, M.A. (dir.) (2014). Diseño y evaluación de un programa para la mejora del rendimiento educativo del alumnado inmigrante. Informe de investigación. Santos Rego, M.A., Godás, A., & Lorenzo, M. (2012). El perfil del alumnado repetidor y no repetidor en una muestra de estudiantes españoles y latinoamericanos: un estudio sobre los determinantes de sus logros académicos. Estudios sobre Educación, 23, 43-62 Steiger, J.H., & Lind, J.C. (1980). Statistically based tests for the number of common factors. In Annual meeting of the Psychometric Society, 758, pp. 424-453. Iowa City. Winne, P. & Nesbit, J. (2010). The psychology of academic achievement. Annual Review of Psychology, 61, 653-678.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.