Invariance of the covariance structure for the means of achievement variables in longitudinal studies dealing with the transition period from Primary Education to Secondary Education

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Details zur Publikation

Autorenliste: Navarro E
Verlag: Ministerio de Educación, Cultura y Deporte (España)
Jahr der Veröffentlichung: 2009
Zeitschrift: REVISTA DE EDUCACION (0034-8082)
Heftnummer: 348
Erste Seite: 153
Letzte Seite: 173
Seitenumfang: 21
ISSN: 0034-8082
Sprachen: Englisch-Vereinigtes Königreich (EN-GB)


Beschreibung

Given the huge changes that both the students and the structure of the
educational system experience over the transition period from Primary
Education to Secondary Education, this article studies the hypothesis of
invariance of the same basic longitudinal structure on added value
studies involving students from both Primary and Secondary Education
levels. In order to do this, the covariance structure of achievement
variables is studied in a longitudinal study carried out with 6,709
students grouped in 153 educational centres (Primary and Secondary
Schools) in the Community of Madrid, from 5th level of Primary Education
to 4th level of Secondary Education, in the academic years of 2005-06
and 2006-07. The invariance of the covariance structure of achievement
variables in Mathematics and Reading literacy has been tested by means
of, on one hand, the statistical M of Box and, on the other, the
analysis of a structural equations model of relations between observed
variables. Results obtained only partially support the idea of the
maintenance of this structure in different cohorts or groups, since
there is a stronger similarity between Primary Education and the first
stage of Obligatory Secondary Education, than between the two stages of
Obligatory Secondary Education. Reading literacy and Mathematics present
their own characteristic temporal variation.


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Zuletzt aktualisiert 2019-10-08 um 00:15