About this paper

Appears in:
Pages: 6414-6419
Publication year: 2016
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.0507

Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain

I´M A DATA ANALYSIS REPEATER. IF I PERSIST, WILL MY ACADEMIC PERFORMANCE BE IMPROVED?

Knowing what aspects are involved in learning and high academic achievement in subjects that are, typically, linked with high levels of resitting students, have repeatedly guided our efforts. Thus, we take into consideration one aspects that have shown to be clearly related to academic achievement: the student’s strengths. From this perspective, results from studies such as the ones of Kifer (1975), Harris & King (1982), take you to consider the idea that high academic achievement can be influenced by positive personality characteristics. The authors of this work have found statistical significant relationships between academic achievement and perseverance (Jara, Herrero, Rosel & Pallarés, 2014), satisfaction with what they are studying, and difficulty expectations within the subject (Jara, Rosel, Herrero & Pallarés, 2012).

We consider a group of psychology students (N=102) taking the subject called “Data Analysis”. The design divided the students into one of the two conditions: student retaking the subject or not. We therefore had two experimental groups. This dichotomous variable joined to the strength of being perseverant (continuous variable), formed a factorial design with two independent variables (dichotomousXcontinuous) creating an “inter” design paying special attention not as much to the main effects but to the interaction effect (Ato, Vallejo, Palmer, 2013), from the perspective of regression with interaction effects (Rosel, Jara & Herrero, in press). This study does the analysis step by step, since the formation of the dummy variables to the explanation of how both groups work differently in relation to their academic achievement.

The results show a significant interaction within the predictive model that adequately explains and allows us to guide the students who retake the subject in relation to their level of perseverance in order to gain a successful academic achievement.
@InProceedings{JARAJIMENEZ2016IMA,
author = {Jara Jim{\'{e}}nez, M.P. and Herrero Machancoses, F. and Rosel Rem{\'{i}}rez, J.F. and Ventura Ribes, O. and Flor Arasil, P.},
title = {I´M A DATA ANALYSIS REPEATER. IF I PERSIST, WILL MY ACADEMIC PERFORMANCE BE IMPROVED?},
series = {10th International Technology, Education and Development Conference},
booktitle = {INTED2016 Proceedings},
isbn = {978-84-608-5617-7},
issn = {2340-1079},
doi = {10.21125/inted.2016.0507},
url = {http://dx.doi.org/10.21125/inted.2016.0507},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2016},
year = {2016},
pages = {6414-6419}}
TY - CONF
AU - M.P. Jara Jiménez AU - F. Herrero Machancoses AU - J.F. Rosel Remírez AU - O. Ventura Ribes AU - P. Flor Arasil
TI - I´M A DATA ANALYSIS REPEATER. IF I PERSIST, WILL MY ACADEMIC PERFORMANCE BE IMPROVED?
SN - 978-84-608-5617-7/2340-1079
DO - 10.21125/inted.2016.0507
PY - 2016
Y1 - 7-9 March, 2016
CI - Valencia, Spain
JO - 10th International Technology, Education and Development Conference
JA - INTED2016 Proceedings
SP - 6414
EP - 6419
ER -
M.P. Jara Jiménez, F. Herrero Machancoses, J.F. Rosel Remírez, O. Ventura Ribes, P. Flor Arasil (2016) I´M A DATA ANALYSIS REPEATER. IF I PERSIST, WILL MY ACADEMIC PERFORMANCE BE IMPROVED?, INTED2016 Proceedings, pp. 6414-6419.
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