Search

Using a sample of countries with a similar level of development, this paper analyzes the structure of the Spanish system of education. It shows that its lack of differentiation has a negative impact on academic achievement and student retention. It also shows that it negatively affects the demand on vocational education and makes the school-to-work transition difficult. The stylized description of the schooling system is based on various sources of information. Data used in the analysis of the internal efficiency of the system come from the OECD and retrospective surveys of students in higher and vocational education. The analysis of the external efficiency of the system is based on data published by the OECD. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to present an intervention program in academic goals with university students. With this program we try to make participants aware of academic goals importance and the advantages and disadvantages that these could have on emotional-motivational, cognitive and academic fields. Students become aware that it is possible adopt only one kind of goals or to opt for a flexible combination of goals what fits best with contextual requirements and demands are motivational alternatives. [ABSTRACT FROM AUTHOR]

This paper studies the family education received by a sample of students who obtained Premio Extraordinario de Bachillerato (PEB- Extraordinary Award for Baccalaureate). It searches near and remote factors which appear to be linked to high achievement. It is structured in two parts. The first or theoretical framework considers two interdependent axis: why and in which aspects family education is important, and why schools should face the diversity of high achievers. The second part gathers the characteristics of the kind of family education received by the PEB sample, turning to data from questionnaires answered by the students themselves, by their parents and by a group of their teachers. These data were collected at two different points: year 2001 and year 2004, respectively. The starting hypothesis is that a coherent, demanding and rich family education seems to be related to high achievement. The hypothesis is confirmed. [ABSTRACT FROM AUTHOR]