Educational disparities across regions: A multilevel analysis for Italy and Spain

Agasisti, Tommaso; Ferrera, José Manuel Cordero

doi:10.1016/j.jpolmod.2013.07.002

Cited by 50 publications

(34 citation statements)

References 22 publications

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“…Our findings highlighted a specific sensitivity of Italian undergraduates to the presence of time pressure, which the Spanish students did not exhibit in a similar manner. These findings confirm the potential existing differences in Italian and Spanish students, yet sustained in literature (Agasisti & Cordero-Ferrera, 2013;Agasisti & Pérez-Esparrells, 2010;Agus et al, 2019).…”

Section: Discussionsupporting

confidence: 87%

What’s about the Calibration between Confidence and Accuracy? Findings in Probabilistic Problems from Italy and Spain

Agus

Peró‐Cebollero

Guàrdia‐Olmos

et al. 2019

EURASIA J MATH SCI T

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This paper reports some experiments on probabilistic reasoning designed to investigate the impact of the probabilistic problem presentation format (verbalnumerical and graphical-pictorial) on subjects' confidence in the correctness of their performance, other than the calibration between confidence and accuracy. To understand the potential effect of the format, these dimensions were assessed by monitoring contextual and individual variables: time pressure, numerical and visuospatial abilities, statistical anxiety and attitudes towards statistics. The participants included 257 Psychology students without statistical knowledge, recruited from Italian and Spanish universities, who fulfilled self-report validated measures. The students expressed their retrospective judgments of confidence item-by-item in relation to each probabilistic problem. This approach enabled the computation of two measures of calibration (the Bias Index-the Confidence-Judgment Accuracy Quotient). The results indicated that the problem presentation format did not exert a significant main effect on confidence, with the exception of when the interaction between the format and one subscale of the attitudes towards the statistics test was considered. The Bias Index, however, was significantly related to the interaction between format and time pressure. The study offers a point of reflection in relation to the potential effect exerted by the problem format and time constraint in calibration.

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Section: Discussionsupporting

confidence: 87%

What’s about the Calibration between Confidence and Accuracy? Findings in Probabilistic Problems from Italy and Spain

Agus

Peró‐Cebollero

Guàrdia‐Olmos

et al. 2019

EURASIA J MATH SCI T

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“…Indeed, differences in educational results will lead to increasing differences in economic development, which in turn will reproduce gaps in educational performance. Furthermore, Northern regions have a better functioning scholastic system (and in general they have better public services) compared to the Southern ones (Agasisti and Cordero-Ferrera, 2013).…”

Section: Reviewmentioning

confidence: 99%

Student background determinants of reading achievement in Italy. A quantile regression analysis

Giambona

Porcu

2015

International Journal of Educational Development

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“…As mentioned above, grade retention has a number of negative effects on students, ranging from problems of self-esteem to higher school dropout rates (Jimerson et al 2002;Manacorda 2012;Agasisti and Cordero 2013). Were birth month found to matter, this would place a constraint not only on the efficiency of the economy of these both countries but also on the equal opportunities policy established by the Spanish and French Education Acts (Ley Orgánica de Educación and Code de l'Éducation, respectively) 1 , and it would justify the search for public education policies designed to avoid or reduce this problem.…”

Section: Introductionmentioning

confidence: 99%

Determinants of grade retention in France and Spain: Does birth month matter?

Chaparro

Santín

Simancas

2015

Journal of Policy Modeling

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In France and Spain, children born in the same calendar year start school together, regardless of maturity differences due to their birth month. This paper analyses the educational impact of birth month on the probability of grade retention controlling by other covariates. Using the PISA 2009 database for both countries, we do identify a great impact on grade retention since students born in the last months of the year are between 70% and 80% more likely to repeat a grade than children born in the first months of the same year. We conclude that policy interventions are required in those countries to ensure that individuals are not unfairly penalized by their birth month.

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Educational disparities across regions: A multilevel analysis for Italy and Spain

Cited by 50 publications

References 22 publications

What’s about the Calibration between Confidence and Accuracy? Findings in Probabilistic Problems from Italy and Spain

What’s about the Calibration between Confidence and Accuracy? Findings in Probabilistic Problems from Italy and Spain

Student background determinants of reading achievement in Italy. A quantile regression analysis

Determinants of grade retention in France and Spain: Does birth month matter?

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