ERIC Number: EJ1103825
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 51
Explaining the Substantial Inter-Domain and Over-Time Correlations in Student Achievement: The Importance of Stable Student Attributes
Marks, Gary N.
Educational Research and Evaluation, v22 n1-2 p45-64 2016
Multi-domain and longitudinal studies of student achievement routinely find moderate to strong correlations across achievement domains and even stronger within-domain correlations over time. The purpose of this study is to examine the sources of these patterns analysing student achievement in 5 domains across Years 3, 5 and 7. The analysis is of longitudinal population data of over 22,000 students and utilizes fixed-effects models to incorporate stable general and domain-specific latent factors. These latent factors correspond to a general cognitive-ability-like factor and specific aptitudes in particular, or types of, subject areas. The preferred model incorporates both general and domain-specific latent factors with stronger effects for the general factor, although the domain-specific factors are particularly strong for spelling and numeracy. When taking into account general and domain-specific latent factors, the effects of student's socioeconomic status (SES) and school SES are trivial.
Descriptors: Academic Achievement, Correlation, Student Characteristics, Longitudinal Studies, Cognitive Ability, Numeracy, Literacy, Influences, Socioeconomic Status, Elementary School Students, Secondary School Students, Structural Equation Models, Foreign Countries, Statistical Analysis
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Authoring Institution: N/A
Identifiers - Location: Australia