L A Lopez-Agudo
Datos Biográficos
| ID | 352471 |
|---|---|
| NOMBRE | L A Lopez-Agudo |
| NOMBRES | L A |
| APELLIDO | Lopez-Agudo |
| FIRMA | LOPEZ-AGUDO L A |
| AFILIACIONES | Universidad de Málaga |
| ORCID | 0000-0002-0906-3206 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 33 |
| TOTAL DE CITAS | 14 |
| TOTAL COMO AUTOR | 33 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2016 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Dynamic assessment of material living conditions across europe
This study proposes the use of the Window Slack-Based Measure Data Envelopment Analysis model to create a composite index for evaluating material living conditions (MLCs). Findings reveal that reducing poverty has a greater effect on MLCs for women compared to men. The necessary poverty reduction increased between 2010 and 2012 and decreased between 2014 and 2016 for both genders. The adjustment for overcrowded housing showed no gender difference…
Academic Achievement and Emotional Education Using Music Learning in Spain
In the current research work, we intend to analyse the effect of music on developing students' academic performance, self‐concept and emotional development. We work with experimental data gathered from an application of special music lessons at schools aimed at developing students' learning and at educating their emotions in the academic year 2018–2019. These music lessons consisted of collective, cooperative, practical, and experiential musical …
Physical and mental health issues during the Covid-19 lockdown by gender
The COVID-19 outbreak brought a period of health and economic crisis worldwide, with experts disagreeing on how long it will last. In this context, we have analysed the influence that the lockdown in Spain, one of the most restrictive in the world, had on individuals in terms of their physical and mental health conditions. In order to study this issue, a sample of 2,950 secondary data from Andalusia, the most populated Spanish region (with 8.5 mi…
On the contribution of parental expectations to the academic progress of youngsters
The Relationship Between Weekly Instruction, Homework Time and Students’ Competences
Students’ use of learning time both inside and outside of school has been at the core of education debates for many years, although evidence is still mixed. Particularly, in order to analyse the contribution of the time students use for learning to their competences, we use TIMSS 2019 data for a total of 276,512 fourth grade students in 58 countries. Taking advantage of the information by subject provided in this dataset, we go beyond correlation…
Does within-school between-class ability grouping harm the educational outcomes of socio-economically disadvantaged children? International evidence
Grouping students into different classes based upon their academic achievement or ability is a relatively common practice across the world, particularly in English-speaking countries. Yet some argue that teaching students in mixed-ability classes is a better approach, with important benefits for those from disadvantaged socio-economic backgrounds. Unfortunately, existing evidence comparing outcomes across these approaches is scant. This paper hen…
Do school preferences differ between mothers and fathers? International evidence from Pisa
A sizeable literature – spanning education, sociology and economics – has investigated the issue of parental school preferences and school choice. A notable gap in the existing evidence base is an exploration of how such preferences differ between mothers and fathers. We present new cross-national findings on this matter, drawing on survey data collected from more than 300,000 parents across 25 countries. Our findings suggest that mothers rate th…
The influence of grade retention on students' competences in Spain
Grade retention is at the core of the education debate in Spain, to the extent that its impact on students' competences has not been assessed beyond correlation. Because of that, in the present study, we analyse the influence of grade retention on students' competences, using more than 146,000 students from 6 PISA cycles (2003–2018) and an instrumental variable approach, in order to approach a causal influence. Our results show that repeating a g…
The multidimensional nature of students’ maturity
Many research works have claimed the relevance that students’ maturity may have in their academic achievement, but in spite of this importance, this maturity concept is not so easy to delimit and measure. Because of that, the current work proposes to measure students’ maturity by three different proxies: the ages when children begin to read and write, the bimester of birth and grade retention. To perform this analysis, a representative sample of …
Early dropout, earnings and skills in later life
Most education systems have set a minimum age until which students must stay at school. In the case of Spain, students can drop out the same day they reach that age, even without finishing that academic year. In the present research work, we intend to analyse the influence of early dropout on later life outcomes for the Spanish population, i.e. literacy and numerical skills and earnings. In order to do this, we employ PIAAC 2012 data and a fuzzy …
How Did Spain Perform In Pisa 2018? New Estimates Of Children’s Pisa Reading Scores
International large-scale assessments have gained much attention since the beginning of the twenty-first century, influencing education legislation in many countries. This includes Spain, where they have been used by successive governments to justify education policy change. Unfortunately, there was a problem with the PISA 2018 reading scores for this country, meaning the OECD refused to initially release the results. Therefore, in this paper we …
Education policy reform and the impact of free preschool education on boys' and girls' reading competence
Numerous authors have reported a positive relationship between preschool enrolment and academic performance in later years, even helping to reduce the academic gap existing between students from different socio-economic backgrounds. In this context, this paper goes further by analysing the impact that early childhood education (from 3 to 6 years) has on Spanish boys' and girls' reading achievement when they are in fourth grade (10 years). For thi…
Parents’ (dis)satisfaction with schools
This study uses longitudinal census data to explore the correlates of school satisfaction among parents of 3rd and 6th grade students from the Canary Islands, a large administrative region in Spain. We use logistic regression to model parental dissatisfaction with their children’s school and teachers. Our results illustrate how parents value academic performance in reading and mathematics equally, while also placing equal emphasis on the developm…
Influence of body mass index on health complains and life satisfaction
The results of this study provide compelling evidence that BMI plays a crucial role in shaping adolescents' well-being and their interactions with peers at school. These findings underscore the importance of addressing childhood overweight and promoting healthy body mass index levels. Furthermore, the study highlights the need for targeted policy interventions to combat the social stigma associated with being overweight, fostering a more inclusiv…
The influence of kindergarten on students’ performance
Most Spanish parents enrol their children in preschool education (ages 3–5) as a way of preparing them for compulsory education. However, not all parents decide to enrol their children in kindergarten (ages 0 to 2). In this context, the aim of the present study is to analyse the influence of kindergarten attendance on students’ academic performance in third and sixth grades. In order to address this issue, we employ census and longitudinal data f…
The association of internet searches and actual suicide in Spain
High suicide rates are a major issue in Spain, to the extent that they are the main non-natural cause of death in this country. The present study analyses the relationship between Internet searches and actual suicide rates in Spain. For this purpose, we employ data from actual suicide rates and Google ® searches for Spain, differencing by the means used to commit suicide. Our results show that suicide (" suicidio ") search term seems to be positi…
Language-related perceptions
On the Gender Gap of Soft-Skills
The impact of test language on Pisa scores. New evidence from Wales
In this paper we investigate the link between the language in which pupils take the Programme for International Student Assessment (PISA) test and the scores they achieve in this assessment, focusing upon the case of Wales. Using five rounds of PISA data and an instrumental variable approach, we show how pupils who took the test in Welsh score around 0.3 standard deviations (30 PISA test points) lower in reading, mathematics and science than thei…
Reaching Compromises in Workers’ Life Satisfaction
The back of the coin in resilience
The relationship between overweight and academic performance, life satisfaction and school life
The Role of Catchment Areas on School Segregation by Economic, Social and Cultural Characteristics
Does it matter what children read? New evidence using longitudinal census data from Spain
It has long been thought that encouraging children to read is likely to be beneficial for the development of their literacy skills. However, a lot less attention has been paid to the issue of whether what students read matters for their academic progress. This paper therefore considers the association between the frequency young people read five different types of text (comics, short stories, books, newspapers and magazines) and their scores on s…
The association between homework and primary school children's academic achievement. International evidence from PIRLS and TIMSS
The association between time devoted to homework and children's academic achievement has long been an issue of great debate. A small number of mainly correlational studies have been conducted into this issue in a primary school setting, but have produced somewhat mixed results. In this paper we contribute to this literature by investigating the relationship between time spent upon homework and children's outcomes across 24 countries. By using a s…
The Influence of the Gap Between Parental and Their Children’s Expectations on Children’s Academic Attainment
Does within-school between-class ability grouping harm the educational outcomes of socio-economically disadvantaged children? International evidence
Grouping students into different classes based upon their academic achievement or ability is a relatively common practice across the world, particularly in English-speaking countries. Yet some argue that teaching students in mixed-ability classes is a better approach, with important benefits for those from disadvantaged socio-economic backgrounds. Unfortunately, existing evidence comparing outcomes across these approaches is scant. This paper hen…
The impact of test language on Pisa scores. New evidence from Wales
In this paper we investigate the link between the language in which pupils take the Programme for International Student Assessment (PISA) test and the scores they achieve in this assessment, focusing upon the case of Wales. Using five rounds of PISA data and an instrumental variable approach, we show how pupils who took the test in Welsh score around 0.3 standard deviations (30 PISA test points) lower in reading, mathematics and science than thei…
The Role of Catchment Areas on School Segregation by Economic, Social and Cultural Characteristics
Gender Differences in Adolescents’ Academic Achievement
Recent empirical literature has highlighted that adolescents show gender differences in academic performance. The present study intends to disentangle the contribution of some less well-known factors to that gender difference in the fourth year of secondary education. To this aim, we use recent methodological advances in decomposition techniques. We observe that girls are less likely to get low scores than boys. More interestingly, gender differe…
Are Spanish Children Taking Advantage of their Weekly Classroom Time
Balancing Teachers' Math Satisfaction and Other Indicators of the Education System's Performance
The Influence of the Gap Between Parental and Their Children’s Expectations on Children’s Academic Attainment
Balancing Teachers' Math Satisfaction and Other Indicators of the Education System's Performance
Gender Differences in Adolescents’ Academic Achievement
Recent empirical literature has highlighted that adolescents show gender differences in academic performance. The present study intends to disentangle the contribution of some less well-known factors to that gender difference in the fourth year of secondary education. To this aim, we use recent methodological advances in decomposition techniques. We observe that girls are less likely to get low scores than boys. More interestingly, gender differe…
Are Spanish Children Taking Advantage of their Weekly Classroom Time
Out-of-School Use of Time and Its Association with Gender Differences in Educational Outcomes
The relationship between homework and the academic progress of children in Spain during compulsory elementary education
Homework has traditionally been considered positive for students’ academic achievement, to the extent that it makes children more responsible while learning. Nevertheless, making students do a large amount of homework has been one of the most criticised practices in recent years. Parental associations have long held the view that Spanish elementary school pupils spend too much time on homework. This situation is so alarming that it has recently c…
Does it matter what children read? New evidence using longitudinal census data from Spain
It has long been thought that encouraging children to read is likely to be beneficial for the development of their literacy skills. However, a lot less attention has been paid to the issue of whether what students read matters for their academic progress. This paper therefore considers the association between the frequency young people read five different types of text (comics, short stories, books, newspapers and magazines) and their scores on s…
The association between homework and primary school children's academic achievement. International evidence from PIRLS and TIMSS
The association between time devoted to homework and children's academic achievement has long been an issue of great debate. A small number of mainly correlational studies have been conducted into this issue in a primary school setting, but have produced somewhat mixed results. In this paper we contribute to this literature by investigating the relationship between time spent upon homework and children's outcomes across 24 countries. By using a s…
School tutoring and academic performance
Instruction time and students’ academic achievement
There is a common belief that the more the time students spend in the classroom the more they learn; a conception which has been supported by considerable empirical research. However, most of these studies are correlational, which does not provide solid support for their conclusions. In this research work we intend to go a step further in the analysis of the influence of instruction time on students' academic achievement, using student fixed-effe…
Reaching Compromises in Workers’ Life Satisfaction
The back of the coin in resilience
The relationship between overweight and academic performance, life satisfaction and school life
The Role of Catchment Areas on School Segregation by Economic, Social and Cultural Characteristics
Language-related perceptions
On the Gender Gap of Soft-Skills
The impact of test language on Pisa scores. New evidence from Wales
In this paper we investigate the link between the language in which pupils take the Programme for International Student Assessment (PISA) test and the scores they achieve in this assessment, focusing upon the case of Wales. Using five rounds of PISA data and an instrumental variable approach, we show how pupils who took the test in Welsh score around 0.3 standard deviations (30 PISA test points) lower in reading, mathematics and science than thei…
Parents’ (dis)satisfaction with schools
This study uses longitudinal census data to explore the correlates of school satisfaction among parents of 3rd and 6th grade students from the Canary Islands, a large administrative region in Spain. We use logistic regression to model parental dissatisfaction with their children’s school and teachers. Our results illustrate how parents value academic performance in reading and mathematics equally, while also placing equal emphasis on the developm…
Influence of body mass index on health complains and life satisfaction
The results of this study provide compelling evidence that BMI plays a crucial role in shaping adolescents' well-being and their interactions with peers at school. These findings underscore the importance of addressing childhood overweight and promoting healthy body mass index levels. Furthermore, the study highlights the need for targeted policy interventions to combat the social stigma associated with being overweight, fostering a more inclusiv…
The influence of kindergarten on students’ performance
Most Spanish parents enrol their children in preschool education (ages 3–5) as a way of preparing them for compulsory education. However, not all parents decide to enrol their children in kindergarten (ages 0 to 2). In this context, the aim of the present study is to analyse the influence of kindergarten attendance on students’ academic performance in third and sixth grades. In order to address this issue, we employ census and longitudinal data f…
The association of internet searches and actual suicide in Spain
High suicide rates are a major issue in Spain, to the extent that they are the main non-natural cause of death in this country. The present study analyses the relationship between Internet searches and actual suicide rates in Spain. For this purpose, we employ data from actual suicide rates and Google ® searches for Spain, differencing by the means used to commit suicide. Our results show that suicide (" suicidio ") search term seems to be positi…
Do school preferences differ between mothers and fathers? International evidence from Pisa
A sizeable literature – spanning education, sociology and economics – has investigated the issue of parental school preferences and school choice. A notable gap in the existing evidence base is an exploration of how such preferences differ between mothers and fathers. We present new cross-national findings on this matter, drawing on survey data collected from more than 300,000 parents across 25 countries. Our findings suggest that mothers rate th…
The influence of grade retention on students' competences in Spain
Grade retention is at the core of the education debate in Spain, to the extent that its impact on students' competences has not been assessed beyond correlation. Because of that, in the present study, we analyse the influence of grade retention on students' competences, using more than 146,000 students from 6 PISA cycles (2003–2018) and an instrumental variable approach, in order to approach a causal influence. Our results show that repeating a g…
The multidimensional nature of students’ maturity
Many research works have claimed the relevance that students’ maturity may have in their academic achievement, but in spite of this importance, this maturity concept is not so easy to delimit and measure. Because of that, the current work proposes to measure students’ maturity by three different proxies: the ages when children begin to read and write, the bimester of birth and grade retention. To perform this analysis, a representative sample of …
Early dropout, earnings and skills in later life
Most education systems have set a minimum age until which students must stay at school. In the case of Spain, students can drop out the same day they reach that age, even without finishing that academic year. In the present research work, we intend to analyse the influence of early dropout on later life outcomes for the Spanish population, i.e. literacy and numerical skills and earnings. In order to do this, we employ PIAAC 2012 data and a fuzzy …
Psychology (29 obras) · Mathematics education (20 obras) · School Choice and Performance (18 obras) · Developmental psychology (17 obras) · Parental Involvement in Education (11 obras) · Social Psychology (10 obras) · Academic achievement (9 obras) · Demography (9 obras) · Early Childhood Education and Development (9 obras) · Political science (9 obras)