Sonia Alfonso
Biographic Data
| ID | 1651626 |
|---|---|
| NAME | Sonia Alfonso |
| GIVEN NAMES | Sonia |
| FAMILY NAME | Alfonso |
| SIGNATURE | ALFONSO S |
| AFFILIATIONS | Universidade de Vigo |
| ORCID | 0000-0002-2208-6824 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 1 |
Gender, planning, and academic expectations in first-year higher education students
We examined the relationships among gender, planning, and academic expectations through the testing of two alternative models with latent variables tested with LISREL 8.80: one model considered planning as a mediator of the relationship between gender and academic expectations, and the other model considered academic expectations as mediators of the relationship between gender and planning. Participants were 662 first-year higher-education studen…
Gender differences in first-year college students' academic expectations
Based on a multidimensional definition of academic expectations (AEs), the authors examine students’ AE component scores across countries and genders. Two samples (343 Portuguese and 358 Spanish students) completed the Academic Perceptions Questionnaire (APQ) six months after enrolling in their universities. Factorial invariance was ensured across countries and genders, allowing us to study AEs using the APQ for both genders and in both countries…
Family context and preschool learning
The main goal of this investigation was to determine the influence of the family contextual variables on children's basic learning skills. Basic abilities tests for children's academic learning were administered to a sample of 447 children aged three, four, and five years in preschool education. The parents completed the \nquestionnaire, which collected data about the structural variables of the family context: family structure, educational level…
Gender, planning, and academic expectations in first-year higher education students
We examined the relationships among gender, planning, and academic expectations through the testing of two alternative models with latent variables tested with LISREL 8.80: one model considered planning as a mediator of the relationship between gender and academic expectations, and the other model considered academic expectations as mediators of the relationship between gender and planning. Participants were 662 first-year higher-education studen…
Gender differences in first-year college students' academic expectations
Based on a multidimensional definition of academic expectations (AEs), the authors examine students’ AE component scores across countries and genders. Two samples (343 Portuguese and 358 Spanish students) completed the Academic Perceptions Questionnaire (APQ) six months after enrolling in their universities. Factorial invariance was ensured across countries and genders, allowing us to study AEs using the APQ for both genders and in both countries…
Family context and preschool learning
The main goal of this investigation was to determine the influence of the family contextual variables on children's basic learning skills. Basic abilities tests for children's academic learning were administered to a sample of 447 children aged three, four, and five years in preschool education. The parents completed the \nquestionnaire, which collected data about the structural variables of the family context: family structure, educational level…
Gender differences in first-year college students' academic expectations
Based on a multidimensional definition of academic expectations (AEs), the authors examine students’ AE component scores across countries and genders. Two samples (343 Portuguese and 358 Spanish students) completed the Academic Perceptions Questionnaire (APQ) six months after enrolling in their universities. Factorial invariance was ensured across countries and genders, allowing us to study AEs using the APQ for both genders and in both countries…
Gender, planning, and academic expectations in first-year higher education students
We examined the relationships among gender, planning, and academic expectations through the testing of two alternative models with latent variables tested with LISREL 8.80: one model considered planning as a mediator of the relationship between gender and academic expectations, and the other model considered academic expectations as mediators of the relationship between gender and planning. Participants were 662 first-year higher-education studen…
Psychology (3 works) · Social Psychology (3 works) · Computer Science (2 works) · Education, Achievement, and Giftedness (2 works) · Citizenship (1 work) · Confirmatory factor analysis (1 work) · Context (archaeology (1 work) · Developmental psychology (1 work) · Early Childhood Education and Development (1 work) · Family income (1 work)