Ángeles Conde
Biographic Data
| ID | 1651631 |
|---|---|
| NAME | Ángeles Conde |
| GIVEN NAMES | Ángeles |
| FAMILY NAME | Conde |
| SIGNATURE | CONDE Á |
| AFFILIATIONS | Universidade de Vigo |
| ORCID | 0000-0002-7061-2171 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Longitudinal Impact of Grade Retention on Student Engagement with School
The value of grade retention as a pedagogic resource remains a subject of debate because of its costs and benefits. In fact, it has been repeatedly argued that grade retention has substantial psychosocial effects. Student engagement with school is one of the dimensions that is expected to be more affected by grade retention. This article aimed to contribute to this debate by examining the relationship between grade retention and various dimension…
Improvement in simultaneous processing through metacognitive instruction
This study presents the improvement generated in simultaneous processing by the application of metacognitive instruction to 3 rd grade primary education students. A pre-post-follow-up test design was used. The sample consisted of 30 students from one classroom. Two groups were formed; an intervention group comprising students in the classroom who presented difficulties in simultaneous processing, showing a cognitive weakness that compromises read…
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…
Discapacidad y empleo
Las mujeres con discapacidad no presentan una situación de vida igual que el resto de la población femenina, ni tampoco están en las mismas condiciones que los varones discapacitados. A pesar de que la política acerca de la integración sociolaboral que se está desarrollando para favorecer y mejorar el nivel de las personas que se encuentran en una situación social y laboral desfavorecida, la vida del mencionado colectivo es todavía muy difícil y …
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…
Discapacidad y empleo
Las mujeres con discapacidad no presentan una situación de vida igual que el resto de la población femenina, ni tampoco están en las mismas condiciones que los varones discapacitados. A pesar de que la política acerca de la integración sociolaboral que se está desarrollando para favorecer y mejorar el nivel de las personas que se encuentran en una situación social y laboral desfavorecida, la vida del mencionado colectivo es todavía muy difícil y …
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…
Improvement in simultaneous processing through metacognitive instruction
This study presents the improvement generated in simultaneous processing by the application of metacognitive instruction to 3 rd grade primary education students. A pre-post-follow-up test design was used. The sample consisted of 30 students from one classroom. Two groups were formed; an intervention group comprising students in the classroom who presented difficulties in simultaneous processing, showing a cognitive weakness that compromises read…
Longitudinal Impact of Grade Retention on Student Engagement with School
The value of grade retention as a pedagogic resource remains a subject of debate because of its costs and benefits. In fact, it has been repeatedly argued that grade retention has substantial psychosocial effects. Student engagement with school is one of the dimensions that is expected to be more affected by grade retention. This article aimed to contribute to this debate by examining the relationship between grade retention and various dimension…
Psychology (5 works) · Computer Science (3 works) · Social Psychology (3 works) · Early Childhood Education and Development (2 works) · Education, Achievement, and Giftedness (2 works) · Parental Involvement in Education (2 works) · Reading and Literacy Development (2 works) · Art (1 work) · Citizenship (1 work) · Cognition (1 work)