The Influence of Gender, Intellectual Ability, Academic Self-Concept, Self-Regulation, Learning Strategies, Popularity and Parent Involvement in Early Adolescence

The present study examined the predictive effects of gender, intellectual ability, self-concept, motivation, learning strategies, popularity and parent involvement on academic achievement. Hiearchical regression analysis were performed with six steps in which each variable was included, among a sample of 1398 high school students (mean age = 12.5; standard deviation = .67) of eight education centers from the province of Alicante (Spain). The results revealed significant predictive effects of all of the variables, explaining 59.1% of the total variance.

An explanatory model of academic achievement based on aptitudes, goal orientations, self-concept and learning strategies

As a result of studies examining factors involved in the learning process, various structural models have been developed to explain the direct and indirect effects that occur between the variables in these models. The objective was to evaluate a structural model of cognitive and motivational variables predicting academic achievement, including general intelligence, academic self-concept, goal orientations, effort and learning strategies. The sample comprised of 341 Spanish students in the first year of compulsory secondary education. Different tests and questionnaires were used to evaluate each variable, and Structural Equation Modelling (SEM) was applied to contrast the relationships of the initial model. The model proposed had a satisfactory fit, and all the hypothesised relationships were significant. General intelligence was the variable most able to explain academic achievement. Also important was the direct influence of academic self-concept on achievement, goal orientations and effort, as well as the mediating ability of effort and learning strategies between academic goals and final achievement.

Influence of tree hollow characteristics on the diversity of saproxylic insect guilds in Iberian Mediterranean woodlands

Saproxylic diversity assessment is a major goal for conservation strategies in woodlands and it should consider woodland composition and configuration at site and tree level as key modelling factors. However, in Mediterranean woodlands little is known about the relation with the environmental factors that structure their assemblages, especially those linked to tree hollow microhabitats. We assessed the diversity of Syrphidae (Diptera) and Coleoptera saproxylic guilds that co-occurred in tree hollows located in three different Iberian Mediterranean woodlands in the Cabañeros National Park (Spain). Furthermore, we evaluated how differences in tree hollow microenvironmental variables (understood as the physical and biotic characteristics of a hollow and tree individual) influenced saproxylic guild diversity both within and among woodland sites. We found that woodland sites that provided greater heterogeneity of trees and hollow microhabitats determined higher saproxylic guild diversity. Nevertheless, certain species or even complete guilds can be favoured in woodlands where some hollow microhabitats predominate as a consequence of historical tree management. In general, hollow volume was the main determining factor for saproxylic guild richness and abundance in woodland sites, and large hollow volume was usually related to higher diversity, which highlighted the importance of multi-habitat hollow trees. Moreover, saproxylic guilds also responded to other different microenvironmental variables, which indicated different ecological preferences among guilds. The conservation of saproxylic insects in Iberian Mediterranean areas must be addressed to protect woodland sites that provide high diversity and large numbers of tree hollow microhabitats, and practices to enhance microhabitat heterogeneity should even be encouraged.

Academic Achievement in Early Adolescence: The Influence of Cognitive and Non-Cognitive Variables

The present study examined the predictive effects of intellectual ability, self-concept, goal orientations, learning strategies, popularity and parent involvement on academic achievement. Hierarchical regression analysis and path analysis were performed among a sample of 1398 high school students (mean age = 12.5; SD =.67) from eight education centers from the province of Alicante (Spain). Cognitive and non-cognitive variables were measured using validated questionnaires, whereas academic achievement was assessed using end-of-term grades obtained by students in nine subjects. The results revealed significant predictive effects of all of the variables. The model proposed had a satisfactory fit, and all of the hypothesized relationships were significant. These findings support the importance of including non-cognitive variables along with cognitive variables when predicting a model of academic achievement.

Profiles of emotional intelligence and learning strategies in a sample of Chilean students

In the last few years, one of the lines of research of great interest in the field of emotional intelligence (EI) has been the analysis of the role of emotions in the educational context and, in particular, their influence on learning strategies. The aims of this study are to identify the existence of different EI profiles and to determine possible statistically significant differences in learning strategies between the obtained profiles. The study involved 1253 Chilean school students from 14 to 18 years (M = 15.10, SD = 1.30), who completed the Trait Meta-Mood Scale-24 (TMMS-24) and the Inventory of Learning and Study Strategies—High School version (LASSI-HS). Cluster analysis identified four EI profiles: a group of adolescents with a high EI profile, a group with predominance of low emotional attention and high repair skills, a group with high scores on attention and low scores on clarity and repair, and a final group of adolescents with low EI. Also, students in groups with high overall scores in EI and low attention and high repair emotional obtained higher scores on the different learning strategies; however, the effect size analysis showed that these differences had no empirical relevance.