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|Title: ||School achievement and failure in Portuguese and Spanish speaking countries|
|Authors: ||Edgar Galindo|
Candeias, Adelinda A.
Pires, Heldemerina S.
Carbonero, Miguel Angel
|Issue Date: ||2018|
|Publisher: ||Frontiers in Psychology|
|Citation: ||Edgar Galindo; Candeias, Adelinda A.; Pires, Heldemerina S.; Carbonero, Miguel Angel. School achievement and failure in Portuguese and Spanish speaking countries, ed. 1ª, Suiza: Frontiers in Psychology, 2018.|
|Abstract: ||School failure is an important social problem in the present world (Organization for Economic
Co-operation Development, 2010). This seems to be especially true for Spanish and Portuguese
speaking countries in Europe (Eurydice, 2011) and Latin America (Román, 2013). Consequently,
school achievement and failure is an increasingly important topic of discussion and research.
Psychology can make an important contribution to understanding these issues, emphasizing the
individual perspective, i.e., defining academic and pre-academic skills for a good achievement and
developing sound evaluation and intervention techniques for children with school failure problems.
The following papers revise the latest developments in the field. The research covered tried to
answer the most urgent questions on the topic: (1) Which variables are responsible for school
achievement and failure? (2) Which intervention techniques can be used to help children with
school failure problems?
All papers focused on children attending primary or secondary school, except one that dealt
with prevention strategies for children at risk before schooling. Most sought correlations between
determining variables and some measures of school achievement. Two studies applied intervention
strategies designed to improve the academic performance of children with problems at school and
systematically evaluated their results.|
|Appears in Collections:||CIEP - Publicações - Livros|
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