Estimation of the Proportion of Underachieving Students in Compulsory Secondary Education in Spain: An Application of the Rasch Model

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Title: Estimation of the Proportion of Underachieving Students in Compulsory Secondary Education in Spain: An Application of the Rasch Model
Authors: Veas, Alejandro | Gilar-Corbi, Raquel | Miñano, Pablo | Castejón, Juan Luis
Research Group/s: Habilidades, Competencias e Instrucción | Investigación en Inteligencias, Competencia Social y Educación (SOCEDU)
Center, Department or Service: Universidad de Alicante. Departamento de Psicología Evolutiva y Didáctica
Keywords: Underachievement | High school | Rasch models | Differential Item Functioning | Construct comparability approach
Knowledge Area: Psicología Evolutiva y de la Educación
Issue Date: 4-Mar-2016
Publisher: Frontiers Media
Citation: Veas A, Gilar R, Miñano P and Castejón JL (2016) Estimation of the Proportion of Underachieving Students in Compulsory Secondary Education in Spain: An Application of the Rasch Model. Front. Psychol. 7:303. doi: 10.3389/fpsyg.2016.00303
Abstract: There are very few studies in Spain that treat underachievement rigorously, and those that do are typically related to gifted students. The present study examined the proportion of underachieving students using the Rasch measurement model. A sample of 643 first-year high school students (mean age = 12.09; SD = 0.47) from 8 schools in the province of Alicante (Spain) completed the Battery of Differential and General Skills (Badyg), and these students' General Points Average (GPAs) were recovered by teachers. Dichotomous and Partial credit Rasch models were performed. After adjusting the measurement instruments, the individual underachievement index provided a total sample of 181 underachieving students, or 28.14% of the total sample across the ability levels. This study confirms that the Rasch measurement model can accurately estimate the construct validity of both the intelligence test and the academic grades for the calculation of underachieving students. Furthermore, the present study constitutes a pioneer framework for the estimation of the prevalence of underachievement in Spain.
Sponsor: The present work was supported by the Spanish Ministry of Economy and Competitiveness (Award number: EDU2012-32156) and the Vice Chancellor for Research of the University of Alicante (Award number: GRE11-15). The corresponding author is funded by the Spanish Ministry of Economy and Competitiveness (Reference of the grant: BES-2013-064331).
URI: http://hdl.handle.net/10045/53552
ISSN: 1664-1078
DOI: 10.3389/fpsyg.2016.00303
Language: eng
Type: info:eu-repo/semantics/article
Rights: © 2016 Veas, Gilar, Miñano and Castejón. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
Peer Review: si
Publisher version: http://dx.doi.org/10.3389/fpsyg.2016.00303
Appears in Collections:INV - Habilidades, Competencias e Instrucción - Artículos de Revistas
INV - SOCEDU - Artículos de Revistas

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