Explaining the substantial inter-domain and over-time correlations in student achievement: The importance of stable student attributes

Journal article


Marks, Gary Neil. (2016) Explaining the substantial inter-domain and over-time correlations in student achievement: The importance of stable student attributes. Educational Research and Evaluation. 22(1-2), pp. 45 - 64. https://doi.org/10.1080/13803611.2016.1191359
AuthorsMarks, Gary Neil
Abstract

Multi-domain and longitudinal studies of student achievement routinely find moderate to strong correlations across achievement domains and even stronger within-domain correlations over time. The purpose of this study is to examine the sources of these patterns analysing student achievement in 5 domains across Years 3, 5 and 7. The analysis is of longitudinal population data of over 22,000 students and utilizes fixed-effects models to incorporate stable general and domain-specific latent factors. These latent factors correspond to a general cognitive-ability-like factor and specific aptitudes in particular, or types of, subject areas. The preferred model incorporates both general and domain-specific latent factors with stronger effects for the general factor, although the domain-specific factors are particularly strong for spelling and numeracy. When taking into account general and domain-specific latent factors, the effects of student’s socioeconomic status (SES) and school SES are trivial.

KeywordsAchievement; longitudinal studies; educational career; structural equation modelling; fixed-effects models
Year2016
JournalEducational Research and Evaluation
Journal citation22 (1-2), pp. 45 - 64
PublisherRoutledge
ISSN1380-3611
Digital Object Identifier (DOI)https://doi.org/10.1080/13803611.2016.1191359
Scopus EID2-s2.0-84975828241
Page range45 - 64
Place of publicationUnited Kingdom
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https://acuresearchbank.acu.edu.au/item/89628/explaining-the-substantial-inter-domain-and-over-time-correlations-in-student-achievement-the-importance-of-stable-student-attributes

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