Academic performance and associated factors. Contributions from some large-scale assessments
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Abstract
Traditionally, the study of academic performance has been addressed from a theoretical and empirical point of view. However, assuming that its own conceptual and operational definition is no easy task, given the multidimensional nature that characterizes it, an explanation is still sought for to identify the variables that affect it and cause it to vary, for which theoretical and methodological models of increasing complexity are used.
This paper is a theoretical reflection on the nature of the construct of academic performance and how the main large-scale assessments that currently exist in the international educational landscape are conceived, particularly in Mexico, focusing on contextual variables that are associated, in order to analyze the current state of the matter.
The analysis of variables associated with academic performance in each of the large-scale assessments studied can map out what they are in each case and present the strengths and weaknesses of the evaluative models behind it.
We present, in conclusion, some thoughts that guide the approach of explanatory models that can be tested empirically.