The present symposium focuses on two elements related to academic performance that have a wide scope to date.

On the one hand, the analysis of the predictive capacity of specific factors associated with student performance. Thus, firstly, a structural model will be studied in depth, which aims to capture the influence of parental involvement on their academic self-concept, on their motivation and on the school performance they demonstrate. Next, the influence of the teacher's communicative style, his messages to the students and the incentives he uses on their performance will be analysed.

On the other hand, the analysis of the evaluation processes of academic performance from the viewpoint of external standardized tests, such as PISA or the University Entrance Exams (PAU). Both are used as an analysis and diagnosis element, however, the approach of one and the other is significantly different. For this reason, the third communication aims to empirically analyse the consistency between the two tests in students in the Valencian Community, the first being more focused on the assessment of knowledge, and the second on transversal competences.  Finally, we will focus on analysing the psychometric characteristics of the PAU, trying to analyse the quality of the different instruments based on the Construct Comparability Approach.

He is a teacher and graduated in Psycho-pedagogy from the University of Alicante, where he defended his doctoral thesis entitled "A causal-explicative model on the incidence of cognitive-emotional variables in academic performance" within the programme "Design, orientation and psycho-pedagogical intervention".

He is currently a Senior Lecturer in the Developmental Psychology and Didactics Department at the University of Alicante and combines his university activity with teaching and school management as Director of Studies in Childhood and Primary Education at the Inmaculada School in Alicante.  His main areas work and research focus on the study of cognitive and motivational factors associated with academic performance, the characteristics of underachieving students, and management for school transformation and educational innovation. His teaching activity has focused on the fields of developmental psychology and education and advanced research methods, both in the degree, master's and doctoral programmes. He is co-author of a book on Educational Psychology and 14 book chapters on this area. At the research level, he has co-authored more than twenty papers, fourteen of which can be found in prestigious journals such as Contemporary Educational Psychology, Learning and Individual Differences, Frontiers in Psychology, The Spanish Journal of Psychology, British Journal of Psychology, Revista de Psicodidáctica or Psicothema, among others.  He has directed as PI the competitive research project entitled "Underachievement: Identification, characteristics and educational response", is the author of the research book "Motivational and cognitive predictors of academic performance" and he has participated as a collaborator in twelve national research projects. He has been a reviewer for journals such as Learning and Individual Differences, Frontiers in Psychology, Revista de Psicodidáctica, The Spanish Journal of Psychology, Asian Pacific Journal of Education or Psicothema, among others. He currently participates as a researcher in the European project entitled "Teaching practice partnership model in pre-service teacher education".