Página personal de Luis López Agudo
Luis Alejandro López Agudo
Profesor Titular de Universidad
Tel: 952131207 E-mail: lopezagudo@uma.es
Despacho: 2017 Facultad de Ciencias Económicas y Empresariales
BREVE CURRÍCULUM:
Luis Alejandro López Agudo es profesor titular de universidad. Doctor en Economía y Administración de Empresas por la Universidad de Málaga con la tesis titulada “Essays on Economics of Education from the perspective of microeconometrics and optimization”.Su área de investigación es la Economía de la Educación, la cual se encarga de la aplicación de técnicas estadísticas y econométricas para el estudio de la función de producción educativa. Dentro de esta área, sus publicaciones versan sobre diferencias de género en rendimiento educativo, uso del tiempo, eficiencia y eficacia del profesorado y análisis de políticas educativas recientes.
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PREMIOS:
> Premio extraordinario de tesis doctorales defendidas en el curso 2017/18 para la rama de Economía y Empresa concedido por la Universidad de Málaga para la tesis “Essays on Economics of Education from the perspective of microeconometrics and optimization”.
> Primer premio al profesorado de la Universidad de Málaga (2020).
> Primer premio de la Real Academia de Doctores de España para la rama de Economía y Administración de Empresas, edición 2018, por su tesis “Essays on Economics of Education from the perspective of microeconometrics and optimization”.
> Primer premio internacional de la Asociación de Economía de la Educación para la mejor tesis en economía de la educación defendida en los años 2017 y 2018.
> Segundo premio de investigación “María Jesús San Segundo” a la mejor comunicación en el “XXVII Meeting of the Economics of Education Association” por la comunicación “Parents’ and students’ gender-interaction: the effect of parental expectations” (2018).
> Primer premio nacional fin de carrera de educación universitaria 2013-2014 en el Área de Ciencias Sociales y Jurídicas en la Licenciatura de Economía concedido por el Ministerio de Educación y Formación Profesional y el Ministerio de Cultura y Deporte en el año 2018.
> Premio extraordinario fin de carrera al mejor expediente académico en la Licenciatura de Economía concedido por la Universidad de Málaga: Curso 2013-2014.
> Primer premio en el “IX Premio Andaluz de Trayectorias Académicas: Curso 2012-2013” para la Licenciatura de Administración y Dirección de Empresas concedido por la Fundación Bancaria Unicaja y la Academia de Ciencias Sociales y del Medio Ambiente de Andalucía (2015).
> Premio extraordinario fin de carrera al mejor expediente académico en la Licenciatura de Administración y Dirección de Empresas concedido por la Universidad de Málaga: Curso 2011-2012.
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PUBLICACIONES:
Artículos:
> Jerrim, J., Prieto-Latorre, C., Lopez-Agudo, L. A., y Marcenaro-Gutierrez, O. D. (2023). “Do school preferences differ between mothers and fathers? International evidence from PISA”. Oxford Review of Education, en prensa.
> Marcenaro-Gutierrez, O. D., y Lopez-Agudo, L. A. (2023). “Early dropout, earnings and skills in later life: evidence from Spain”. Research Papers in Education, en prensa. DOI: 10.1080/02671522.2023.2214137> Lopez-Agudo, L. A., y Marcenaro-Gutierrez, O. D. (2023). “Financial education in secondary education: a cross country analysis”. CESifo Economic Studies, 69(1), 21-60. DOI: 10.1093/cesifo/ifad002
> Lopez-Agudo, L. A., y Marcenaro-Gutierrez, O. D. (2023). “The influence of kindergarten on students’ performance: the Spanish case”. Social Science Journal, en prensa. DOI: 10.1080/03623319.2023.2194473> Marcenaro-Gutierrez, O. D., y Lopez-Agudo, L. A. (2023). “The multidimensional nature of students’ maturity: the Spanish case”. Cultura y Educación/Culture and Education, en prensa.
> Jerrim, J., Prieto-Latorre, C., Lopez-Agudo, L. A., y Marcenaro-Gutierrez, O. D. (2023). “Parents’ (dis)satisfaction with schools: evidence from longitudinal administrative data from Spain”. Educational Review, en prensa. DOI: 10.1080/00131911.2022.2153804> García-Manrique Ocaña, I., Lopez-Agudo, L. A., y Marcenaro-Gutierrez, O. D. (2023). “The relationship between mobile broadband usage and user mobility with lockdown restrictions in Spain”. Spatial Economic Analysis, 18(3), 346-367. DOI: 10.1080/17421772.2022.2144640
> Ladrón de Guevara Rodríguez, M., Marcenaro-Gutierrez, O. D., y Lopez-Agudo, L. A. (2022). “On the gender gap of soft-skills: the Spanish case”. Child Indicators Research, 16, 167-197. DOI: 10.1007/s12187-022-09966-w> Jerrim, J., Lopez-Agudo, L. A., y Marcenaro-Gutierrez, O. D. (2022). “The link between financial education and financial literacy: a cross-national analysis”. Journal of Economic Education, 53(4), 307-324. DOI: 10.1080/00220485.2022.2111383
> Ladrón de Guevara Rodríguez, M., Lopez-Agudo, L. A., Prieto-Latorre, C., y Marcenaro-Gutierrez, O. D. (2002). “Internet use and academic performance: an interval approach”. Education and Information Technologies, 27, 11831-11873. DOI: 10.1007/s10639-022-11095-4
> Barrios, E., López-Gutiérrez, A., y Lopez-Agudo, L. A. (2022). “Language-related perceptions: How do they predict student satisfaction with a partial English Medium Instruction in Higher Education?” Journal of English for Academic Purposes, 57, 101121. DOI: 10.1016/j.jeap.2022.101121
> Jerrim, J., Lopez-Agudo, L. A., y Marcenaro-Gutierrez, O. D. (2022). “The impact of test language on PISA scores. New evidence from Wales”. British Educational Research Journal, 48, 420-445. DOI: 10.1002/berj.3774.
> Prieto-Latorre, C., Lopez-Agudo, L. A., Luque, M., y Marcenaro-Gutierrez, O. D. (2022). “The ideal use of the internet and academic success: finding a balance between competences and knowledge using interval multiobjective programming”. Socio-Economic Planning Sciences, 81, 101208. DOI: 10.1016/j.seps.2021.101208.
> Jerrim, J., Lopez-Agudo, L. A., y Marcenaro-Gutierrez, O. D. (2021). “Grade retention and school-entry age in Spain: a structural problem”. Educational Assessment, Evaluation and Accountability, en prensa. DOI: 10.1007/s11092-021-09375-7.
> Marcenaro-Gutierrez, O. D., Lopez-Agudo, L. A., y Henriques, C. (2021). “Are soft skills conditioned by conflicting factors? A multiobjective programming approach to explore the trade-offs”. Economic Analysis and Policy, 72, 18-40. DOI: 10.1016/j.eap.2021.07.008.
> Lopez-Agudo, L. A., y Marcenaro-Gutierrez, O. D. (2021). “The lack of influence of class size on students’ academic performance: empirical evidence for Andalusia”. Revista de Educación, 395, 321-361. DOI: 10.4438/1988-592X-RE-2022-395-516.
> Lopez-Agudo, L. A., Prieto-Latorre, C., y Marcenaro-Gutierrez, O. D. (2021). “The power of expectations on students’ years of schooling”. Journal of New Approaches in Educational Research, 10(2), 295-312. doi: 10.7821/naer.2021.7.712
> Prieto-Latorre, C., Marcenaro-Gutiérrez, O. D., y Lopez-Agudo, L. A. (2021). “The role of catchment areas on school segregation by economic, social and cultural characteristics”. Social Indicators Research, en prensa. DOI: 10.1007/s11205-021-02728-1
> Marcenaro-Gutierrez, O. D., y Lopez-Agudo, L. A. (2021). “The relationship between overweight and academic performance, life satisfaction and school life”. Food Policy, 101, 102077. DOI: 10.1016/j.foodpol.2021.102077
> Marcenaro-Gutierrez, O. D., y Lopez-Agudo, L. A. (2021). “The back of the coin in resilience: on the characteristics of advantaged low-achieving students”. Economia Politica, 38, 323-383. DOI: 10.1007/s40888-021-00220-0
> Marcenaro-Gutierrez, O. D., y Lopez-Agudo, L. A. (2021). “Too late or too soon for school? The impact of school entry age”. Journal of Research on Educational Effectiveness, en prensa. DOI: 10.1080/19345747.2020.1849479
> Lopez-Agudo, L. A., Sara M., González Betancor, S. M., y Marcenaro-Gutierrez, O. D. (2021). “Language at home and academic performance: the case of Spain”. Economic Analysis and Policy, 69, 16-33. DOI: 10.1016/j.eap.2020.11.003
> Henriques, C., Marcenaro-Gutierrez, O. D., y Lopez-Agudo, L. A. (2020). “Getting a balance in the life satisfaction determinants of full-time and part-time European workers”. Economic Analysis and Policy, 67, 87-113. DOI: 10.1016/j.eap.2020.07.002
> Lopez-Agudo, L. A., Marcenaro-Gutierrez, O. D., y José Antonio Molina-Marfil (2020). “School tutoring and academic performance: a too close relationship?”. Studies in Educational Evaluation, 66, 100903. DOI: 10.1016/j.stueduc.2020.100903
> Marcenaro-Gutierrez, O. D., y Lopez-Agudo, L. A. (2020). “Does teacher subject knowledge contribute to student academic performance in developing and least developed countries?”. South African Journal of Economics, 88(3), 267-297. DOI: 10.1111/saje.12259
> Lopez-Agudo, L. A. (2020). “The association between Internet searches and suicide in Spain”. Psychiatry Research, 291, 113215. DOI: 10.1016/j.psychres.2020.113215
> Jerrim, J., Lopez-Agudo, L. A., y Marcenaro-Gutierrez, O. D. (2021). “Posh but poor. The association between relative socio-economic status and children's academic performance”. Review of Income and Wealth, 67(2), 334-362. DOI: 10.1111/roiw.12476
> Lopez-Agudo, L. A., y Marcenaro-Gutierrez, O. D. (2020). “Students and screens: a good or a bad friendship? A longitudinal case study for Spain”. Revista de Educación, 389, 11-44. DOI: 10.4438/1988-592X-RE-2020-389-453
> Lopez-Agudo, L. A., y Marcenaro-Gutierrez, O. D. (2020). “Instruction time and students’ academic achievement: a cross-country comparison”. Compare: A Journal of Comparative and International Education, en prensa. DOI: 10.1080/03057925.2020.1737919
> Henriques, C., Lopez-Agudo, L. A., Marcenaro-Gutierrez, O. D., y Luque, M. (2021). “Reaching compromises in workers’ life satisfaction: a multiobjective interval programming approach”. Journal of Happiness Studies, 22, 207-239. DOI: 10.1007/s10902-020-00226-8
> Jerrim, J., Lopez-Agudo, L. A., y Marcenaro-Gutierrez, O. D. (2020). “Does it matter what children read? New evidence using longitudinal census data from Spain”. Oxford Review of Education, 46(5), 515-533. DOI: 10.1080/03054985.2020.1723516
> Lopez-Agudo, L. A., y Ropero-García, M. A. (2019). “Out-of-school use of time and its association with gender differences in educational outcomes”. Child Indicators Research, 13, 1335-1369. DOI: 10.1007/s12187-019-09701-y
> Jerrim, J., Lopez-Agudo, L. A., y Marcenaro-Gutiérrez, O. D. (2019). “The relationship between homework and the academic progress of children in Spain during compulsory elementary education: a twin fixed-effects approach”. British Educational Research Journal, 45(5), 1021-1049. DOI: 10.1002/berj.3549
> Jerrim, J., Lopez-Agudo, L. A., y Marcenaro-Gutierrez, O. D. (2020). “The association between homework and primary school children’s academic achievement. International evidence from PIRLS and TIMSS”. European Journal of Education, 55(2), 248-260. DOI: 10.1111/ejed.12374
> Lopez-Agudo, L. A., y Marcenaro-Gutierrez, O. D. (2019). “The effect of weekly instruction time on academic achievement: the Spanish case”. Hacienda Pública Española/Review of Public Economics, 230(3), 63-93. DOI: 10.7866/hpe-rpe.19.3.3
> Henriques, C. O., Luque, M., Marcenaro-Gutierrez, O. D., y Lopez-Agudo, L. A. (2019). “A multiobjective interval programming model to explore the trade-offs among different aspects of job satisfaction under different scenarios”. Socio-Economic Planning Sciences, 66, 35-46. DOI: 10.1016/j.seps.2018.07.004
> Lopez-Agudo, L. A., y Marcenaro-Gutierrez, O. D. (2019). “Are Spanish children taking advantage of their weekly classroom time? A study of Spanish regions”. Child Indicators Research, 12(1), 187-211. DOI: 10.1007/s12187-018-9537-4
> Jerrim, J., Lopez-Agudo, L., Marcenaro-Gutierrez, O., y Shure, N. (2017). “What happens when econometrics and psychometrics collide? An example using the PISA data”. Economics of Education Review, 61, 51-58. DOI: 10.1016/j.econedurev.2017.09.007
> Lopez-Agudo, L. A., y Marcenaro-Gutiérrez, O. D. (2017). “Engaging children in lessons: the role of efficient and effective teachers”. School Effectiveness and School Improvement, 28(4), 650-669. DOI: 10.1080/09243453.2017.1364272
> Marcenaro-Gutiérrez, O. D., Lopez-Agudo, L. A., y Ropero-García, M. A. (2017). “Gender differences in adolescents’ academic achievement”. YOUNG, 26(3), 250-270. DOI: 10.1177/1103308817715163
> Marcenaro-Gutiérrez, O. D., y Lopez-Agudo, L. A. (2017). “The influence of the gap between parental and their children's expectations on children's academic attainment”. Child indicators research, 10(1), 57-80. DOI: 10.1007/s12187-015-9361-zhttp://link.springer.com/article/10.1007%2Fs12187-015-9361-z
> Marcenaro-Gutiérrez, O. D., Luque, M., y Lopez-Agudo, L. A. (2016). “Balancing teachers’ math satisfaction and other indicators of the education system’s performance”. Social Indicators Research, 129(3), 1319-1348. DOI: 10.1007/s11205-015-1162-8http://link.springer.com/article/10.1007/s11205-015-1162-8
> Marcenaro-Gutiérrez, O. D., y Lopez-Agudo, L. A. (2016). “Mind the gap: Analysing the factors behind the gap in students’ performance between pencil and computer based assessment methods”. Revista de Economía Aplicada, 24(71), 93-120. Url: http://www.revecap.alde.es/revista/numeros/71/pdf/O.Mercenaro.pdf
> Luque, M., Lopez-Agudo, L. A., y Marcenaro-Gutiérrez, O. D. (2015). “Equivalent reference points in Multiobjective Programming”. Expert Systems with Applications, 42(4), 2205-2212. DOI: 10.1016/j.eswa.2014.10.028
> Luque, M., Marcenaro-Gutiérrez, O. D., y Lopez-Agudo, L. A. (2015). “On the potential balance among compulsory education outcomes through econometric and multiobjective programming analysis”. European Journal of Operational Research, 241(2), 527-540. DOI: 10.1016/j.ejor.2014.09.007
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