Children at Risk for Academic Failure: A Model of Individual and Family Factors

Laura Quilliams, Tanya Beran

Abstract


The purpose of this study was to identify individual and family risk factors that may explain why some students are at risk for academic failure. Students’ self-concept, academic motivation, and their parents’ involvement in education were reported by both students and teachers. A latent variable path model fit the data well (Comparative Fit Index = .92) and converged in eleven iterations, with a standardized residual mean error of .03, χ2(9) = 41.23, p < .001. The model indicates that students with low parental involvement in their education may exhibit a low sense of competence and motivation towards learning, and achieve minimal academic success. Results of the present study are discussed in accordance with Eccles’ (1994) achievement theories, which help identify children at-risk for academic failure.

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