Family parameters of achievement: A structural equation model
AuthorGeorgiou, Stelios N.
SourceEuropean Journal of Psychology of Education
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The aim of the present study was to investigate the effects of several structural and functional characteristics of the family on the child’s actual school achievement. A structural equation model was constructed and its ability to fit the data was tested. It was found that the child’s achievement is directly influenced by the socio-economic status of the family, which is a structural characteristic. The child’s achievement is also directly influenced by the child self-image and by various indications of the family function, such as parental involvement activities and expectations. Furthermore, the results show that the child’s self image is the strongest factor that explains school achievement. Among the many implications that this study offers for educational policy and practice is that children’s achievement may be significantly influenced by altering factors that are outside of school and outside of the students themselves; namely, parental behavior and family functioning.