Latent Regression Analysis Considering Student, Teacher, and Parent Variables and Their Relationship with Academic Performance in Primary School Students in Chile

Abstract

Academic performance in primary students is fundamental to future school success; however, simultaneous analysis of different key individual, family, and teaching factors must be considered to improve understanding and benefit the development of students’ potential. This article presents a latent regression analysis model that examines the relationship between the latent variables (self-efficacy, interest in reading, bullying, parental expectations, and discrimination/exclusion, and teacher violence/aggression) and the academic performance of first-cycle primary students. The model investigates the impact of the latent variables on the standardized endogenous variables of SIMCE Mathematics and Language test scores using a quantitative, non-experimental, correlational, and cross-sectional design. The study involved 70,778 students (53.4% female), with an average age of 9.5 years (SD = 0.6), from Chilean public (33.6%) and subsidized (66.4%) schools. The results indicate that the model accounted for 49.8% and 47.7% of the mean variability in SIMCE Mathematics and Language test scores, respectively. The goodness-of-fit indices demonstrated satisfactory fits for both models. In both tests, student self-efficacy emerged as the most significant factor explaining test score variability, followed by parental expectations. Bullying was identified as a relevant factor in reducing mean performance on both tests. The findings suggest that education decision makers should address these issues to improve student outcomes.

The role of self-efficacy, motivation, and perceived support of students' basic psychological needs in academic achievement

“…. and DiBenedetto, 2021; Zysberg and Schwabsky, 2021;Kontaş and Özcan, 2022;Muhtadi et al, 2022;Zorlu and Ünver, 2022;Luo et al, 2023;Salvo-Garrido et al, 2023;Al-khresheh and Alkursheh, 2024;Bozzato, 2024) and that BPN satisfaction predicts achievement (Taylor et al, 2014;Nalipay et al, 2020;Theis et al, 2020;Ahn et al, 2021;Buzzai et al, 2021;Afzal and Jami, 2023;Earl et al, 2023;Vijayakumaran et al, 2023;Wangchuk, 2023;Zhang and Jiang, 2023;Zupančič et al, 2024). The linkage between selfefficacy, BPN and achievement; however, has not yet been well established.…”

“…It is one of several positively correlated agentic processes that are predictive of academic achievement (Code, 2020). Academic self-efficacy is associated with academic performance in reading literacy (Yang et al, 2018;Ocak and Tiraki, 2020;Zysberg and Schwabsky, 2021;Zorlu and Ünver, 2022), mathematics (Kitsantas et al, 2011;Xu and Qi, 2019;Ugwuanyi, 2020;Zysberg and Schwabsky, 2021;Er et al, 2022;Kontaş and Özcan, 2022;Muhtadi et al, 2022), and the sciences (Aurah, 2017;Oyelekan et al, 2019;Gao et al, 2020;Adjei et al, 2023;Dever, 2024) and is positively associated with overall academic achievement (Asakereh and Yousofi, 2018;Akturk and Ozturk, 2019;Olivier et al, 2019;Usher et al, 2019;Zysberg and Schwabsky, 2021;Luo et al, 2023;Salvo-Garrido et al, 2023;Al-khresheh and Alkursheh, 2024;Bozzato, 2024).…”

“…Particularly, the use of autonomy supportive or controlling teaching practices has been found to strongly influence student motivation to learn (Reeve and Jang, 2006;Reeve, 2009;Reeve and Cheon, 2021). Additionally, there is ample evidence from studies based on social cognitive theory (Bandura, 1986(Bandura, , 1997 that supports the relationship between student self-efficacy and academic achievement (Asakereh and Yousofi, 2018;Akturk and Ozturk, 2019;Olivier et al, 2019;Usher et al, 2019;Zysberg and Schwabsky, 2021;Luo et al, 2023;Salvo-Garrido et al, 2023;Al-khresheh and Alkursheh, 2024;Bozzato, 2024). These findings suggest that efforts to improve education might be supported through a better understanding of how the satisfaction of students' BPN, students' autonomous and controlled motivation in the classroom, and students perceived self-efficacy all affect academic achievement.…”