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, χ(9) = 41.23, p < .001. The model indi-cates that students with low parental involvement in their education may exhibit a low sense of competence and motivation towards learning, and achieve minim-al 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.
Quilliams, L., & Beran, T. (2009) Children at Risk for Academic Failure: A Model of Individual and Family Factors. Exceptionality Education International, 19, 63-76. Retrieved from http://ir.lib.uwo.ca/eei/vol19/iss2/6