Determinants of academic achievement: How parents and teachers influence high school students' performance

Catarina Nunes; Tiago Oliveira; Mauro Castelli; Frederico Cruz-Jesus

doi:10.1016/j.heliyon.2023.e13335

Determinants of academic achievement: How parents and teachers influence high school students' performance

Heliyon. 2023 Feb 3;9(2):e13335. doi: 10.1016/j.heliyon.2023.e13335. eCollection 2023 Feb.

Authors

Catarina Nunes¹, Tiago Oliveira¹, Mauro Castelli¹, Frederico Cruz-Jesus¹

Affiliation

¹ NOVA Information Management School (NOVA IMS), Universidade Nova de Lisboa, Campus de Campolide, 1070-312 Lisboa, Portugal.

Abstract

This study explores the contribution of various drivers of attainment in secondary education in Portugal. We propose a model explaining the influence of students, teachers, and parents' traits on high school achievement, measured by the self-reported Math and Portuguese final grades of 220 students. Using PLS-SEM, we show that previous achievement predicts current achievement in both subjects; however, noteworthy differences were found. Portuguese grades are significantly better for students whose parents have post-secondary education and communicate higher expectations about their offspring's school careers. At the same time, Math achievement is influenced by students' perception of teachers' involvement but not by parents' expectations or education. Previous retention and receiving educational allowance impair Math achievement, but not Portuguese. Results and implications are discussed.

Keywords: Educational success; Parental education; Parental expectations; Secondary education; Teacher involvement.