An ecological systems analysis of eighth grade Latino students' academic achievement

This study investigated Latino adolescents' academic achievement by focusing on the processes that shape students' academic attitudes and lead to academic success. Using an ecological systems framework, the present study investigated how socio-demographic factors influence parental academic influence; in turn, how parental academic influence and perception of school atmosphere affect students' academic attitudes, and how these factors influence Latino students' school performance. These relationships were represented in a model that was tested using data from 854 students who responded to the National Education Longitudinal Study:88.; As predicted, socio-demographic factors were positively associated with parental academic influence; parental academic socialization and expectations were positively associated with students' academic attitudes. Also consistent with predictions, students' perception of school atmosphere was positively associated with students' academic attitudes. The hypothesized relations between teachers' perception of school atmosphere and students' academic attitudes were not significant. As predicted, parental academic expectations, students' academic aspirations and expectations were significantly associated with test scores but none of the other predicted associations were significant.; Structural equation modeling was used to test all hypothesized relationships. Results revealed that parental academic influence is the strongest predictor of student academic attitudes and is a better predictor of test scores than socio-demographic factors. Parental academic influence exerted a direct and indirect effect on test scores. Perception of school atmosphere has a direct effect on students' academic attitudes but no effect on test scores. Socio-demographic factors have a direct effect on parental academic influence and an indirect effect on students' academic attitudes and test scores acting through parental academic influence. There was general support for equality of model structure between males and females and between English dominant and bilingual students pointing to structural consistency among models across gender and culture. However, there was a significant gender difference in the path between parental academic influence and test scores; parental academic influence was stronger for males than females. Findings point to a complex network of relationships affecting Latino student's academic experiences where parental academic influence exerts one of the most influential effects. Results are discussed in terms of their implications for theory, practice, policy, and future research directions.