Diagnostic equation for successful and unsuccessful students based onfamily and social factors

Subject Areas : social psychology

zohre kiani ¹ ( -دانشجوی دکتری، گروه روان شناسی تربیتی ، واحد مرودشت ، دانشگاه آزاد اسلامی ، مرودشت ، ایران )
Nadereh Sohrabi ² ( Marvdasht azad university, Marvdasht, Iran )
Soltanali Kazemi ³ ( Marvdasht azad university, Marvdasht, Iran )
Mohammad Kheyr ⁴ ( Shiraz university, Shiraz, Iran )

Received: 2020-06-22 Accepted : 2020-11-11 Published : 2021-08-23

Keywords: academic performance# family factors# peer relationships, academic achievement# student,

Abstract :

Abstract: The present study was an attempt to account for the diagnostic analysis of successful and unsuccessful students based on family factors (economic status, parental engagement, and psychological stress) and social factors (relationships with peers). The research is a correlational study. The population of the study consisted of 10th grade students who were selected through purposeful sampling. The sample consisted of 400 students. In the present study, students' perception of parental involvement and academic engagement was measured by a parental involvement questionnaire and the parental engagement was measured through the Hoover- Dempsey scale. An eight-item questionnaire was also used to measure the psychological stresses in the family. The socioeconomic status of family was measured through student reports on welfare facilities, based on the TIMSS international questionnaire and parents' education level. The social interactions of children were assessed using Alson's questionnaire. The student’s data were collected based on the mean value of their PGA during the academic year 1396-1397. Discriminant analysis was used to measure group differences and predict group membership. This analysis was carried out using the simultaneous method. The data analysis results showed that the discriminant analysis equation is can be used as a powerful tool to differentiate successful and unsuccessful students based on parental education, welfare facilities, stress, and parental engagement. In other words, the results showed that there is a positive correlation between variables and the probability of academic achievement

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