ArticleHeliyon2023
Determinants of academic achievement: How parents and teachers influence high school students' performance.
Article in Heliyon, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
5 citing papers in PubMed.
- Parenting Across European Cultures: Parental Practices and Adolescent Adjustment in Germany and Spain.Behavioral sciences (Basel, Switzerland) · 2026Article
- Examining the impact of positive psychological attributes on emotional stability and academic burnout among undergraduate students: a cross-sectional study.BMC psychology · 2025Article
- Exploring the congruence between perceived parent-teacher achievement goals and student academic outcomes: A study using polynomial regression with response surface analysis.The British journal of educational psychology · 2025Article
- Factors Contributing to Educational Failure Among Secondary School Students in Erbil City.Cureus · 2024Article
- Reasons for academic cheating in a cohort of nursing students in Saudi Arabia: a cross-sectional study.Journal of medicine and life · 2024Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
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.
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Registered trials
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