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Canadian Journal of School Psychology
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Individuals, Families, and Achievement

A Comprehensive Model in a Canadian Context

Giselle Ellefsen

University of Calgary

Tanya N. Beran

University of Calgary, tnaberan{at}ucalgary.ca

The authors investigated the relationship between student academic achievement and individual child and family factors. The sample consisted of 10- to 11-year-olds (N = 2,081) from the Canadian National Longitudinal Survey of Children and Youth, which is a stratified random sample of 22,831 households in Canada. From scale and factor analyses, several factors were created and included in a latent variable path model. The model fit the data well (Comparative Fit Index = .97), with a standardized residual mean error of .03, {chi} 2(28) = 79.63, p < .000. Student learning and behaviour problems are directly related to achievement, whereas family factors are distal correlates of achievement. Results suggest that school psychologists need to consider several factors that relate to achievement.

Key Words: achievement • National Longitudinal Survey of Children and Youth

Canadian Journal of School Psychology, Vol. 22, No. 2, 167-181 (2007)
DOI: 10.1177/0829573507304875
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