Latent dimensions associated with academic performance in school students: Validation and exploration using Structural Equation Modeling

Authors

  • Freddy Patricio Cabrera-Ortiz Research Group on Educational Policies (GIPE), University of Cuenca, Cuenca, Ecuador https://orcid.org/0000-0002-7539-0985
  • María Eugenia Verdugo-Guamán Research Group on Teacher Training and Innovation (GIFID), University of Cuenca, Cuenca, Ecuador
  • Ana Gabriela Palacios-Kirby University of Cuenca, Cuenca, Ecuador

DOI:

https://doi.org/10.5281/zenodo.17162812

Keywords:

academic performance, education, latent dimensions, forecasting

Abstract

This study analyzes the factors associated with academic performance in secondary school students using three structural equation models (SEM) with a sample of 1,509 students. Participants completed a 56-item questionnaire grouped into eight theoretical dimensions: attitude toward the institution, academic motivation, neighborhood environment, family support, connection with teachers, perception of inclusion (operationalized as exclusion), basic needs, and attitudes toward reading. The first model included the eight original dimensions, the second explored second-order structures, and the third sought the most parsimonious specification while maintaining adequate fit. Academic motivation (β = 0.14, *p* = .009) and positive attitudes toward reading (β = 0.11, *p* = .021) showed favorable effects, while the perception of school exclusion (β = −0.16, *p* < .001) had a negative impact. The analysis of the standardized loadings showed an adequate structure, although with some weak or inverse items. Implications for strengthening inclusive and emotionally stimulating school environments are discussed.

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Author Biographies

Freddy Patricio Cabrera-Ortiz, Research Group on Educational Policies (GIPE), University of Cuenca, Cuenca, Ecuador

Orcid

Tenured Professor at the Faculty of Philosophy, Literature and Education Sciences, University of Cuenca. Director of the Basic Education program and Coordinator of the Educational Policy Research Group (GIPE). His academic work focuses on educational research, curriculum management, and the analysis of public policies in higher and basic education.

María Eugenia Verdugo-Guamán, Research Group on Teacher Training and Innovation (GIFID), University of Cuenca, Cuenca, Ecuador

Orcid

Research professor at the University of Cuenca. Holds a Bachelor’s degree in Education Sciences with a specialization in History and Geography, a Master’s in Early Childhood Education, and a Postgraduate Diploma in Latin American Studies. Currently a PhD candidate in Education. Her experience spans teaching from early childhood to postgraduate levels, as well as educational management in institutional and public settings. Her research lines focus on educational policies, inclusion, cultural diversity, and program evaluation.

Ana Gabriela Palacios-Kirby, University of Cuenca, Cuenca, Ecuador

Orcid

Educational Psychologist from the University of Cuenca, with a Master’s in Neuropsychology (University of Salamanca) and a Diploma in Inclusive Practices in Autism (FLACSO Argentina). She won a research assistantship, participating for three academic terms in a project on paternal acceptance and rejection in children in Cuenca. She later collaborated in three research projects at the University of Cuenca on parenting and adolescent autonomy, sexual violence in schools, and the impact of academic leveling programs.

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Fotografía: Rafael Idrovo / Diseño de portada: Darwin Parra

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Published

2025-09-19

How to Cite

Cabrera-Ortiz, F. P., Verdugo-Guamán, M. E., & Palacios-Kirby, A. G. (2025). Latent dimensions associated with academic performance in school students: Validation and exploration using Structural Equation Modeling. South American Research Journal, 5(1), 41–51. https://doi.org/10.5281/zenodo.17162812

Issue

Vol. 5 No. 1 (2025): Intersections

Section

Artículos

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Copyright (c) 2025 Freddy Patricio Cabrera-Ortiz; María Eugenia Verdugo-Guamán; Ana Gabriela Palacios-Kirby

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This work is licensed under a Creative Commons Attribution 4.0 International License.