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The influence of family on academic performance of Mozambican university students

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  • Silva, Ana Daniela
  • Vautero, Jaisso
  • Usssene, Camilo

Abstract

Past research indicates that the family plays an important role in academic outcomes. This is an important topic for unequal family contexts such as those in Mozambique. The objective of this study is to explore the influence of family on academic performance and to determine whether self-efficacy and perceived progression mediate this relationship among university students in Mozambique. Testing these influences was proposed to be done through path analysis. The study involved 202 Mozambican university students aged 18 and 58 years (M = 28.36, SD = 8.16, Mdn = 26). Participants were measured on socio-demographic family characteristics, family values and beliefs, family expectations and family support, self-efficacy, goal progress, and academic performance. Overall, the results show that the family did indeed influence academic performance through academic self-efficacy and perception of progress toward academic goals. However, self-efficacy was less influenced by the information provided but more associated with support from material resources. Implications for practice involve interventions aimed to improving family support, which can act as a filter against negative contextual influences. Future research would benefit from exploring other contextual influences, such as those of colleagues and teachers, and their effect on self-efficacy.

Suggested Citation

  • Silva, Ana Daniela & Vautero, Jaisso & Usssene, Camilo, 2021. "The influence of family on academic performance of Mozambican university students," International Journal of Educational Development, Elsevier, vol. 87(C).
    • Handle: RePEc:eee:injoed:v:87:y:2021:i:c:s0738059321001292
    DOI: 10.1016/j.ijedudev.2021.102476
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    References listed on IDEAS

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    2. Erik Hanushek & Stephen Machin & Ludger Woessmann (ed.), 2011. "Handbook of the Economics of Education," Handbook of the Economics of Education, Elsevier, edition 1, volume 4, number 4, June.
    3. Fabio Sticca & Thomas Goetz & Madeleine Bieg & Nathan C Hall & Franz Eberle & Ludwig Haag, 2017. "Examining the accuracy of students’ self-reported academic grades from a correlational and a discrepancy perspective: Evidence from a longitudinal study," PLOS ONE, Public Library of Science, vol. 12(11), pages 1-13, November.
    4. Servaas van der Berg & Carlos da Maia & Cobus Burger, 2017. "Educational inequality in Mozambique," WIDER Working Paper Series 212, World Institute for Development Economic Research (UNU-WIDER).
    5. Josipa Roksa & Peter Kinsley, 2019. "The Role of Family Support in Facilitating Academic Success of Low-Income Students," Research in Higher Education, Springer;Association for Institutional Research, vol. 60(4), pages 415-436, June.
    6. Gary Marks, 2008. "Are Father’s or Mother’s Socioeconomic Characteristics More Important Influences on Student Performance? Recent International Evidence," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 85(2), pages 293-309, January.
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