Examining Latent Factors of a Learning Environment Survey Study as Predictors of Bilingual Students’ Academic Performance

This study investigates the latent factor structure of a learning environment survey designed to capture bilingual students’ perceptions of their learning environments, including school and home experiences, and examines the relationships among identified factors. Data were collected from 644 bilingual students in Grades 3–5 from an urban school district in Texas. Factor analysis identified four correlated factors: students’ relationships with parents/teachers/others, perceptions toward school, academic performance, and anxiety. Multilevel modeling showed that relationships with parents/teachers/others, school perceptions, and anxiety significantly predicted academic performance in different ways after controlling for age. Implications for educators and future research directions are discussed.