Abstract

• The purpose of this study was to investigate the factors that are influencing academic achievement of at-risk students and non-at-risk students. The sample of this study consisted of 400 Grade 10 students from eleven high schools in Yangon Region. The participants were chosen with the help of class-teachers by using At-Risk Screening Questionnaire. A survey study with a descriptive research design was adopted and applied in this study. The data were analyzed by using the descriptive statistics, independent sample t-test, Chi-square test, Pearson’s correlation analysis and multiple regression analysis. The findings indicated that the more serious at-risk situation they suffered, the lower academic achievement they would achieve. And the lower socioeconomic status they faced, the more serious at-risk situation they experienced. The independent sample t-test showed that there were significant differences in academic achievement, growth mindset, social support and negative life events between at-risk and non-atrisk groups. And academic achievement of at-risk and non-at-risk students was positively correlated with self-regulated learning and social support and negatively correlated with growth mindset and negative life events. Then, regression analysis revealed that self- regulated learning, social support and negative life events were found as the best predictors for academic achievement of both at-risk and non-at-risk students. The results of regression analysis indicated that 19.7% of variance in academic achievement for at-risk students could be explained by the model and 19.1% of variance in academic achievement for non-at-risk students could be predicted by the model.