Academic Success Research Articles

Blended learning has gained popularity in higher education, especially during and after the COVID-19 pandemic. However, despite the benefits and availability of online resources, there is a noticeable lack of student engagement with online materials. Using rich data on engagement with the e-learning platform Moodle for undergraduate business students, we uncover a blended learning intention-behavior gap. While students find online learning content useful and efficient, and report an intention to use it in their studies, Moodle logs show that students tend to ignore online content during the semester. Our survey results suggest that disengagement with online materials may be explained by ‘strategic’ learning behavior, which prioritizes assessed elements of the course over additional learning content. Using regression analysis, we demonstrate that the ‘strategic’ learning approach can be detrimental to learning outcomes, as completion of online activities in the course has a significant positive effect on performance—a benefit students often disregard when weighing the optional online exercises against assessed assignments. Thus, the study provides evidence that a more holistic learning-to-learn strategy, which includes regular engagement with online materials, is more effective for enhancing students’ academic success.

Introduction. In the context of globalization and the increasing number of international students, the study of mechanisms ensuring their successful integration into the educational environment is particularly relevant. The issue of communicative adaptation becomes a key factor determining not only academic success but also the quality of intercultural interaction. Purpose. This paper aims to identify the features, structure and conditions of communicative adaptation of international students in the Russian educational space and to reveal its interrelation with linguocultural adaptation. Methodology, methods and techniques. The study employs content analysis of domestic and international theoretical sources on intercultural communication, linguocultural studies, and the methodology of teaching Russian as a foreign language (RFL). As an applied result, a sample set of exercises is proposed to support the development of key components of communicative adaptation. Results. The study identifies the key components and levels of communicative adaptation (motivational, cognitive, emotional-affective, functional) and emphasises their dependence on cultural awareness. The functional interdependence between communicative and linguocultural adaptation is established. Pedagogical conditions promoting successful inclusion of international students into the new sociocultural environment are defined. Scientific novelty. The role of communicative adaptation as a mechanism for the practical implementation of linguocultural integration and its functional features have been revealed. Practical significance. The results can be used in the design of Russian as a Foreign Language courses with a linguocultural component, the creation of role-playing and simulation-based learning formats, the preparation of methodological guidelines for teachers, as well as in developing exercises aimed at enhancing communicative flexibility.

Academic success in rigorous agricultural science courses like animal nutrition may be influenced by various student factors including demographics, preparedness behaviors, prior academic achievement, and proximity to agriculture. This study examined 1,097 students across four semesters of an animal nutrition course at a large land-grant university to identify predictors of academic performance. Using descriptive statistics and multiple linear regression analyses, our study found that prior academic success was the strongest predictor of student performance. Preparedness behaviors and certain demographic variables also demonstrated statistically significant relationships. However, agricultural proximity was the least predictive factor. Our findings highlight the importance of academic preparedness over background exposure and offer insights into improving student support strategies in agricultural education.

ABSTRACT COVID-19 amplified existing stressors across the globe, with unique effects on college students. During this same time, higher education witnessed the proliferation of online technologies and the rise of third-party, private online program managers as universities and students pivoted to distance learning. Understanding U.S. social work students’ mental health and academic success needs have implications for the standards of the profession, program accreditation standards (e.g. implicit curriculum), and for the ethical recruitment and enrollment of students, including the design and facilitation of online social work degree programs. Aligned with the extant body of scholarly literature, the present program evaluation surveyed social work students who were enrolled in a Council on Social Work Education (CSWE)-accredited graduate social work program in the United States in Fall 2023. The purpose of the program evaluation was to examine lines of difference and non-difference between social work students currently enrolled in the asynchronous online learning option (n = 82) and those who were enrolled in the face-to-face learning option (n = 10) through the analysis of closed-item and open response data. Quantitative and qualitative inquiries were conducted. Based on evaluation results and recommendations, implemented programmatic responses were shared.

Introduction: The education of newly arrived migrant students in Sweden requires an understanding of how their identities are shaped in relation to school reception and transition. Recognition, trust, and belonging play a central role in their educational experiences. Objective: The study aimed to identify the factors that influence the formation of learner identities and support successful transitions for newly arrived students within Sweden’s education system. Methodology: The research combined meta-ethnography with interview narratives developed in extended research conversations with students enrolled in introductory upper-secondary school programs in Sweden. Results: The findings showed that experiences of positive encouragement, belief, and trust contributed to the students’ personal growth and learning, strengthening their sense of self-efficacy. In contrast, mistrust, institutional barriers, and exclusion created obstacles to their integration and progress. Results indicate that PE provided newly arrived students with opportunities to participate, demonstrate skills, and gain recognition independent of language proficiency. These experiences fostered self-efficacy, social integration, and the development of dynamic learner identities. Discussion: The results reinforced insights from previous studies that emphasized the role of recognition and supportive relationships in fostering resilience and academic success among migrant learners. At the same time, they highlighted how systemic challenges continue to hinder full participation and how subjects such PE can minimize their exclusion. Conclusions: The study concluded that seeing and treating migrant students as capable, hopeful, and resourceful individuals is essential for their self-efficacy and integration in the Swedish school system. Such recognition is a foundation for inclusive and culturally sensitive pedagogy that enables positive educational transitions.

Background: Self-regulated learning (SRL) is a key factor in academic success, with self-regulated cognitive strategies (SRCSs) playing a central role. Identifying the factors linked to low use of SRCSs is therefore essential. Socioeconomic status (SES), a well-established predictor of multiple educational outcomes, may also influence students’ engagement in SRCSs, yet very few studies have explored this issue. Grounded in the SRL framework, this study examines differences in SRCSs use across SES groups. Methods: We analyzed data from the entire population of 10th-grade Italian students (N = 261,255). To ensure that the questionnaire functions equivalently across groups and control for measurement bias and error, Multigroup Confirmatory Factor Analysis was conducted to verify the measurement invariance of the Cognitive Self-Regulation Scale across three SES groups (low, middle, and high), followed by latent mean difference tests. Results: Low-SES students reported markedly lower CSRS use than high-SES peers and also lower use than middle-SES peers. Middle-SES students reported lower use of CSRS than high-SES students. Conclusions: These findings show a clear and consistent impact of SES on the use of SRCSs, potentially contributing to persistent academic disparities, and emphasize the need for interventions to support disadvantaged students, thereby helping to break the cycle of inequality.

ABSTRACT Marketing students often engage in complex, project-based work such as strategic planning, presentations, and real-world client interaction that demands persistence, adaptability, and performance under pressure. This research examines how cultivating psychological resources such as a growth mind-set and cognitive reappraisal contributes to the academic success and the mental well-being of marketing and business students. Using a mixed-method approach, the study draws on qualitative insights from marketing students (n = 18) and survey data (n = 303) from undergraduate marketing and business students. Findings reveal that a growth mind-set is positively related to academic performance and negatively related to impostor syndrome. Furthermore, impostor syndrome is inversely associated with flourishing mental health, while flourishing mental health is positively related to academic performance. The results also demonstrate that the use of cognitive reappraisal as an emotion regulation strategy results in an important boundary condition by enhancing the relationship between a growth mind-set and mental wellness. This research offers practical implications for curriculum design and instructional strategies that promote cultivating a growth mind-set orientation and enlisting adaptive emotion regulation. By integrating growth mind-set principles and cognitive reappraisal techniques into educational interventions, institutions can enhance both academic engagement and mental well-being in student populations.

Nursing education must reflect the inclusive, patient-centered values of the profession it serves, yet support for learners with disabilities continues to be undermined by inaccessible standardized assessments, limited faculty training, and misconceptions about learner capabilities. Reasonable accommodations for learners with documented disabilities are required by law, but a sole reliance on mandated accommodations may delay needed support, stigmatize learners, and overlook the needs of those with undisclosed disabilities. Universal Design for Learning and Instruction (UDLI) offers a proactive framework that embeds accessibility into course design to benefit all learners. This article provides information about the responsibilities of nursing programs and of learners regarding accommodations and describes the use of UDLI to transform nursing education into a more inclusive, accessible, learner-centered environment. Nursing faculty can combine individualized accommodations with UDLI strategies to create learning environments that allow all nursing students to achieve academic success.

ABSTRACT Ostracism is known to result in a range of negative psychological consequences for those who perceive they have been socially excluded. Given the importance of social inclusion and belonging to academic and psychosocial success and good mental health at university, the present study aimed to examine the strongest predictor of perceived university student ostracism from theoretically relevant variables (rejection sensitivity, attachment orientation, social anxiety, and self-esteem) across the literature on social exclusion. A cross-sectional correlation design was employed with university students (N = 127). Contrary to expectations, in a multiple linear regression it was found that the only significant predictor of perceived student ostracism was attachment avoidance. The findings underscore the importance of further investigating the psychological precursors of perceived ostracism in students, particularly given that seemingly theoretically important individual difference variables such as rejection sensitivity and social anxiety did not predict perceived student ostracism in our sample. We suggest that it is crucial that higher education institutions continue to foster socially inclusive academic environments, particularly for students with avoidant attachment styles.

This study aims to explore the experiences of working students in undergoing hybrid learning, which is increasingly being implemented in higher education institutions. Working students often face challenges in dividing their time between work and study, which can lead to dual role conflicts. This study uses a qualitative approach with a phenomenological method. Data were collected through semi-structured interviews and documentation, then analysed using thematic analysis to identify relevant patterns of experience. The results show that the main challenges faced by working students include time management, limited access to technology, and schedule conflicts between work and lectures. However, support from the work environment and campus institutions, as well as strategies such as online group learning, help them overcome these obstacles. These findings emphasise the importance of inclusive campus policies, flexible class schedules, and the provision of asynchronous learning materials. In practical terms, this study recommends collaboration between the world of work and higher education to create a learning environment that supports the academic success of working students without disrupting their professional performance.

Postgraduate nursing students' motivation for learning: A mixed-method study exploring changes in academic motivation.

This study investigates the impact of alexithymia on emotional self-efficacy levels among senior high school students in Konya Province, Türkiye. A cross-sectional analytical research design was employed, involving 207 senior high school students who were actively enrolled in formal education and consented to participate. Data collection utilized the Introductory Information Form, the Toronto Alexithymia Scale, and the Emotional Self-Efficacy Scale. Statistical analyses included descriptive statistics, independent t-tests, ANOVA, Kruskal-Wallis tests, Tukey tests, Dunnett's C Test, Spearman's correlation, and multiple regression analyses, with a 95% confidence interval. The mean total score for the Toronto Alexithymia Scale was 55.65 ± 10.82, while the mean total score for the Emotional Self-Efficacy Scale was 107.28 ± 18.39. A significant negative correlation was found between alexithymia levels and emotional self-efficacy. Additionally, perceived academic status of students and their reasons for using technological devices were significantly associated with their emotional self-efficacy scores (p < 0.05). This study shows that alexithymia has a negative impact on students' emotional self-efficacy, highlighting the need to strengthen emotional skills during adolescence. Enhancing students' emotional awareness and coping strategies through educational, family, and community-based initiatives may contribute to their psychological well-being and academic success. Interventions that reduce alexithymic characteristics and promote emotional competencies could play a key role in supporting healthier developmental outcomes among high school students.

Given its significant impact on students' cognitive, emotional, and social development, teacher empathy has emerged as a key area of study in the field of educational psychology. The results of twenty peer-reviewed studies that examined how instructors' empathy affects the learning process at the elementary, secondary, and tertiary levels of education that were published between 2010 and 2025 are included in this review. With a focus on intervention, controlled, and cross-sectional research designs, pertinent literature was found using databases such as ERIC, ResearchGate, Springer, Elsevier, and Google Scholar. Intervention studies provided evidence that programs including social-emotional learning (SEL) seminars, mindfulness exercises, and empathy training successfully increased teachers' responsiveness and empathy, which in turn improved students' motivation, engagement, and emotional well-being. Controlled research provided more evidence that teacher empathy promotes prosocial behaviour, builds classroom relationships, and enables inclusive educational environments. Cross-sectional studies also showed learners who believe their teachers are sympathetic are more likely to be resilient, feel like they belong, and be more satisfied with their education. When combined, these studies show empathy as a teachable and crucial element of efficient pedagogy that promotes academic and emotional success, but there are still concerns about how long these benefits last and how well empathy-based approaches can be translated across cultural and contextual boundaries. To further understand how empathy works in teaching and learning, future research should employ mixed-method and longitudinal designs.

This paper explores the factors contributing to moderate academic performance and the strategies that enhance students' performance in taxation courses. Using qualitative empirical research with a phenomenological approach, data were collected through semi-structured interviews with Bachelor of Accountancy students who performed moderately in taxation courses. The study uncovered instructional delivery, course and content complexity, and personal characteristics as factors affecting student moderate performance. Instructional delivery issues included a preference for traditional teaching methods and challenges with online learning. Course complexity involved difficulties with understanding intricate tax laws and frequent updates. Personal characteristics encompass varied learning preferences, study habits, and external stressors such as family responsibilities and social environments. In addition, the study suggests several strategies to enhance student performance, including engaging teaching and learning techniques, assessment and evaluation improvement, and a holistic approach to academic success. This paper extends prior research by addressing moderate academic performance. In contrast, the existing body of research on educational outcomes has predominantly focused on the academic performance of high and low achievers.

Academic success within teacher education programs bears a significant, positive correlation with a graduate's subsequent performance on the professional licensure examination. This report provides a comprehensive analysis of the performance of Bachelor of Elementary Education (BEED) graduates from Northern Iloilo State University (NISU) - Main Campus in the Licensure Examination for Teachers (LET) from 2019 to 2024 employing time series trends analysis. The findings reveal a consistent and significant outperformance by NISU graduates against the national passing percentage across all examination periods. A clear and upward trajectory in overall passing rates is evident, particularly from late 2022 onwards. This period of sustained high performance coincides directly with the institution's elevation to university status in April 2022. The analysis highlights a notable disparity in performance between first-time takers and repeaters. The consistently high passing rates of first-time examinees—culminating in a perfect 100% in March 2024—serve as a strong testament to the quality of the core academic program and pre-service training. In contrast, the performance of repeaters is volatile and markedly lower, signaling a critical gap in post-graduation support and a significant opportunity for institutional intervention. Based on these findings, it is recommended that the university focus on developing targeted support programs for repeater cohorts. These programs should be data-driven and aim to address specific challenges faced by this group, such as unpreparedness and lack of structured guidance.

BackgroundPhysical fitness and body composition are foundational to the training and academic success of sports sciences students. However, baseline physical profiles may vary across institutions and countries, reflecting differences in cultural, educational, and physical activity environments. This study aimed to compare physical fitness levels and anthropometric characteristics of first-year sports sciences students from three European institutions in France and Portugal.MethodsA cross-sectional study was conducted with 172 first-year university students (121 males, 51 females) enrolled in sports sciences programs at one French (UMLP) and two Portuguese institutions (IPB and IPG). Participants completed a standardized physical fitness test battery assessing aerobic capacity (estimated VO₂max), upper- and lower-body strength (handgrip, isometric mid-thigh pull), explosive power (standing long jump), flexibility (sit-and-reach), and balance (standing stork test). Anthropometric measures included body mass, fat mass, and lean mass. Group and gender differences were analyzed using ANOVA and effect sizes.ResultsStudents from UMLP displayed significantly higher performance in estimated VO₂max (IPB vs UMLP d = 1.08; IPG vs UMLP d = 0.81), strength (isometric mid-thigh pull [IPB vs UMLP d = 0.65; IPG vs UMLP d = 0.73]), flexibility (IPB vs UMLP d = 0.61; IPG vs UMLP d = 0.69), balance (IPG vs UMLP d = 0.91), and body composition (higher lean mass [IPB vs UMLP d = 0.19; IPG vs UMLP d = 0.28], lower fat mass [IPB vs UMLP d = 0.22; IPG vs UMLP d = 0.31]) compared to their Portuguese peers. IPG students outperformed the other groups in the standing long jump test (IPB vs IPG d = 0.51; IPG vs UMLP d = 1.38). Males consistently outperformed females across all fitness domains except flexibility. Significant group-by-gender interactions were observed for flexibility and strength measures.ConclusionsThis study highlights substantial differences in physical fitness and body composition among first-year sports sciences students across institutions in France and Portugal. These findings underline the importance of assessing students' physical readiness at university entry and suggest that institutional and cultural factors may influence physical health trajectories. Targeted interventions may be warranted to ensure baseline fitness equity and promote academic and athletic success.

Conflict, separation, domestic violence, and economic stress, are some marital crises that pose serious risks to children’s development. This study examined how these challenges affect the wellbeing and social adjustment of school-aged children in Sunyani Municipality, Ghana. A mixed-method design was used in this research. A composite Marital Crisis Index was developed, and data were analyzed using descriptive statistics, correlations, and regression models. The findings revealed that children from highly unstable homes showed sharp declines in school attendance, with a correlation of minus 0.82, and weaker academic performance, with a correlation of minus 0.42. Their self-esteem dropped significantly, correlating at minus 0.62, as depression and anxiety increased with positive correlations of 0.63 and 0.54 respectively, all at high levels of statistical significance. Social risks were also evident: children in high-crisis families were more than twice as likely to experience bullying, with an odds ratio of 2.41, and delinquent behaviors increased by 25% as shown by an incidence rate ratio of 1.25. However, protective factors reduced these risks. Extended family support improved academic outcomes and lowered both bullying and delinquency, while access to school counseling enhanced academic performance and reduced victimization. These results highlight the urgent need for schools, communities, and policymakers to strengthen family stability and provide targeted psychosocial support to safeguard children’s emotional health, academic success, and social resilience.

Online nursing education has emerged as a prevalent learning mode, offering flexibility and accessibility to students worldwide. Effective communication between instructors and students promotes engagement and connects learning outcomes to coursework in this virtual environment. The U.S. Department of Education's (DoE) regulations, which state that “regular and substantive interaction” between the instructor and student must occur, further reinforce the need for effective communication. This article examines the pivotal role of instructor presence in online nursing education, highlighting its importance in maintaining effective communication, fostering student success, and promoting civility in the virtual classroom. Drawing from the Community of Inquiry (CoI) Framework and the Walker and Avent Method for Concept Analysis, the analysis explores how teaching, social, and cognitive presence contribute to a supportive and dynamic learning environment. The purpose of this analysis is to examine how accessibility, responsiveness, and active engagement by instructors facilitate communication, promote civility, and support academic student success. Significant findings indicate that strong instructor presence enhances student engagement, satisfaction, and academic performance by fostering open communication and modeling civil behavior. Evidence-based strategies such as timely feedback, clear guidance, active participation, and the use of instructional videos strengthen instructor presence while enhancing the overall learning experience. Thus, allowing educators to establish a respectful, collaborative online classroom environment that supports student growth and preparation for the professional demands of practice.

ABSTRACT Introduction Many families in the United States experience housing insecurity, which has been shown to interfere with child academic experiences. Less is known, however, about how the timing, frequency, severity, and nature of housing insecurity affect children’s educational outcomes. Methods We use data from the Future of Families and Child Wellbeing Study, a longitudinal birth cohort study of a diverse sample of American families, to investigate the connections between experiences of housing insecurity and four adolescent academic outcomes: failing a class, being suspended/expelled from school, grade point average, and experiencing trouble at school. Results We find that 15-year-old adolescents who had experienced housing insecurity by the age of nine reported a higher probability of failing a class in the past two years, got lower grades and experienced more trouble at school. Although the timing, frequency, severity, and nature of housing insecurity seem to matter for some outcomes, overall, we find little evidence of differential associations across these factors. Conclusion Our results show that any experience of housing insecurity is associated with adverse academic outcomes. Thus, early identification and prevention of housing insecurity at all ages could have benefits for children’s long-term academic success.

ABSTRACT This qualitative study challenges the misconception that Latino parents are disengaged from their children’s education by examining their participation in a bilingual, school-based literacy program. Findings reveal that when provided with culturally relevant and accessible opportunities, Latino parents actively support their children’s academic success and develop stronger family literacy practices. The program fostered a sense of belonging, strengthened home–school connections, and validated parents’ linguistic and cultural identities. Results highlight the importance of asset-based approaches to family engagement and demonstrate how literacy initiatives can empower Latino parents and enhance partnerships between schools and families.