Predictors Of Academic Success Research Articles

Endogenesis and Externalization: Configurational Influence of Learning Engagement Among Chinese University Students Majoring in Tourism

Learning engagement among university students is a critical predictor of academic success. This study, drawing on responses from 333 questionnaires completed by Chinese tourism students, employs the fsQCA method to construct a configurational impact model of learning engagement, exploring the paths and mechanisms of its influence. The study finds that learning engagement among tourism students is shaped by the combined influence of internal and external factors, with internal factors—such as professional cognition, professional evaluations, professional emotions, and academic self-efficacy—playing a foundational and central role. External factors, such as the university environment, provide additional influence, though their impact varies depending on the type of learning engagement. A high level of learning engagement is associated with two distinct configurational paths, identified as the endogenous model and the endogenous–exogenous promotion model. Having positive professional evaluations and a strong professional identity is found to have a significant positive impact on students’ academic engagement. Conversely, a low level of learning engagement follows three distinct configurational paths, collectively termed the endogenous suppression model, in which a lack of professional emotions and low academic self-efficacy are key inhibitors of academic engagement. Theoretical and practical implications based on the research findings are also discussed.

The role of self-awareness and reflection in academic achievement: A psychological and Bayesian analysis

The ability to properly evaluate one’s own academic progress has long been considered a predictor of academic success. However, its distinctive role in the context of computational mathematics remains underexplored. Grounded in social cognitive theory, this study investigates the critical role of self-regulated learning (SRL) strategies in enhancing mathematics learning, particularly in programming-based contexts. Focusing on two components of SRL, self-awareness and reflection, the study provides empirical evidence on the psychological effectiveness of SRL in academic outcomes through the implementation of an e-portfolio-based intervention. Using Bayesian inference, the study models individual learning processes, offering personalized insights for effective educational interventions. The analysis reveals that the use of e-portfolios significantly fosters self-awareness and enhances learning among students. Nevertheless, the study also addresses psychological challenges in programming-based mathematical education, such as complex problem-solving and abstract thinking. The findings highlight the need for interactive, technology-enhanced teaching approaches to keep university-level students engaged and motivated. Key psychological implications are discussed for relevant measures in mathematics education.

A Multi-Variable Analysis of Psychosocial Competence and Reading Profile on SHS Academic Achievement in Pulot Nhs

Senior High School (SHS) students are prepared for future academic endeavors and career options. Achieving academic success in SHS can be challenging because of various factors. This study explores factors, including psychosocial competence and reading profile, that affect academic achievement. It employed a correlational design to investigate the relationship among psychosocial competence, reading profile, and academic achievement. The study used a quantitative approach to gather data through surveys administered to 182 SHS students and document review. The results indicate that students reported a favorable level of psychosocial competence across student, home, and school factors. Additionally, they displayed a strong reading profile with good reading speed, comprehension, and level which means that students can obtain information, grasp difficult concepts, and achieve academically. Academic performance was also highly satisfactory for core, applied, and specialized subjects which revealed that students performed well in the different learning areas. Overall, the data suggests that the respondents have an average level of psychosocial competence, reading proficiency, and a very satisfactory level of academic performance in their core, applied, and specialized subjects. Sex, age, grade level, and strand did not significantly influence psychosocial competence. Reading level emerged as a strong predictor of academic success which emphasizes the relevance of developing excellent reading abilities in SHS students. Recommendations include prioritizing reading skill development, encouraging parental involvement, fostering teacher support, and designing interventions to enhance reading proficiency. Future research could delve deeper into understanding why psychosocial competence did not correlate with academic performance in this study and how these factors might interact with other variables to influence student success.

Longitudinal pathways linking peer victimization to academic efficacy in adolescence: Indirect effects via sleep

Although past research links greater peer victimization to poorer academic achievement, much less is known about if or how peer victimization contributes to adolescents’ academic efficacy, a potentially malleable predictor of academic success. Informed by the biopsychosocial framework of sleep that emphasizes the interplay of interpersonal dynamics and bioregulatory processes in shaping developmental outcomes, the current study investigated pathways from peer victimization to academic efficacy across adolescents’ first 2 years of high school, testing sleep as a potential underlying mechanism. Participants were 388 ninth-grade adolescents ( Mage = 14.05, SD = 0.41; 61% female) who completed five online assessments of peer victimization, sleep, and academic efficacy across ninth and 10th grades. Multilevel mediation models indicated that higher levels of peer victimization during ninth grade predicted increased daytime dysfunction and sleep disturbances at the beginning of 10th grade, which, in turn, predicted poorer academic efficacy by mid-year of 10th grade. No significant indirect effects were found for the models testing sleep duration and latency as mediators. The findings highlight specific dimensions of sleep as potential modifiable targets for interventions that could mitigate the harmful impact of peer victimization on adolescents’ academic efficacy.

Leveraging Artificial Neural Networks to Predict and Enhance Student Performance in Virtual Learning Environments

Objective: This study aimed at exploring the link between sort of features in the Moodle platforms: activity design, student interaction, feature usage, adaptability, and access time and students' academic performance in the Open University Indonesia's Master of Management Education Program.Methods: A quantitative research design was adopted by employing purposive sampling in determining 250 students within the Master of Management Education Programme. They collected data using surveys, Moodle activity logs, and institutional records. Descriptive statistics, reliability tests, correlation, regression analysis, and structural equation modeling (SEM) were performed to analyze the data and determine relationships between the Moodle features and academic performance.Results: The findings showed that the five dimensions of activity design, student interaction, feature usage, adaptability, and access time were all statistically significant and positively associated with academic performance. Feature usage proved to be the greatest predictor for academic success, followed by activity design and student interaction. It also found that adaptability and access time, while important, had a smaller immediate influence on academic performance.Novelty: This study adds to the literature by using artificial neural networks (ANN) for predicting academic performance using features from the Moodle platform. It is a pioneering study that investigates multiple Moodle features, including course structure, student interaction and adaptability, and its regard to the academic performance of students in higher education, specifically in the Master of Management Education Programme.Research Implications: These findings have significant implications for online course design and teaching practices. Moodle instructors are only as good as their course activities effective course activities should create a well-structured, interactive ‘framework’ that engages students to use the features and tools available in Moodle. The study stated that It also identifies the need to enhance students' digital literacy and adaptability to fully leverage the advantages of online learning platforms. This will help the institutions to improve student engagement and academic performance by improving the learning environment in Moodle or other technology used in the education institution.

Hope, self-efficacy, and motivation as predictors of academic success: A comparison between a German and a Finnish business school

Student academic success plays an important role in higher education institutions, as it is often used as a core measure of university performance. Internationally, there is an extensive literature on the predictors of academic success. In addition to intellectual variables, the effects of psychological factors have received increased attention. However, there is little literature on cross-cultural differences in the predictors of academic success. This study examines three psychological predictors (hope, self-efficacy, and motivation) and investigates differences between the scores of business students at a university in Germany and a university in Finland. The results indicate differences in students’ scores on the predictor hope. In addition, some differences were found in relation to the students’ demographics. Regarding the predictive power of the factors examined, for hope and self-efficacy this was higher in Finland than in Germany.

Random forest models reveal academic and financial factors outweigh demographics in predicting completion of a year-round veterinary program.

The purpose of this study was to develop random forest classifier models (a type of supervised machine learning algorithm) that could (1) predict students who will or will not complete the DVM degree requirements and (2) identify the top predictors for academic success and completion of the DVM degree. The study utilized Ross University School of Veterinary Medicine student records from 2013 to 2022. Twenty-four variables encompassing demographic (eg, age, race), academic (eg, grade point average), and financial aid (eg, outstanding balances) data were assessed in 11 cross-validated random forest machine learning models. One model was built assessing all years of data and 10 individual models were developed for each enrollment year to compare how the top predictors of success varied among the years. Consistently, only academic and financial factors were identified as being features of importance (predictors) in all models. Demographic factors such as race were not important for predicting student success. All models performed very well to excellently based on multiple performance metrics including accuracy, ranging from 96.1% to 99%, and the areas under the receiver operating characteristic curves, ranging from 98.1% to 99.9%. The random forest algorithm is a powerful machine learning prediction model that performs well with veterinary student academic records and is customizable such that variables important to each veterinary school's student population can be assessed. Identifying predictors of success as well as at-risk students is essential for providing targeted curricular interventions to increase retention and achieve timely completion of a DVM degree.

Sense of Purpose in Life Predicts University Performance and Attrition

Individual differences are important predictors of academic success. A sense of purpose in life is gaining increasing attention as a key individual difference factor to foster in university students. The current study examined whether a sense of purpose in life, a dispositional tendency to pursue goals and activities in line with one’s overarching life direction, predicted better academic success across several years of university. Students (n = 769) at a large, U.S. public university were asked to complete a baseline survey in the summer prior to entering university, which included measures for a sense of purpose and background characteristics. Students were then followed throughout their first three years of university. Results demonstrated that higher levels of purpose were associated with a higher grade point average (GPA), more credits earned, less credits dropped, and an increased odds of persisting through the first three years of university. A sense of purpose also appeared to buffer the negative effect of low entrance scores on university GPA. These findings support cultivating a strong sense of purpose prior to entering university as an effective means of improving a variety of academic outcomes.

Exploring Gender Differences in Self- Efficacy and Academic Performance among College Students

This study explored the relationship between self-efficacy and academic performance on gender and academic program differences among 204 undergraduate students at a university in Misamis Occidental. This study employed a descriptive-correlational method. The respondents were predominantly female with the majority enrolled in Social Work and Psychology. While they showed a strong belief in their academic abilities, this inconsistently translate into higher academic performance. Significant differences in self-efficacy were observed across academic programs, with Social Work students reporting the highest levels and Psychology students the lowest. However, gender insignificantly impact either self-efficacy or academic performance. This study suggests that self-efficacy must interact with other factors, such as motivation, learning strategies, and program-specific influences, instead of making it a direct predictor of academic success. Investigating the long-term impact of self-efficacy on academic outcomes, the role of external factors and their interaction with self-efficacy, and their contribution to a deeper understanding of its influence on academic outcomes must also be considered for further studies. Institutions should implement targeted interventions to enhance student self-efficacy and academic resilience as additional support for lower-performing programs for a more holistic approach to student development in higher education.

Psychological well-being and emotional intelligence in undergraduate nursing students as predictors of academic success

BackgroundAcademic performance is influenced by a complex interplay of multiple factors whose relationships often do not follow straightforward patterns. Despite extensive research, understanding of these dynamics remains inconclusive. In particular, several studies highlight that higher emotional intelligence is associated with better academic outcomes and that people with elevated levels of psychological well-being also tend to achieve higher grades. ObjectiveThis study examines the associations between emotional intelligence, psychological well-being and academic performance among undergraduate nursing students. Specifically, it seeks to deepen our understanding of how emotional intelligence affects academic achievement, with psychological well-being potentially serving as a mediator. DesignA cross-sectional correlational design was employed. SettingsThe study involved a convenience sample of undergraduate nursing students from various degree programmes affiliated with the primary author. Participants394 undergraduate nursing students participated in the study, 249 identified as female and 145 as male. MethodsParticipants completed a quantitative survey during class hours, providing data on demographics, academic average scores and self-report measures of perceived emotional intelligence and psychological well-being. Data were evaluated using Pearson's correlations and serial multiple mediation analyses. ResultsThe findings revealed significant positive relationships between emotional intelligence, psychological well-being and academic performance. Serial mediation assessments indicated that dimensions of emotional intelligence influence academic performance both directly and indirectly through psychological well-being. Specifically, flourishing partially mediated the relationship between emotional intelligence and academic performance, directly influencing academic outcomes. ConclusionsThis study underscores the critical role of emotional management skills in academic performance, with psychological well-being acting as a partial mediator in this relationship. Consequently, undergraduate nursing students with enhanced emotional management abilities and higher levels of psychological well-being are likely to achieve better academic outcomes.

Self-Esteem Matters: Examining its Impact on Academic Achievement in the Context of Gender and Age Diversity in Higher Education

Self-esteem plays a crucial role in shaping academic achievement among university students. This study investigates how self-esteem, gender, and age influence academic performance, particularly within the Indonesian context. Despite extensive global research, there needs to be more understanding of these dynamics among Indonesian university students. The study explores the relationships between self-esteem, gender, age, and academic achievement, identifying significant predictors and differences. A quantitative survey design was employed to gather data from 309 students across 12 Central Java, Indonesia universities. Data collection was executed through online surveys distributed via WhatsApp and Facebook. Data analysis was performed using Pearson correlation and multiple regression techniques with SPSS. The findings confirm that self-esteem significantly impacts academic achievement, establishing it as a strong predictor of academic success. While gender differences in self-esteem were notable, age did not significantly affect self-esteem. Interestingly, no significant gender gaps in academic performance were observed, though academic achievement varied across age groups. These conclusions suggest that enhancing self-esteem could improve academic outcomes. This research contributes to the global understanding of self-esteem dynamics, emphasizing the need for targeted interventions in educational settings. The insights gained can inform educators and policymakers in developing strategies to support students' academic success in Indonesia.

Self-reported online science learning strategies of non-traditional students studying a university preparation science course

Student awareness and selection of learning strategies are predictors of academic success. Yet, little is known about learning strategies of students in university preparation science courses, who are frequently mature-aged or underrepresented students. This lack of knowledge potentially hinders tailoring reflective learning experiences, specific to science contexts, supporting novice science students adopting effective learning strategies. A mixed-methods study examined self-reported learning strategies of 88 students in an online university preparation science course, analysed using a convergent parallel research approach and interpreted through a passive–active–interactive framework. The study found preferences for passive learning strategies with considerably less active and interactive strategies reported. The findings suggest, despite the strengths these students bring to their studies, a tendency for naïve and unexamined concepts of science learning, from time-poor students with little experience in collaborative learning. The study recommends embedding science-specific learning strategies in university preparation science courses and building capacity with interactive strategies.

Enhancing adult learner success in higher education through decision tree models: A machine learning approach

This article explores the use of machine learning, specifically Classification and Regression Trees (CART), to address the unique challenges faced by adult learners in higher education. These learners confront socio-cultural, economic, and institutional hurdles, such as stereotypes, financial constraints, and systemic inefficiencies. The study utilizes decision tree models to evaluate their effectiveness in predicting graduation outcomes, which helps in formulating tailored educational strategies. The research analyzed a comprehensive dataset spanning the academic years 2013–2014 to 2021–2022, evaluating the predictive accuracy of CART models using precision, recall, and F1 score. Findings indicate that attendance, age, and Pell Grant eligibility are key predictors of academic success, demonstrating the strong capability of the model across various educational metrics. This highlights the potential of machine learning (ML) to improve data-driven decision-making in educational settings. The results affirm the effectiveness of Decision Tree (DT) models in meeting the educational needs of adult learners and underscore the need for institutions to adapt their strategies to provide more inclusive and supportive environments. This study advocates for a shift towards nuanced, data-driven approaches in higher education, emphasizing the development of strategies that address the distinct challenges of adult learners, aiming to enhance inclusivity and support within the sector.

Against the odds: predictors of academic success and excellence in majority-minority schools

ABSTRACT Although schools with a high concentration of ethnic minorities often underperform, not much is known about the factors that predict high and even excellent achievement of pupils within these schools. Therefore, we examined which concrete diversity practices and key psychological processes increase or decrease the likelihood/odds for high and excellent performance on a standardized mathematics test, thereby utilizing multivariable logistic regressions among 855 10–12-year-olds in 18 majority-minority schools in Flanders, Belgium. While the odds for high and excellent mathematics scores were unaffected by language spoken at home or religiosity, they were negatively related to deficit-based assimilationist school practices, inconsistently related to meritocratic neutrality-based practices, and positively related to a strengths-based anti-racist school curriculum. Furthermore, while higher school belonging and a growth mindset increased the odds of high and excellent achievement, students’ experiences of peer or teacher discrimination decreased these odds dramatically. Implications for school effectiveness policies are discussed.

Effects of Business Teachers Pedagogical Skills on Male and Female Students in Business Institutions of Lahore

The effectiveness of teachers' pedagogical skills plays a crucial role in shaping students' academic experiences and performance, particularly in business education. This study investigates the impact of business teachers' pedagogical skills on male and female students in business institutions of Lahore, aiming to understand how these skills affect students' academic performance, engagement, and motivation. Using a quantitative research design, data were collected from 300 students through a structured questionnaire, focusing on key pedagogical aspects such as clarity of instruction, teaching methods, interaction with students, and assessment techniques. The findings reveal significant gender differences in students' perceptions, with female students rating pedagogical skills higher than male students across all areas. Correlation analysis indicates strong positive relationships between pedagogical skills and student outcomes, emphasizing the importance of effective teaching practices in enhancing academic performance and engagement. Regression analysis identifies interaction with students and clarity of instruction as key predictors of academic success. These results emphasize the need for business educators to adopt interactive and clear teaching strategies that cater to the diverse needs of male and female students. The study's implications highlight the importance of gender-sensitive approaches and professional development programs in promoting effective pedagogy in business education.

Students’ Attitude towards Economics, School and Home Variables as Determinants of Academic Achievement of Secondary School Students in Economics in Ogun State, Nigeria

This research explores the factors influencing academic achievement in Economics among secondary school students in Ogun State, Nigeria. It addresses a crucial knowledge gap by examining how student attitudes, school-related factors, and home circumstances collectively impact performance in a subject facing a decline in performance. Existing literature highlights the roles of attitudes, school environments, and home conditions in shaping academic outcomes, laying the foundation for this study. Using a descriptive survey design, all Senior Secondary Two (SS2) students in Ogun State were included, with 300 students selected through multistage sampling. Data was collected using a Students' Questionnaire (SQ) and an Economics Achievement Test (EAT).  Key Findings Include:  Academic achievement in Economics is significantly influenced by student attitudes, school-related factors, and home circumstances, explaining about 24.8% of the variance in performance.  Attitudes toward Economics are the strongest predictor of academic success, followed by home circumstances, with school-related factors playing a lesser role.  Gender does not significantly affect Economics performance, though males slightly outperform females.  School type does not significantly impact academic performance, though government school students perform slightly better than private school students. In conclusion, this research provides a comprehensive understanding of the multifaceted factors affecting students' academic success in Economics. It offers actionable insights for educational stakeholders, including administrators, educators, parents, and researchers, such as optimising resources, tailoring teaching methods, and creating supportive home environments. Further research can explore the nuances uncovered here, informing evidence-based educational practices and policies.

Prediction of Academic Success in a Biomedical Sciences Program via a General Knowledge Anatomy Quiz.

The online version contains supplementary material available at 10.1007/s40670-024-02008-w.

Core academic language skills as a predictor of academic success in Grade 6 South African learners

With this article I explore the relationship between core academic language skills (CALS) – a construct representing a set of high-utility language skills needed to manage the linguistic features prevalent in academic texts across content areas – and schooling outcomes. There has long been an understanding that there is a distinction between academic language and colloquial language, originally described by Jim Cummins (1976) as cognitive academic language proficiency (CALP) and basic interpersonal communication skills (BICS). The construct has only recently been operationalised (Uccelli, Phillips Galloway, Barr, Meneses & Dobbs, 2015) as the individual skills and competencies that underlie CALP. The CALS construct describes an empirically testable set of competencies that address this need. This has been used in the development of an assessment instrument aimed at South African learners – the CALS-I-ZA (MacFarlane, Barr & Uccelli, 2022) – and I investigate whether a measurable link exists between this assessment and schooling outcomes for a sample of Grade 6 learners in 2 public schools in the Gauteng province of South Africa. Schooling outcomes have been measured using the Gauteng Provincial Common Assessments – a provincial examination intended to measure schooling outcomes on a comparable assessment instrument. The study reported on here shows a moderately strong correlation between the CALS I ZA and the provincial common examinations (r = 0.64 and r = 0.65). This predictive relationship between CALS and schooling outcomes leads to an argument for direct instruction in CALS as an embedded feature of pedagogy in South Africa.

Cognitive Control among Primary- and Middle-School Students and Their Associations with Math Achievement

Background: Math achievement is an important predictor of academic success. While many studies have examined math achievement in young children, studies with older children are scarce. This study focused on primary- and middle-school students, examining math achievements and cognitive control. Cognitive control was assessed referring to both domain-specific and domain-general cognitive control mechanisms and eliciting both simple and complex levels of conflict, and their association with math achievements. Methods: One-hundred-and-twenty-two participants performed two versions of a cognitive control task: a numerical Stroop task (NST; manipulating the numerical and physical size of Arabic numerals) and a perceptual Stroop task (PST; manipulating the location and direction of an arrow). For math achievements, participants performed math fluency and math curriculum tests. Results: Overall, the congruency effect was smaller in older students than in younger ones. Moreover, all participants demonstrated a similar congruency effect in the simple conflict task, whereas younger students showed a larger congruency effect in the complex conflict task. In addition, performance on the basic math fluency task was predicted by both Stroop tasks. However, performance on the comprehensive math achievement test was predicted only by the PST. Conclusions: Our results demonstrated enhanced cognitive control abilities of middle-school students and suggest that they can contribute to math achievements. We call for considering the implementation of both domain-specific and domain-general cognitive control activities as a potential approach to support math achievements.

Performance of L1 and L2 grade 6 South African learners on an assessment of core academic language skills

This study investigates the relationship between the linguistic background/s of South African Grade 6 learners and an instrument measuring Core Academic Language Skills (CALS). The learners’ (n = 89) results were divided into two groups based on their most commonly spoken language (either English, L1 or a language other than English, L2). All learners in the study (and indeed the overwhelming majority of South African learners) attend school in an English language immersion setting, where English is the sole language of learning and teaching. The groups were assessed on the CALS-I-ZA, an instrument developed to measure CALS that has been validated in the South African context. This study found that in both the L1 and L2 groups, the CALS-I-ZA showed a strong association with both the provincial Maths Common Examination (r = 0.642) and the provincial Natural Sciences and Technology Examination (r = 0.650). Surprisingly, the home language variable either does not correlate or correlates only very weakly with the other variables, suggesting that L1 or L2 status alone is a weak or increasingly irrelevant predictor of academic success. This research concludes that the strong association between CALS and schooling results remains robust, regardless of L1 or L2 status, and thus, there is compelling evidence to begin deploying the construct as an instructional tool in South African classrooms.