A Systematic Review of the Psychosocial Correlates of Academic Performance Abstract

Understanding the psychosocial factors that positively and negatively impact on academic performance are important to help students succeed and persist within higher education. In this article, we conducted a systematic review to clarify and identify the psychosocial factors affecting university students’ academic performance. The initial search returned 1657 articles and 36 articles met the inclusion criteria. Inspection of the articles were conducted to identify the relationship between psychological and social variables on academic performance. We found that psychosocial factors were significantly related to university students’ academic performance. Specifically, academic performance was often correlated with social support, motivation, stress, satisfaction, self-efficacy, anxiety and depression, prior academic achievement, study effort, adjustment, family, and emotions.

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The relationship of academic performance and social support to graduation among African-American and White university students: A path-analytic model

Journal of Community Psychology ◽

10.1002/1520-6629(199207)20:3<188::aid-jcop2290200303>3.0.co;2-6 ◽

1992 ◽

Vol 20 (3) ◽

pp. 188-199 ◽

Cited By ~ 5

Author(s):

Scott L. Hershberger ◽

Anthony R. D'Augelli

Keyword(s):

Social Support ◽

African American ◽

Academic Performance ◽

University Students ◽

Analytic Model ◽

Path Analytic ◽

Relationship Of ◽

The Relationship

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The Relationship between Smartphone Addiction and Perceived Social Support of University Students’

International Online Journal of Educational Sciences ◽

10.15345/iojes.2018.05.016 ◽

2018 ◽

Vol 10 (5) ◽

Cited By ~ 1

Author(s):

Necdet Konan ◽

Emine Durmuş ◽

Aslı Ağıroğlu Bakır ◽

Duygu Türkoğlu

Keyword(s):

Social Support ◽

University Students ◽

Perceived Social Support ◽

Smartphone Addiction ◽

The Relationship

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Caffeine and Cognitive Functions in Sports: A Systematic Review and Meta-Analysis

Nutrients ◽

10.3390/nu13030868 ◽

2021 ◽

Vol 13 (3) ◽

pp. 868

Author(s):

Jorge Lorenzo Calvo ◽

Xueyin Fei ◽

Raúl Domínguez ◽

Helios Pareja-Galeano

Keyword(s):

Systematic Review ◽

Reaction Time ◽

Cognitive Performance ◽

Cognitive Functions ◽

Web Of Science ◽

Meta Analysis ◽

Caffeine Intake ◽

Inclusion Criteria ◽

Research Protocols ◽

The Relationship

Cognitive functions are essential in any form of exercise. Recently, interest has mounted in addressing the relationship between caffeine intake and cognitive performance during sports practice. This review examines this relationship through a structured search of the databases Medline/PubMed and Web of Science for relevant articles published in English from August 1999 to March 2020. The study followed PRISMA guidelines. Inclusion criteria were defined according to the PICOS model. The identified records reported on randomized cross-over studies in which caffeine intake (as drinks, capsules, energy bars, or gum) was compared to an identical placebo situation. There were no filters on participants’ training level, gender, or age. For the systematic review, 13 studies examining the impacts of caffeine on objective measures of cognitive performance or self-reported cognitive performance were selected. Five of these studies were also subjected to meta-analysis. After pooling data in the meta-analysis, the significant impacts of caffeine only emerged on attention, accuracy, and speed. The results of the 13 studies, nevertheless, suggest that the intake of a low/moderate dose of caffeine before and/or during exercise can improve self-reported energy, mood, and cognitive functions, such as attention; it may also improve simple reaction time, choice reaction time, memory, or fatigue, however, this may depend on the research protocols.

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Socio-Emotional Variables Linked to the Consumption of Drugs amongst University Students of Social Sciences: A Pilot Study

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18094502 ◽

2021 ◽

Vol 18 (9) ◽

pp. 4502

Author(s):

José Luis Rodríguez-Sáez ◽

Luis J. Martín-Antón ◽

Alfonso Salgado-Ruiz ◽

Miguel Ángel Carbonero

Keyword(s):

Social Support ◽

Emotional Intelligence ◽

Academic Performance ◽

University Students ◽

Regression Model ◽

Household Survey ◽

Predictive Variables ◽

Cannabis Consumption ◽

And Gender ◽

Mood Scale

This descriptive and transversal study, carried out on an intentional sample of 211 subjects who were split in terms of their consumption of psychoactive substances over the last month and who were aged between 18 and 28 (M = 21.36, and SD = 1.90), aimed to explore the emotional intelligence, perceived socio-family support and academic performance of university students vis-à-vis their consumption of drugs and to examine the link between them. The goal was to define university student consumer profile through a regression model using the multidimensional Perceived Social Support Scale (EMAS) and the Trait Meta Mood Scale-24 (TMMS-24) as instruments, together with academic performance and gender. The results report alcohol, tobacco, and cannabis consumption rates that are above the levels indicated by the Spanish household survey on alcohol and drugs in Spain (EDADES 2019) for the 15–34-year-old age range in Castilla y León. A certain link was observed between the consumption of substances and academic performance, although no differences were seen in academic performance in terms of consumer type. There was also no clear link observed between emotional intelligence and academic performance or between social support and academic performance. The predictive contribution of the variables included in the regression model was low (9%), which would advocate completing the model with other predictive variables until more appropriate predictability conditions can be found.

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The Mediating Role of Engagement on the Achievement and Quality of Life of University Students

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18126586 ◽

2021 ◽

Vol 18 (12) ◽

pp. 6586

Author(s):

Inmaculada García-Martínez ◽

José María Augusto Landa ◽

Samuel P. León

Keyword(s):

Quality Of Life ◽

Academic Achievement ◽

Life Satisfaction ◽

Emotional Intelligence ◽

Academic Performance ◽

University Students ◽

Mediational Role ◽

The Relationship

(1) Background: Academic engagement has been reported in the literature as an important factor in the academic achievement of university students. Other factors such as emotional intelligence (EI) and resilience have also been related to students’ performance and quality of life. The present study has two clearly delimited and interrelated objectives. First, to study the mediational role that engagement plays in the relationship between EI and resilience on quality of life. Secondly, and similarly, to study the mediational role of engagement in the relationship between EI and resilience, but in this case on academic achievement. (2) Methods: For this purpose, four scales frequently used in the literature to measure emotional intelligence, resilience, academic engagement and quality of life were administered to 427 students of the University of Jaén undertaking education degrees. In addition, students were asked to indicate their current average mark as a measure of academic performance. Two mediational models based on structural equations were proposed to analyse the relationships between the proposed variables. (3) Results: The results obtained showed that emotional intelligence and resilience directly predicted students’ life satisfaction, but this direct relationship did not result in academic performance. In addition, and assuming a finding not found so far, engagement was shown to exert an indirect mediational role for both life satisfaction and academic performance of students. (4) Conclusions: The findings of the study support the importance of engagement in the design and development of instructional processes, as well as in the implementation of any initiative.

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Evaluation of the relationship between perceived social support, coping strategies, anxiety, and depression symptoms among hospitalized COVID-19 patients

The International Journal of Psychiatry in Medicine ◽

10.1177/0091217420982085 ◽

2020 ◽

pp. 009121742098208

Author(s):

Ali Kandeğer ◽

Memduha Aydın ◽

Kürşat Altınbaş ◽

Alparslan Cansız ◽

Özge Tan ◽

...

Keyword(s):

Social Support ◽

Coping Strategies ◽

Perceived Social Support ◽

Depression Scale ◽

Negative Association ◽

Anxiety And Depression ◽

Control Group ◽

Depression Symptoms ◽

Adaptive Coping ◽

The Relationship

Objective We aimed to evaluate the relationship between perceived social support, coping strategies, anxiety, and depression symptoms among hospitalized COVID-19 patients by comparing them with a matched control group in terms of age, gender, and education level. Method The patient group (n = 84) and the healthy controls (HCs, n = 92) filled in the questionnaire including the socio-demographic form, Hospital Anxiety Depression Scale, Multidimensional Perceived Social Support Scale, and Brief Coping Orientation to Problems Experienced through the online survey link. Results The COVID-19 patients had higher perceived social support and coping strategies scores than the HCs. However, anxiety and depression scores did not differ significantly between the two groups. In logistic regression analysis performed in COVID-19 patients, the presence of chest CT finding (OR = 4.31; 95% CI = 1.04–17.95) was a risk factor for anxiety and the use of adaptive coping strategies (OR = 0.86; 95% CI = 0.73–0.99) had a negative association with anxiety. In addition, the use of adaptive coping strategies (OR = 0.89; 95% CI = 0.79–0.98) and high perceived social support (OR = 0.97; 95% CI = 0.93– 0,99) had a negative association with depression symptoms. Conclusions Longitudinal studies involving the return to normality phase of the COVID-19 pandemic are needed to investigate the effects of factors such as coping strategies and perceived social support that could increase the psychological adjustment and resilience of individuals on anxiety and depression.

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Psychosocial Factors of Antenatal Anxiety and Depression in Pakistan: Is Social Support a Mediator?

PLoS ONE ◽

10.1371/journal.pone.0116510 ◽

2015 ◽

Vol 10 (1) ◽

pp. e0116510 ◽

Cited By ~ 28

Author(s):

Ahmed Waqas ◽

Nahal Raza ◽

Haneen Wajid Lodhi ◽

Zerwah Muhammad ◽

Mehak Jamal ◽

...

Keyword(s):

Social Support ◽

Psychosocial Factors ◽

Anxiety And Depression ◽

Antenatal Anxiety

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How does academic achievement relate to cardiorespiratory fitness, self-reported physical activity and objectively reported physical activity: a systematic review in children and adolescents aged 6–18 years

British Journal of Sports Medicine ◽

10.1136/bjsports-2016-097361 ◽

2017 ◽

Vol 52 (16) ◽

pp. 1039-1039 ◽

Cited By ~ 48

Author(s):

Adilson Marques ◽

Diana A Santos ◽

Charles H Hillman ◽

Luís B Sardinha

Keyword(s):

Physical Activity ◽

Systematic Review ◽

Academic Achievement ◽

Children And Adolescents ◽

Cardiorespiratory Fitness ◽

Inclusion Criteria ◽

Eligibility Criteria ◽

Cross Sectional ◽

Explanatory Variables ◽

The Relationship

ObjectiveThis report aimed to systematically review the evidence for a differential association between objective and self-reported physical activity and cardiorespiratory fitness on academic achievement.DesignSystematic review.Data sourcesStudies were identified from searches in Embase, Education Resources Information Center, PubMed, PsycINFO, SPORTdiscus and Web of Science databases from January 2000 to December 2016.Eligibility criteria for selecting studiesEligibility criteria included cross-sectional, longitudinal and interventional study designs. Outcomes included students’ school grade or a standardised test or measure of academic achievement. Explanatory variables were cardiorespiratory fitness and objective and self-reported physical activity. Inclusion criteria included school-aged children and adolescents aged–18 years (or students from primary to secondary school when student’s participants age was not described) and articles published in English, Portuguese or Spanish.ResultsA total of 51 articles met inclusion criteria: 41 cross-sectional, 2 intervention and 8 longitudinal studies. Results from 11 studies were inconsistent regarding the relationship between objectively measured physical activity and academic achievement. Ten of the 16 articles reported positive associations between self-reported physical activity and academic achievement. From the 22 studies that analysed the relationship between cardiorespiratory fitness and academic achievement, it was verified that they all generally support the beneficial effect of cardiorespiratory fitness on students’ academic achievement.ConclusionHigher cardiorespiratory fitness may be important to enhance children and adolescents’ health and, additionally, academic achievement. Due to a lack of consensus across studies, methodological issues associated with the assessment of physical activity should be considered when investigating physical activity and academic achievement.

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