A Scoping Review of the Psychosocial Correlates of Academic Performance

Autor/inn/en	Tindle, Richard; Abo Hamza, Eid G.; Helal, Ahmed A.; Ayoub, Alaa Eldin A.; Moustafa, Ahmed A.
Titel	A Scoping Review of the Psychosocial Correlates of Academic Performance
Quelle	In: Review of Education, 10 (2022) 3, (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tindle, Richard)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1002/rev3.3371
Schlagwörter	Academic Achievement; Performance; College Students; Psychological Patterns; Social Influences; Student Motivation; Stress Variables; Student Satisfaction; Self Efficacy; Anxiety; Depression (Psychology); Study Habits; Student Adjustment; Family Role; Emotional Response; Mental Health + Suchen Sie Ihr Suchwort? Schulleistung; Achievement; Leistung; Collegestudent; Sozialer Einfluss; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Angst; Study behavior; Study behaviour; Studienverhalten; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Emotionales Verhalten; Psychohygiene
Abstract	Understanding the psychosocial factors that positively and negatively impact academic performance is important to help students succeed and persist in higher education. In this article, we conducted a scoping 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 was 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. This scoping review defines what constitutes a psychosocial factor within the context of university students' academic performance. We encourage future research to explore the understudied psychosocial variables and not overlook the role of social factors on academic performance. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01