Academic achievement
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Research Analysis by Consensus
Consensus Meter
Introduction
Academic achievement is a critical indicator of success for individuals, educational institutions, and countries. It is influenced by a variety of factors, including socioeconomic status, psychological constructs, learning strategies, and cognitive abilities. This synthesis explores the multifaceted determinants of academic achievement based on insights from multiple research studies.
Key Insights
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Socioeconomic Status (SES) and Academic Achievement:
- Family SES has a moderate positive correlation with academic achievement, with stronger effects on language achievement compared to science/math.
- The influence of SES on academic achievement has decreased over the past few decades.
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Psychological Constructs and Academic Achievement:
- Academic optimism, which includes collective efficacy, academic emphasis, and trust in students and parents, significantly contributes to student achievement beyond the effects of SES and previous achievement.
- Academic self-concept and academic achievement have a reciprocal relationship, where each positively influences the other over time.
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Learning Strategies and Academic Achievement:
- Strategic learning approaches are positively correlated with academic achievement, while surface learning approaches are negatively correlated .
- Self-efficacy and mastery goals indirectly affect academic performance through their influence on study strategies.
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Cognitive Abilities and Academic Achievement:
- General cognitive ability significantly predicts academic achievement, even when controlling for specific cognitive abilities like working memory, processing speed, and spatial ability.
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Social and Emotional Factors:
- Emotional regulation, task performance, and metacognitive skills are increasingly recognized as important for academic achievement and student well-being.
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Effort and Prior Performance:
- Effort (time spent studying) and prior academic performance (e.g., high school GPA) are significant predictors of academic achievement in higher education.
Conclusion
Academic achievement is influenced by a complex interplay of socioeconomic, psychological, cognitive, and behavioral factors. Socioeconomic status, while important, is just one of many determinants. Psychological constructs like academic optimism and self-concept, effective learning strategies, cognitive abilities, and emotional regulation all play crucial roles. Effort and prior performance also significantly contribute to academic success. Understanding these diverse influences can help educators and policymakers develop more effective strategies to support student achievement.
Sources and full results
Most relevant research papers on this topic
What counts as success? Constructions of achievement in prestigious higher education programmes
The Relation Between Family Socioeconomic Status and Academic Achievement in China: A Meta-analysis
Academic Optimism of Schools: A Force for Student Achievement
Learning Style, Academic Belief Systems, Self-report Student Proficiency and Academic Achievement in Higher Education
Academic Self-Concept and Academic Achievement: Developmental Perspectives on Their Causal Ordering.
University students' academic performance: an integrative conceptual framework and empirical analysis.
The psychology of academic achievement.
Academic achievement among first semester undergraduate psychology students: the role of course experience, effort, motives and learning strategies
Academic achievement
Predicting academic achievement with cognitive ability
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