9 Key Factors Affecting School Performance

Contents:

• Personal factors
• Environmental factors

Academic performance, which is also called educational, is expressed in grades, as well as in the results of standardized tests and exams. It plays a significant role in shaping a student's future educational path. A striking example is the fact that high scores on the Unified State Exam significantly increase the chances of being admitted to a state-funded place at a desired university. In general, the more successful a student is in school, the more likely they are to choose university over college.

Entering university is just the beginning, and its consequences extend far beyond academic performance. Research shows that academic achievement is closely linked to well-being and life satisfaction, mental health, career opportunities, and even work performance.

Academic performance is influenced by many different factors, which can both enhance and weaken their influence on each other. This is why identifying and systematizing them is a complex task.

To achieve this goal, a team of researchers from the Catholic University of Portugal and the University of Minho turned to the concept of ecological systems, developed by the American psychologist Urie Bronfenbrenner in 1979. According to this theory, which Bronfenbrenner expanded in 1998 in collaboration with psychologist Pamela Morris, a child's development takes place in a dynamic environment consisting of five ecosystems, each at a different level.

• The microsystem represents the child's immediate environment, including people such as family, friends, teachers, and classmates.
• The mesosystem represents the level of interactions that connects the various components of the microsystem, such as family and educational institution.
• The exosystem represents the set of structures that do not directly influence a child's life, but may influence him indirectly. Such structures include, for example, the work activities of parents, various government institutions, the media, and so on.
• The macrosystem includes socio-economic aspects, cultural customs, as well as the values ​​and norms recognized in a given society.
• The chronosystem is a concept encompassing the flow of time and the development of historical events.

Each system interacts exclusively with those in its immediate vicinity. According to Bronfenbrenner's theory, the life of an individual child is directly influenced only by their microsystem, and, in turn, they also influence it. However, each person remains connected to higher-level systems, albeit indirectly.

Portuguese researchers noted that this theory allows for a convenient analysis of academic achievement as a multifaceted and variable phenomenon, influenced by the individual characteristics of the student and their interactions with the environment, including family, school, and peers. Based on this theory, they conducted a thorough review of various studies concerning the academic achievement of students in middle and high school. This made it possible to summarize the key factors influencing academic achievement.

This review selected 35 scientific publications published between 1930 and 2022 that met the following criteria:

• they must be empirical studies, that is, studies based on experiments;
• The ages of the study participants ranged from 10 to 18 years.
• The participants in the studies represent a wide population and are not limited to a specific category, such as ethnic minorities or children from disadvantaged families.
• The studies examine objective measures of academic achievement, including grade point averages and test scores.

The researchers published the results of their review in an article entitled “Factors Determining Academic Achievement in Basic and Secondary School Education: A Systematic Review.”

What aspects influence student achievement in schools?

Personality factors

Research has shown that this category is the most thoroughly studied. Within the systematic review, the largest number of experiments focused on personality aspects.

Stereotypes such as "languages ​​are for girls and math is for boys" have a significant impact on students' perception of various subjects, which in turn affects their academic success and future educational paths. Particular attention is paid to the informal barriers that hinder girls' opportunities to develop in STEM (science, technology, engineering, and mathematics), which has historically been perceived as a "male" field.

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One study conducted among German schoolchildren revealed an interesting correlation. It turned out that students generally perceive school as something "feminine." Moreover, for boys, the more pronounced this stereotype is, the worse their success in learning their native language. At the same time, no such effect was observed among girls: their perceptions of school did not affect their academic performance in either mathematics or their native language.

When studying the relationship between personality characteristics and academic performance, a five-factor model, known as the "Big Five," is commonly used. This model includes the following traits:

• Extroversion is characterized by activity and a desire to communicate.
• Agreeableness is a tendency to interact and cooperate, as well as showing affection for others.
• Conscientiousness is a conscious attitude and also includes the ability to manage oneself and control one's actions.
• Neuroticism is characterized by a tendency to emotional fluctuations and increased anxiety.
• Openness to new experiences is manifested in curiosity and a desire to experiment with the unknown.

A 2011 study by researchers from the University of Ljubljana in Slovenia measured the same participants at the end of primary school, which in the country ends at the age of 14-15, and then again two years later. The results showed that high levels of conscientiousness and low scores on extroversion are associated with greater academic success. A similar study conducted in Estonia in 2007 found that, in each grade, agreeableness, conscientiousness, and openness to experience had the greatest impact on GPA, while neuroticism had a negative correlation. In middle and high school, conscientiousness emerged as the most significant factor influencing academic performance. Similar findings were confirmed in meta-analyses conducted in 2009 and 2021.

A recent meta-analysis focused on the influence of personality traits on academic achievement in languages ​​and STEM subjects. The results confirmed that conscientiousness is a reliable predictor of academic performance across all subjects. While openness to experience was beneficial for achieving high results in languages, it had virtually no impact on success in science. More detailed information about the researchers' findings and data can be found in our article.

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Researchers have discovered how personality traits can be linked to intelligence.

Metacognitive abilities and general intelligence play a key role in educational success. While this statement may seem rather obvious, it has an empirical basis. A 2007 study of Estonian schoolchildren found that intelligence has a stronger link to academic performance than personality traits. Furthermore, in 2015, scientists from the Psychological Institute of the Russian Academy of Education confirmed that aspects such as self-regulation—a form of metacognitive skill—and intelligence significantly predict high school and middle school students' achievement in subjects such as mathematics, humanities, and science.

There is also a long-term study that demonstrated that third-grade students' cognitive abilities and metacognitive skills are significantly related to their academic performance in fifth grade.

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Self-regulated learning is the process by which students take responsibility for their own learning by actively planning, monitoring, and evaluating their academic achievements. This concept is becoming especially important for both educational technology and higher education institutions, as it promotes deeper student engagement in the learning process.

In a rapidly changing world where information is abundant, the ability to independently manage one's own learning is becoming a key skill. For EdTech, this means developing tools and platforms that support and develop self-regulation in users. Universities, meanwhile, need to integrate these approaches into curricula to prepare students for independent, focused, and successful learning.

Therefore, self-regulated learning not only develops active and proactive students but also helps educational institutions adapt to new challenges and modern demands.

Motivation plays as important a role in the learning process as intelligence. In particular, a 2009 study found that students' self-esteem and their perceived value of education were closely related to academic performance in both language arts and mathematics.

A key aspect of academic motivation that has attracted considerable attention from researchers is self-efficacy—the belief in one's ability to succeed in a given context. In the educational context, this may relate, for example, to solving problems or mastering complex topics. A 2014 study found that students with low levels of self-efficacy often experience emotional burnout, while high self-efficacy contributes to improved academic performance.

Self-esteem, viewed as a form of motivation based on self-confidence, was studied separately. Unlike self-efficacy, which is always linked to a specific situation, self-esteem represents a student's general belief in their abilities, independent of a specific task. A 2016 study of nearly 19,000 high school students examined the personal factors that influence academic performance; self-esteem was found to be the most significant of these factors.

Incidentally, we've already mentioned a recent meta-analysis examining the relationship between motivation, self-esteem, and academic achievement. The researchers concluded that self-confidence has a more significant impact on academic success than other forms of motivation, such as intrinsic and extrinsic motivation. However, they also noted that the relationship between academic performance and motivation appears to be more complex—it works both ways: motivation drives better results, and those achievements, in turn, enhance intrinsic motivation.

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Inflated self-esteem can have both a positive and negative impact on the academic process. On the one hand, self-confidence can motivate students to achieve and inspire a desire to develop. This can lead to increased participation in classes and a desire to acquire new knowledge and skills. However, on the other hand, excessive self-confidence can sometimes interfere with an objective assessment of one's own abilities, which can lead to a lack of diligence in studies and ignoring teachers' advice. Thus, inflated self-esteem can be both a driver of progress and an obstacle to success, depending on how it manifests itself in academic activities.

Research data in this area clearly indicates that stress experienced by students for various reasons—whether health problems, difficulties in family life, or in the academic process—negatively impacts their academic achievement. For example, a 2019 study among Spanish secondary school students confirmed this trend. In 2020, other researchers reached similar conclusions, finding that high motivation to learn and the use of effective study strategies help reduce the negative impact of stress on academic performance.

Exams represent a separate source of stress for high school students. According to a 2019 study in Germany, high test-related anxiety not only worsens academic performance but also has a negative impact on adolescents' overall well-being.

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The impact of anxiety and stress on exam performance is significant and multifaceted. When students experience high levels of anxiety, it can negatively impact their ability to focus and retain information. Stress can cause physical symptoms such as increased heart rate and sweating, which in turn can distract from the task at hand.

Furthermore, increased anxiety often leads to decreased self-confidence. This can lead to even well-prepared students failing to demonstrate their knowledge to the required level. Research shows that stress can impair cognitive functions such as attention and memory, making exam performance more challenging.

It's also important to note that some students may experience "analysis paralysis"—when excessive worry interferes with decision-making and action. In turn, this can lead to them not answering all the questions on time or making mistakes that they could have normally avoided.

Thus, anxiety and stress can significantly affect final exam results, and it is important to find ways to manage them in order to optimize the learning process and increase the chances of success.

In 2014, an interesting study was conducted in which the authors analyzed the methods students use to overcome difficult homework assignments and difficulties in video games. In the course of the work, they assessed how the use of various strategies affects the average level of academic performance. The results showed that approaches to completing academic tasks have virtually no effect on grades. At the same time, students who actively used strategies from video games, such as promptly asking for help or advice from other players, demonstrated improvement in their results.

In this matter, the situation is clear: teenagers who, for example, drink alcohol, are more likely to skip classes, do not do homework, and have lower grades compared to their classmates. A 2017 study found that both the type of substance and the frequency of its use have a significant impact on academic achievement.

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Researchers have found how personality traits can be linked to intelligence.

Environmental Factors

This category covers elements of the microsystem, which, according to the concept of Urie Bronfenbrenner, includes the atmosphere and immediate environment, which have a direct impact on the student.

In 1993 Scientists from Turkey have established a direct link between student achievement, their parents' educational level, and perceived control. The latter term refers to a child's perception of their ability to manage their own actions and their environment.

That same year, a group of scientists from the United States conducted a study on the impact of different parenting styles on children's academic achievement. Families where parents discourage independent thinking and behavior, and sometimes even punish them, tend to be more extrinsically motivated. This means that such children strive to learn solely to earn a reward or avoid punishment, which ultimately leads to lower grades. In contrast, a parenting approach that supports a child's self-expression fosters intrinsic motivation. Under such conditions, learning becomes valuable and engaging in itself for the student, which in turn leads to higher academic performance.

A 2013 study analyzed parental involvement through the lens of four key aspects: emotional responsiveness, autonomy support, rule setting, and achievement monitoring. The results showed that both responsiveness and autonomy support contribute to improved children's cognitive abilities. Conversely, excessive academic monitoring and strict family rules negatively impact students' academic performance.

In 2020, researchers from South Korea identified differences in the perception of parental support between parents and their children. It turned out that adolescents rated family emotional support higher than their parents, while parents' views on academic support were more positive. The researchers suggest that this difference may be due to cultural factors, as a similar study in American families yielded the opposite results. In addition, it was found that students' perception of parental support has a positive impact on the development of independent learning skills. At the same time, high levels of self-reported support were often associated with better academic outcomes for their children.

There are also studies examining the impact of parental conflict on children's academic performance. In particular, a 2009 study found that such conflicts are a significant factor negatively affecting children's academic achievement.

School, as a key educational environment, undoubtedly has a significant impact on student success. In 2005, a researcher from Thailand found that while the best predictors of students' academic achievement are their previous results, institutional factors also play a significant role. These factors include: the qualifications of the leader, the school's focus on achievement, teacher coordination, a systematic approach to teaching, the quality of the educational program and the availability of resources for the learning process, the classroom atmosphere, and the school's interaction with the local community. Interestingly, the study found that even a school's geographic location influences its success—the farther it is from the district office, the more difficult it is to achieve high student achievement.

In 2012, a group of researchers studied the influence of various factors on student achievement, such as a sense of safety in the school, a sense of belonging to the school community, and relationships with teachers. The results showed that each of these aspects individually has a significant impact on student grades. Other studies on student-teacher interactions confirm that warm relationships with teachers contribute to increased academic engagement, which, in turn, has a positive impact on learning outcomes. This aspect of the educational process appears to be just as important for adolescents as it is for younger students.

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The educational environment is a set of conditions and factors that contribute to the process of learning and education. It includes both the physical space and the social, cultural, and technological aspects that influence knowledge acquisition.

There are several types of educational environments. Traditional educational environments are typically associated with classrooms and educational institutions, where teaching takes place in a standard face-to-face format. At the same time, modern approaches are becoming increasingly diverse, including distance learning, which allows students to gain knowledge at a convenient time and from any place.

Furthermore, the educational environment can vary depending on the level of education: primary school, secondary education, higher education, and so on. Each of these stages requires its own unique approach and conditions for effective learning.

It is also important to consider the influence of extracurricular environments, such as family, community, and cultural events, which shape the individual and contribute to the development of skills and competencies. Thus, the educational environment is a multifaceted concept encompassing various aspects of life, which collectively influence the success of the learning process.

The impact of peer relationships on academic achievement remains understudied. However, the authors of the article cite a relatively recent longitudinal study examining how friendships among adolescents facilitate their adaptation during the transition from middle to high school.

The researchers note that during this period of life, adolescents experience significant challenges both academically and in their interactions with peers. On the one hand, the support of friends is extremely important for young men and women, helping them cope with various difficulties. On the other hand, peer pressure often arises, forcing adolescents to conform to the group to avoid isolation. At the same time, among schoolchildren of this age, efforts aimed at studying are often perceived as "unacceptable" or "uncool." In this regard, researchers analyzed high school students' relationships from two perspectives: autonomy, which fosters independent behavior and assertiveness, and connection, which promotes maintaining friendship even in the face of disagreements. It turned out that people who are able to build relationships that combine independence and closeness, on average, demonstrate better academic results. In addition, by the age of 29, they tend to continue to show higher achievements in the educational field.

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• The reasons for differences in the desire for knowledge can be very diverse. In some people, this need is more pronounced, while in others it is less noticeable. It is influenced by many factors, including personal interests, life experiences, environment, and cultural context.

  Often, intrinsic motivations, such as curiosity or the desire to develop, play a key role in shaping exploratory activity. People who are exposed to new ideas from an early age and encouraged to experiment are likely to show more interest in learning and discovering new things.

  On the other hand, those who have not had the opportunity or incentive to develop their cognitive abilities may have less desire to delve into the world around them. Sometimes external factors, such as educational level, access to information, and social environment, also significantly influence the degree of interest in learning.

  Thus, individual differences in the need for knowledge are due to a complex of personal, social, and cultural factors that shape each person's unique approaches to learning and research.

• Personality characteristics play a significant role in student academic performance in various fields of study. For example, qualities such as organization and determination can contribute to more effective time and study management, which, in turn, has a positive impact on results.

  On the other hand, traits such as anxiety or low self-esteem can hinder the assimilation of new material and interfere with participation in the learning process, thereby negatively affecting academic performance. Furthermore, introversion can create difficulties in group assignments or discussions, which is also reflected in final grades.

  It is important to note that each subject area may require specific personality traits. For example, empathy and creativity may be helpful for success in the humanities, while analytical skills and logical thinking may be more in demand in sciences such as mathematics or physics. Thus, personality traits not only influence learning ability, but can also determine the choice of curriculum and professional path.

• An external element has been discovered that influences student achievement in mathematics.