Key Influences on Students' Academic Success: Insights from Scholarly Research


  • Linda Vitoria Graduate School of Mathematics and Applied Sciences, Universitas Syiah Kuala, Banda Aceh 23111, Indonesia
  • Marwan Ramli Department of Mathematics, Universitas Syiah Kuala, Banda Aceh 23111, Indonesia
  • Rahmah Johar Department of Mathematics Education, Universitas Syiah Kuala, Banda Aceh 23111, Indonesia; Research Centre of Realistic Mathematics Education, Universitas Syiah Kuala, Banda Aceh 23111, Indonesia
  • Marty Mawarpury Department of Psychology, Universitas Syiah Kuala, Banda Aceh 23111, Indonesia



Academic performance, Academic motivation, Emotional intelligence, Peers, Teacher factors


Literature reveals that there are numerous factors that affect students' academic achievement. These factors range from internal factors with varying degrees of influence. Determining the dominant factors is highly useful as part of the effort and the planning of potential actions regarding what can be done to improve students’ academic achievement. The present study employed a systematic literature review method to identify the dominant factors. Results show that there are four dominant factors that affect students’ academic achievement. They are academic motivation, emotional intelligence, teachers, and peers. This finding confirms the complex nature of the factors that affect students’ academic achievement, which involve internal and external factors. Without disregarding the other factors, these findings suggest that schools and parents should pay close attention to the dominant factors in order to improve students’ achievement.


Download data is not yet available.


  1. Kell, H. J., Lubinski, D., and Benbow, C. P. (2013). Who Rises to the Top? Early Indicators, Psychological Science, Vol. 24, No. 5, 648–659. doi:10.1177/0956797612457784.
  2. Ozcan, M. (2021). Factors Affecting Students’ Academic Achievement according to the Teachers’ Opinion, Education Reform Journal, Vol. 6, No. 1, 1–18.
  3. Hoogland, C. P. (2016). Images of Numeracy: Investigating the Effects of Visual Representations of Problem Situations in Contextual Mathematical Problem Solving.
  4. Cahit, E. (2019). Introduction to 21st Century Skills and Education, Cambridge Scholars Publishing.
  5. OECD. (2023). PISA 2022 Results: Factsheets Indonesia, from, accessed 8-12-2023.
  6. Gutiérrez-de-Rozas, B., López-Martín, E., and Molina, E. C. (2022). Determinants of Academic Achievement: Systematic Review of 25 Years of Meta-Analyses, Quarterly Journal Starting Year: 1952, Vol. 398, 37–80.
  7. Wang, Z., Rimfeld, K., Shakeshaft, N., Schofield, K., and Malanchini, M. (2020). The Longitudinal Role of Mathematics Anxiety in Mathematics Development: Issues of Gender Differences and Domain-Specificity, Journal of Adolescence, Vol. 80, No. 1, 220–232. doi:10.1016/j.adolescence.2020.03.003.
  8. Ahmetović, E., Bećirović, S., and Dubravac, V. (2020). Motivation, Anxiety and Students’ Performance, European Journal of Contemporary Education, Vol. 9, No. 2. doi:10.13187/ejced.2020.2.271.
  9. Trigueros, R., Aguilar-Parra, J. M., Cangas, A. J., Bermejo, R., Ferrandiz, C., and López-Liria, R. (2019). Influence of Emotional Intelligence, Motivation and Resilience on Academic Performance and the Adoption of Healthy Lifestyle Habits among Adolescents, International Journal of Environmental Research and Public Health, Vol. 16, No. 16, 2810. doi:10.3390/ijerph16162810.
  10. Koçak, Ö., Göksu, İ., and Göktaş, Y. (2021). The Factors Affecting Academic Achievement : A Systematic Review of Meta Analyses, International Online Journal Education and Teaching, Vol. 8, No. 1, 454–484.
  11. Starr, C. R., and Simpkins, S. D. (2021). High School Students’ Math and Science Gender Stereotypes: Relations with Their STEM Outcomes and Socializers’ Stereotypes, Social Psychology of Education, Vol. 24, No. 1, 273–298. doi:10.1007/s11218-021-09611-4.
  12. Gil-Espinosa, F. J., Chillón, P., Fernández-García, J. C., and Cadenas-Sanchez, C. (2020). Association of Physical Fitness with Intelligence and Academic Achievement in Adolescents, International Journal of Environmental Research and Public Health, Vol. 17, No. 12, 4362. doi:10.3390/ijerph17124362.
  13. Brew, E. A., Nketiah, B., and Koranteng, R. (2021). A Literature Review of Academic Performance, an Insight into Factors and their Influences on Academic Outcomes of Students at Senior High Schools, OALib, Vol. 08, No. 06, 1–14. doi:10.4236/oalib.1107423.
  14. Dundar, S., Gokkurt, B., and Soylu, Y. (2012). Mathematical Modelling at a Glance: A Theoretical Study, Procedia - Social and Behavioral Sciences, Vol. 46, 3465–3470. doi:10.1016/j.sbspro.2012.06.086.
  15. Snyder, H. (2019). Literature Review as a Research Methodology: An Overview and Guidelines, Journal of Business Research, Vol. 104, 333–339. doi:10.1016/j.jbusres.2019.07.039.
  16. Newman, M., and Gough, D. (2020). Systematic Reviews in Educational Research: Methodology, Perspectives and Application, Systematic Reviews in Educational Research, Springer Fachmedien Wiesbaden, Wiesbaden, 3–22. doi:10.1007/978-3-658-27602-7_1.
  17. Ahn, E., and Kang, H. (2018). Introduction to Systematic Review and Meta-Analysis, Korean Journal of Anesthesiology, Vol. 71, No. 2, 103–112. doi:10.4097/kjae.2018.71.2.103.
  18. AMIN, S. (2014). Writing a Literature Review Research Paper: A Step-by-Step Approach, International Journal of Basic & Appllied Science, Vol. 3, No. 1, 47–56.
  19. Wahono, R. S. (2016). Systematic Literature Review: Pengantar, Tahapan dan Studi Kasus, from, accessed 30-12-2023.
  20. Yukhymenko-Lescroart, M., and Sharma, G. (2022). Sense of Life Purpose Is Related to Grades of High School Students via Academic Identity, Heliyon, Vol. 8, No. 11, e11494. doi:10.1016/j.heliyon.2022.e11494.
  21. Sjögårde, P., and Didegah, F. (2022). The Association between Topic Growth and Citation Impact of Research Publications, Scientometrics, Vol. 127, No. 4, 1903–1921. doi:10.1007/s11192-022-04293-x.
  22. Carneiro, C. F. D., Queiroz, V. G. S., Moulin, T. C., Carvalho, C. A. M., Haas, C. B., Rayêe, D., Henshall, D. E., De-Souza, E. A., Amorim, F. E., Boos, F. Z., Guercio, G. D., Costa, I. R., Hajdu, K. L., van Egmond, L., Modrák, M., Tan, P. B., Abdill, R. J., Burgess, S. J., Guerra, S. F. S., Bortoluzzi, V. T., and Amaral, O. B. (2020). Comparing Quality of Reporting between Preprints and Peer-Reviewed Articles in the Biomedical Literature, Research Integrity and Peer Review, Vol. 5, No. 1, 16. doi:10.1186/s41073-020-00101-3.
  23. Van Dusen, D. P., Kelder, S. H., Kohl, H. W., Ranjit, N., and Perry, C. L. (2011). Associations of Physical Fitness and Academic Performance Among Schoolchildren, Journal of School Health, Vol. 81, No. 12, 733–740. doi:10.1111/j.1746-1561.2011.00652.x.
  24. McLeod, J. D., Uemura, R., and Rohrman, S. (2012). Adolescent Mental Health, Behavior Problems, and Academic Achievement, Journal of Health and Social Behavior, Vol. 53, No. 4, 482–497. doi:10.1177/0022146512462888.
  25. Breslau, J., Miller, E., Joanie Chung, W.-J., and Schweitzer, J. B. (2011). Childhood and Adolescent Onset Psychiatric Disorders, Substance Use, and Failure to Graduate High School on Time, Journal of Psychiatric Research, Vol. 45, No. 3, 295–301. doi:10.1016/j.jpsychires.2010.06.014.
  26. Datu, J. A. D., and Yang, W. (2021). Academic Buoyancy, Academic Motivation, and Academic Achievement among Filipino High School Students, Current Psychology, Vol. 40, No. 8, 3958–3965. doi:10.1007/s12144-019-00358-y.
  27. Martínez-Martínez, A. M., López-Liria, R., Aguilar-Parra, J. M., Trigueros, R., Morales-Gázquez, M. J., and Rocamora-Pérez, P. (2020). Relationship between Emotional Intelligence, Cybervictimization, and Academic Performance in Secondary School Students, International Journal of Environmental Research and Public Health, Vol. 17, No. 21, 7717. doi:10.3390/ijerph17217717.
  28. Datu, J. A. D. (2021). Beyond Passion and Perseverance: Review and Future Research Initiatives on the Science of Grit, Frontiers in Psychology, Vol. 11. doi:10.3389/fpsyg.2020.545526.
  29. MacCann, C., Fogarty, G. J., and Roberts, R. D. (2012). Strategies for Success in Education: Time Management Is More Important for Part-Time than Full-Time Community College Students, Learning and Individual Differences, Vol. 22, No. 5, 618–623. doi:10.1016/j.lindif.2011.09.015.
  30. Yang, J., and Zhao, X. (2021). The Effect of Creative Thinking on Academic Performance: Mechanisms, Heterogeneity, and Implication, Thinking Skills and Creativity, Vol. 40, 100831. doi:10.1016/j.tsc.2021.100831.
  31. Casillas, A., Robbins, S., Allen, J., Kuo, Y.-L., Hanson, M. A., and Schmeiser, C. (2012). Predicting Early Academic Failure in High School from Prior Academic Achievement, Psychosocial Characteristics, and Behavior, Journal of Educational Psychology, Vol. 104, No. 2, 407–420. doi:10.1037/a0027180.
  32. Mojavezi, A., and Tamiz, M. P. (2012). The Impact of Teacher Self-efficacy on the Students’ Motivation and Achievement., Theory & Practice in Language Studies, Vol. 2, No. 3.
  33. Rahafar, A., Maghsudloo, M., Farhangnia, S., Vollmer, C., and Randler, C. (2016). The Role of Chronotype, Gender, Test Anxiety, and Conscientiousness in Academic Achievement of High School Students, Chronobiology International, Vol. 33, No. 1, 1–9. doi:10.3109/07420528.2015.1107084.
  34. Glozah, F. N., and Pevalin, D. J. (2014). Social Support, Stress, Health, and Academic Success in Ghanaian Adolescents: A Path Analysis, Journal of Adolescence, Vol. 37, No. 4, 451–460. doi:10.1016/j.adolescence.2014.03.010.
  35. Moenikia, M., and Zahed-Babelan, A. (2010). A Study of Simple and Multiple Relations between Mathematics Attitude, Academic Motivation and Intelligence Quotient with Mathematics Achievement, Procedia - Social and Behavioral Sciences, Vol. 2, No. 2, 1537–1542. doi:10.1016/j.sbspro.2010.03.231.
  36. Núñez, J. C., Suárez, N., Rosário, P., Vallejo, G., Valle, A., and Epstein, J. L. (2015). Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: differences among elementary, junior high, and high school students, Metacognition and Learning, Vol. 10, No. 3, 375–406. doi:10.1007/s11409-015-9135-5.
  37. Rafiola, R., Setyosari, P., Radjah, C., and Ramli, M. (2020). The Effect of Learning Motivation, Self-Efficacy, and Blended Learning on Students’ Achievement in the Industrial Revolution 4.0, International Journal of Emerging Technologies in Learning (IJET), Vol. 15, No. 8, 71–82.
  38. Bal-Taştan, S., Davoudi, S. M. M., Masalimova, A. R., Bersanov, A. S., Kurbanov, R. A., Boiarchuk, A. V, and Pavlushin, A. A. (2018). The Impacts of Teacher’s Efficacy and Motivation on Student’s Academic Achievement in Science Education among Secondary and High School Students, EURASIA Journal of Mathematics, Science and Technology Education, Vol. 14, No. 6, 2353–2366.
  39. Hogan, M. J., Parker, J. D. A., Wiener, J., Watters, C., Wood, L. M., and Oke, A. (2010). Academic Success in Adolescence: Relationships among Verbal IQ, Social Support and Emotional Intelligence, Australian Journal of Psychology, Vol. 62, No. 1, 30–41. doi:10.1080/00049530903312881.
  40. Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino, M., and Barbaranelli, C. (2011). The Contribution of Personality Traits and Self-Efficacy Beliefs to Academic Achievement: A Longitudinal Study, British Journal of Educational Psychology, Vol. 81, No. 1, 78–96. doi:10.1348/2044-8279.002004.
  41. King, R. B., and Areepattamannil, S. (2014). What Students Feel in School Influences the Strategies They Use for Learning: Academic Emotions and Cognitive/Meta-Cognitive Strategies, Journal of Pacific Rim Psychology, Vol. 8, No. 1, 18–27. doi:10.1017/prp.2014.3.
  42. Al Husaini, Y. N. S., and Shukor, N. S. A. (2022). Factors Affecting Students’ Academic Performance: A Review, Res Militaris, Vol. 12, No. 6, 284–294.
  43. Zerbini, G., and Merrow, M. (2017). Time to Learn: How Chronotype Impacts Education, PsyCh Journal, Vol. 6, No. 4, 263–276. doi:10.1002/pchj.178.
  44. Hishinuma, E. S., Chang, J. Y., McArdle, J. J., and Hamagami, F. (2012). Potential Causal Relationship between Depressive Symptoms and Academic Achievement in the Hawaiian High Schools Health Survey Using Contemporary Longitudinal Latent Variable Change Models, Developmental Psychology, Vol. 48, No. 5, 1327–1342. doi:10.1037/a0026978.
  45. Fiorilli, C., De Stasio, S., Di Chiacchio, C., Pepe, A., and Salmela-Aro, K. (2017). School Burnout, Depressive Symptoms and Engagement: Their Combined Effect on Student Achievement, International Journal of Educational Research, Vol. 84, 1–12. doi:10.1016/j.ijer.2017.04.001.
  46. Froiland, J. M., Worrell, F. C., Olenchak, F. R., and Kowalski, M. J. (2021). Positive and Negative Time Attitudes, Intrinsic Motivation, Behavioral Engagement and Substance Use among Urban Adolescents, Addiction Research & Theory, Vol. 29, No. 4, 347–357. doi:10.1080/16066359.2020.1857740.
  47. Datu, J. A. D. (2018). Flourishing is Associated with Higher Academic Achievement and Engagement in Filipino Undergraduate and High School Students, Journal of Happiness Studies, Vol. 19, No. 1, 27–39. doi:10.1007/s10902-016-9805-2.
  48. Froiland, J. M., and Worrell, F. C. (2017). Parental Autonomy Support, Community Feeling and Student Expectations As Contributors to Later Achievement among Adolescents, Educational Psychology, Vol. 37, No. 3, 261–271. doi:10.1080/01443410.2016.1214687.
  49. Arslan, S., and Demirtas, Z. (2016). Social Emotional Learning and Critical Thinking Disposition, Studia Psychologica, Vol. 58, No. 4, 276.
  50. Liu, Y., and Lu, Z. (2012). Chinese High School Students’ Academic Stress and Depressive Symptoms: Gender and School Climate as Moderators, Stress and Health, Vol. 28, No. 4, 340–346. doi:10.1002/smi.2418.
  51. Cadime, I., Pinto, A. M., Lima, S., Rego, S., Pereira, J., and Ribeiro, I. (2016). Well-Being and Academic Achievement in Secondary School Pupils: The Unique Effects of Burnout and Engagement, Journal of Adolescence, Vol. 53, No. 1, 169–179. doi:10.1016/j.adolescence.2016.10.003.
  52. Dixson, D. D., Keltner, D., Worrell, F. C., and Mello, Z. (2018). The Magic of Hope: Hope Mediates the Relationship between Socioeconomic Status and Academic Achievement, The Journal of Educational Research, Vol. 111, No. 4, 507–515. doi:10.1080/00220671.2017.1302915.
  53. Levi, U., Einav, M., Ziv, O., Raskind, I., and Margalit, M. (2014). Academic Expectations and Actual Achievements: The Roles of Hope and Effort, European Journal of Psychology of Education, Vol. 29, No. 3, 367–386. doi:10.1007/s10212-013-0203-4.
  54. Dinger, F. C., Dickhäuser, O., Spinath, B., and Steinmayr, R. (2013). Antecedents and Consequences of Students’ Achievement Goals: A Mediation Analysis, Learning and Individual Differences, Vol. 28, 90–101. doi:10.1016/j.lindif.2013.09.005.
  55. Alghadir, A., Gabr, S., and Iqbal, Z. (2020). Effect of Gender, Physical Activity and Stress-Related Hormones on Adolescent’s Academic Achievements, International Journal of Environmental Research and Public Health, Vol. 17, No. 11, 4143. doi:10.3390/ijerph17114143.
  56. Sampasa-Kanyinga, H., and Hamilton, H. A. (2017). Eating Breakfast Regularly Is Related to Higher School Connectedness and Academic Performance in Canadian Middle- and High-School Students, Public Health, Vol. 145, 120–123. doi:10.1016/j.puhe.2016.12.027.
  57. de Groot, R. H. M., Ouwehand, C., and Jolles, J. (2012). Eating the Right Amount of Fish: Inverted U-Shape Association between Fish Consumption and Cognitive Performance and Academic Achievement in Dutch Adolescents, Prostaglandins, Leukotrienes and Essential Fatty Acids, Vol. 86, No. 3, 113–117. doi:10.1016/j.plefa.2012.01.002.
  58. Dubuc, M., Aubertin‐Leheudre, M., and Karelis, A. D. (2020). Relationship between Interference Control and Working Memory with Academic Performance in High School Students: The Adolescent Student Academic Performance Longitudinal Study (ASAP), Journal of Adolescence, Vol. 80, No. 1, 204–213. doi:10.1016/j.adolescence.2020.03.001.
  59. Hawi, N. S., Samaha, M., and Griffiths, M. D. (2018). Internet Gaming Disorder in Lebanon: Relationships with Age, Sleep Habits, and Academic Achievement, Journal of Behavioral Addictions, Vol. 7, No. 1, 70–78. doi:10.1556/2006.7.2018.16.
  60. Lien, A., Sampasa-Kanyinga, H., Colman, I., Hamilton, H. A., and Chaput, J.-P. (2020). Adherence to 24-Hour Movement Guidelines and Academic Performance in Adolescents, Public Health, Vol. 183, 8–14. doi:10.1016/j.puhe.2020.03.011.
  61. Salomon, A., and Ben-David Kolikant, Y. (2016). High-School Students’ Perceptions of the Effects of Non-academic Usage of ICT on Their Academic Achievements, Computers in Human Behavior, Vol. 64, 143–151. doi:10.1016/j.chb.2016.06.024.
  62. Yan, H., Zhang, R., Oniffrey, T., Chen, G., Wang, Y., Wu, Y., Zhang, X., Wang, Q., Ma, L., Li, R., and Moore, J. (2017). Associations among Screen Time and Unhealthy Behaviors, Academic Performance, and Well-Being in Chinese Adolescents, International Journal of Environmental Research and Public Health, Vol. 14, No. 6, 596. doi:10.3390/ijerph14060596.
  63. Mingle, J., and Adams, M. (2015). Social Media Network Participation and Academic Performance in Senior High Schools in Ghana, Library Philosophy and Practice, Vol. 1, No. 1, 3.
  64. Stavropoulos, V., Alexandraki, K., and Motti‐Stefanidi, F. (2013). Recognizing Internet Addiction: Prevalence and Relationship to Academic Achievement in Adolescents Enrolled in Urban and Rural Greek High Schools, Journal of Adolescence, Vol. 36, No. 3, 565–576. doi:10.1016/j.adolescence.2013.03.008.
  65. Dunster, G. P., de la Iglesia, L., Ben-Hamo, M., Nave, C., Fleischer, J. G., Panda, S., and de la Iglesia, H. O. (2018). Sleepmore in Seattle: Later School Start Times Are Associated with More Sleep and Better Performance in High School Students, Science Advances, Vol. 4, No. 12. doi:10.1126/sciadv.aau6200.
  66. Díaz-Morales, J. F., and Escribano, C. (2015). Social Jetlag, Academic Achievement and Cognitive Performance: Understanding Gender/Sex Differences, Chronobiology International, Vol. 32, No. 6, 822–831. doi:10.3109/07420528.2015.1041599.
  67. Titova, O. E., Hogenkamp, P. S., Jacobsson, J. A., Feldman, I., Schiöth, H. B., and Benedict, C. (2015). Associations of Self-Reported Sleep Disturbance and Duration with Academic Failure in Community-Dwelling Swedish Adolescents: Sleep and Academic Performance at School, Sleep Medicine, Vol. 16, No. 1, 87–93. doi:10.1016/j.sleep.2014.09.004.
  68. Merikanto, I., Lahti, T., Puusniekka, R., and Partonen, T. (2013). Late Bedtimes Weaken School Performance and Predispose Adolescents to Health Hazards, Sleep Medicine, Vol. 14, No. 11, 1105–1111. doi:10.1016/j.sleep.2013.06.009.
  69. Short, M. A., Gradisar, M., Lack, L. C., and Wright, H. R. (2013). The Impact of Sleep on Adolescent Depressed Mood, Alertness and Academic Performance, Journal of Adolescence, Vol. 36, No. 6, 1025–1033. doi:10.1016/j.adolescence.2013.08.007.
  70. Alswat, K. A., Al-shehri, A. D., Aljuaid, T. A., Alzaidi, B. A., and Alasmari, H. D. (2017). The Association between Body Mass Index and Academic Performance, Saudi Medical Journal, Vol. 38, No. 2, 186–191. doi:10.15537/smj.2017.2.16320.
  71. Morita, N., Nakajima, T., Okita, K., Ishihara, T., Sagawa, M., and Yamatsu, K. (2016). Relationships among Fitness, Obesity, Screen Time and Academic Achievement in Japanese Adolescents, Physiology & Behavior, Vol. 163, 161–166. doi:10.1016/j.physbeh.2016.04.055.
  72. Ming, X., Koransky, R., Kang, V., Buchman, S., Sarris, C. E., and Wagner, G. C. (2011). Sleep Insufficiency, Sleep Health Problems and Performance in High School Students, Clinical Medicine Insights: Circulatory, Respiratory and Pulmonary Medicine, Vol. 5, CCRPM.S7955. doi:10.4137/CCRPM.S7955.
  73. Martin, A. J., Collie, R. J., Mok, M. M. C., and McInerney, D. M. (2016). Personal Best (PB) Goal Structure, Individual PB Goals, Engagement, and Achievement: A Study of Chinese- and English-Speaking Background Students in Australian Schools, British Journal of Educational Psychology, Vol. 86, No. 1, 75–91. doi:10.1111/bjep.12092.
  74. Rabiner, D. L., Godwin, J., and Dodge, K. A. (2016). Predicting Academic Achievement and Attainment: The Contribution of Early Academic Skills, Attention Difficulties, and Social Competence, School Psychology Review, Vol. 45, No. 2, 250–267.
  75. Guay, F., Ratelle, C. F., Roy, A., and Litalien, D. (2010). Academic Self-Concept, Autonomous Academic Motivation, and Academic Achievement: Mediating and Additive Effects, Learning and Individual Differences, Vol. 20, No. 6, 644–653. doi:10.1016/j.lindif.2010.08.001.
  76. Dogan, U. (2015). Student Engagement, Academic Self-efficacy, and Academic Motivation as Predictors of Academic Performance, The Anthropologist, Vol. 20, No. 3, 553–561. doi:10.1080/09720073.2015.11891759.
  77. Green, J., Liem, G. A. D., Martin, A. J., Colmar, S., Marsh, H. W., and McInerney, D. (2012). Academic Motivation, Self-Concept, Engagement, and Performance in High School: Key Processes from a Longitudinal Perspective, Journal of Adolescence, Vol. 35, No. 5, 1111–1122. doi:10.1016/j.adolescence.2012.02.016.
  78. Wormington, S. V., Corpus, J. H., and Anderson, K. G. (2012). A Person-Centered Investigation of Academic Motivation and Its Correlates in High School, Learning and Individual Differences, Vol. 22, No. 4, 429–438. doi:10.1016/j.lindif.2012.03.004.
  79. Martin, A. J., Nejad, H. G., Colmar, S., and Liem, G. A. D. (2013). Adaptability: How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes, Journal of Educational Psychology, Vol. 105, No. 3, 728–746. doi:10.1037/a0032794.
  80. Liem, G. A. D., Martin, A. J., Porter, A. L., and Colmar, S. (2012). Sociocultural Antecedents of Academic Motivation and Achievement: Role of Values and Achievement Motives in Achievement Goals and Academic Performance, Asian Journal of Social Psychology, Vol. 15, No. 1, 1–13. doi:10.1111/j.1467-839X.2011.01351.x.
  81. Moeller, A. J., Theiler, J. M., and Wu, C. (2012). Goal Setting and Student Achievement: A Longitudinal Study, The Modern Language Journal, Vol. 96, No. 2, 153–169. doi:10.1111/j.1540-4781.2011.01231.x.
  82. Burns, E. C., Martin, A. J., and Collie, R. J. (2018). Adaptability, Personal Best (PB) Goals Setting, and Gains in Students’ Academic Outcomes: A Longitudinal Examination from a Social Cognitive Perspective, Contemporary Educational Psychology, Vol. 53, 57–72. doi:10.1016/j.cedpsych.2018.02.001.
  83. Petersen, J. L., and Hyde, J. S. (2017). Trajectories of Self-Perceived Math Ability, Utility Value and Interest across Middle School as Predictors of High School Math Performance, Educational Psychology, Vol. 37, No. 4, 438–456. doi:10.1080/01443410.2015.1076765.
  84. Xia, M., Fosco, G. M., and Feinberg, M. E. (2016). Examining Reciprocal Influences among Family Climate, School Attachment, and Academic Self-Regulation: Implications for School Success., Journal of Family Psychology, Vol. 30, No. 4, 442–452. doi:10.1037/fam0000141.
  85. Boz, Y., Yerdelen-Damar, S., Aydemir, N., and Aydemir, M. (2016). Investigating the Relationships among Students’ Self-Efficacy Beliefs, Their Perceptions of Classroom Learning Environment, Gender, and Chemistry Achievement through Structural Equation Modeling, Research in Science & Technological Education, Vol. 34, No. 3, 307–324. doi:10.1080/02635143.2016.1174931.
  86. Hwang, M. H., Choi, H. C., Lee, A., Culver, J. D., and Hutchison, B. (2016). The Relationship Between Self-Efficacy and Academic Achievement: A 5-Year Panel Analysis, The Asia-Pacific Education Researcher, Vol. 25, No. 1, 89–98. doi:10.1007/s40299-015-0236-3.
  87. Parker, P. D., Marsh, H. W., Ciarrochi, J., Marshall, S., and Abduljabbar, A. S. (2017). Juxtaposing Math Self-Efficacy and Self-Concept as Predictors of Long-Term Achievement Outcomes, Noncognitive Psychological Processes and Academic Achievement, Routledge, 39–58.
  88. Seaton, M., Parker, P., Marsh, H. W., Craven, R. G., and Yeung, A. S. (2017). The Reciprocal Relations between Self-Concept, Motivation and Achievement: Juxtaposing Academic Self-Concept and Achievement Goal Orientations for Mathematics Success, Noncognitive Psychological Processes and Academic Achievement, Routledge, 59–82.
  89. Carmona-Halty, M., Salanova, M., Llorens, S., and Schaufeli, W. B. (2021). Linking Positive Emotions and Academic Performance: The Mediated Role of Academic Psychological Capital and Academic Engagement, Current Psychology, Vol. 40, No. 6, 2938–2947. doi:10.1007/s12144-019-00227-8.
  90. Datu, J. A. D., and Bernardo, A. B. I. (2020). The Blessings of Social-Oriented Virtues: Interpersonal Character Strengths Are Linked to Increased Life Satisfaction and Academic Success Among Filipino High School Students, Social Psychological and Personality Science, Vol. 11, No. 7, 983–990. doi:10.1177/1948550620906294.
  91. Cosgrove, J. M., Chen, Y. T., and Castelli, D. M. (2018). Physical Fitness, Grit, School Attendance, and Academic Performance among Adolescents, BioMed Research International, Vol. 2018, 1–7. doi:10.1155/2018/9801258.
  92. Di Giunta, L., Alessandri, G., Gerbino, M., Luengo Kanacri, P., Zuffiano, A., and Caprara, G. V. (2013). The Determinants of Scholastic Achievement: The Contribution of Personality Traits, Self-Esteem, and Academic Self-Efficacy, Learning and Individual Differences, Vol. 27, 102–108. doi:10.1016/j.lindif.2013.07.006.
  93. Heaven, P. C. L., and Ciarrochi, J. (2012). When IQ Is Not Everything: Intelligence, Personality and Academic Performance at School, Personality and Individual Differences, Vol. 53, No. 4, 518–522. doi:10.1016/j.paid.2012.04.024.
  94. White, G. W., Stepney, C. T., Hatchimonji, D. R., Moceri, D. C., Linsky, A. V., Reyes-Portillo, J. A., and Elias, M. J. (2016). The Increasing Impact of Socioeconomics and Race on Standardized Academic Test Scores across Elementary, Middle, and High School, American Journal of Orthopsychiatry, Vol. 86, No. 1, 10–23. doi:10.1037/ort0000122.
  95. Destin, M., Richman, S., Varner, F., and Mandara, J. (2012). “Feeling” Hierarchy: The Pathway from Subjective Social Status to Achievement, Journal of Adolescence, Vol. 35, No. 6, 1571–1579. doi:10.1016/j.adolescence.2012.06.006.
  96. Froiland, J. M., and Davison, M. L. (2014). Parental Expectations and School Relationships As Contributors to Adolescents’ Positive Outcomes, Social Psychology of Education, Vol. 17, No. 1, 1–17. doi:10.1007/s11218-013-9237-3.
  97. Chun, H., and Dickson, G. (2011). A Psychoecological Model of Academic Performance Among Hispanic Adolescents, Journal of Youth and Adolescence, Vol. 40, No. 12, 1581–1594. doi:10.1007/s10964-011-9640-z.
  98. Waters, L. E., Loton, D., and Jach, H. K. (2019). Does Strength-Based Parenting Predict Academic Achievement? The Mediating Effects of Perseverance and Engagement, Journal of Happiness Studies, Vol. 20, No. 4, 1121–1140. doi:10.1007/s10902-018-9983-1.
  99. Xiong, Y., Qin, X., Wang, Q., and Ren, P. (2021). Parental Involvement in Adolescents’ Learning and Academic Achievement: Cross-lagged Effect and Mediation of Academic Engagement, Journal of Youth and Adolescence, Vol. 50, No. 9, 1811–1823. doi:10.1007/s10964-021-01460-w.
  100. Benner, A. D., Boyle, A. E., and Sadler, S. (2016). Parental Involvement and Adolescents’ Educational Success: The Roles of Prior Achievement and Socioeconomic Status, Journal of Youth and Adolescence, Vol. 45, No. 6, 1053–1064. doi:10.1007/s10964-016-0431-4.
  101. Lacey, A., and Cornell, D. (2013). The Impact of Teasing and Bullying on Schoolwide Academic Performance, Journal of Applied School Psychology, Vol. 29, No. 3, 262–283. doi:10.1080/15377903.2013.806883.
  102. Witkow, M. R., and Fuligni, A. J. (2011). Ethnic and Generational Differences in the Relations between Social Support and Academic Achievement across the High School Years, Journal of Social Issues, Vol. 67, No. 3, 531–552. doi:10.1111/j.1540-4560.2011.01713.x.
  103. Ladd, G. W., Ettekal, I., and Kochenderfer-Ladd, B. (2017). Peer Victimization Trajectories from Kindergarten through High School: Differential Pathways for Children’s School Engagement and Achievement?, Journal of Educational Psychology, Vol. 109, No. 6, 826–841. doi:10.1037/edu0000177.
  104. Burić, I. (2019). The Role of Emotional Labor in Explaining Teachers’ Enthusiasm and Students’ Outcomes: A Multilevel Mediational Analysis, Learning and Individual Differences, Vol. 70, 12–20. doi:10.1016/j.lindif.2019.01.002.
  105. Bryan, J., Moore‐Thomas, C., Gaenzle, S., Kim, J., Lin, C., and Na, G. (2012). The Effects of School Bonding on High School Seniors’ Academic Achievement, Journal of Counseling & Development, Vol. 90, No. 4, 467–480. doi:10.1002/j.1556-6676.2012.00058.x.
  106. Kelley, P., Lockley, S. W., Kelley, J., and Evans, M. D. R. (2017). Is 8:30 a.m. Still Too Early to Start School? A 10:00 a.m. School Start Time Improves Health and Performance of Students Aged 13–16, Frontiers in Human Neuroscience, Vol. 11. doi:10.3389/fnhum.2017.00588.
  107. Hinrichs, P. (2011). When the Bell Tolls: The Effects of School Starting Times on Academic Achievement, Education Finance and Policy, Vol. 6, No. 4, 486–507.
  108. Matsuoka, R. H. (2010). Student Performance and High School Landscapes: Examining the Links, Landscape and Urban Planning, Vol. 97, No. 4, 273–282. doi:10.1016/j.landurbplan.2010.06.011.
  109. Kuo, M., Klein, S. E., HEM Browning, M., and Zaplatosch, J. (2021). Greening for Academic Achievement: Prioritizing What to Plant and Where, Landscape and Urban Planning, Vol. 206, 103962. doi:10.1016/j.landurbplan.2020.103962.
  110. Li, D., Chiang, Y.-C., Sang, H., and Sullivan, W. C. (2019). Beyond the School Grounds: Links between Density of Tree Cover in School Surroundings and High School Academic Performance, Urban Forestry & Urban Greening, Vol. 38, 42–53. doi:10.1016/j.ufug.2018.11.001.
  111. Böheim, R., Urdan, T., Knogler, M., and Seidel, T. (2020). Student Hand-Raising as an Indicator of Behavioral Engagement and Its Role in Classroom Learning, Contemporary Educational Psychology, Vol. 62, 101894. doi:10.1016/j.cedpsych.2020.101894.
  112. Liu, D., Fisher, E. A., and Trainin, G. (2021). Review of Nature Experience in Learning.
  113. Daily, S. M., Smith, M. L., Lilly, C. L., Davidov, D. M., Mann, M. J., and Kristjansson, A. L. (2020). Using School Climate to Improve Attendance and Grades: Understanding the Importance of School Satisfaction Among Middle and High School Students, Journal of School Health, Vol. 90, No. 9, 683–693. doi:10.1111/josh.12929.
  114. Zysberg, L., and Schwabsky, N. (2021). School Climate, Academic Self-Efficacy and Student Achievement, Educational Psychology, Vol. 41, No. 4, 467–482. doi:10.1080/01443410.2020.1813690.
  115. Bloom, N., Lemos, R., Sadun, R., and Van Reenen, J. (2015). Does Management Matter in Schools?, The Economic Journal, Vol. 125, No. 584, 647–674.
  116. Park, J.-H., Lee, I. H., and Cooc, N. (2019). The Role of School-Level Mechanisms: How Principal Support, Professional Learning Communities, Collective Responsibility, and Group-Level Teacher Expectations Affect Student Achievement, Educational Administration Quarterly, Vol. 55, No. 5, 742–780. doi:10.1177/0013161X18821355.
  117. Loyalka, P., and Zakharov, A. (2016). Does Shadow Education Help Students Prepare for College? Evidence from Russia, International Journal of Educational Development, Vol. 49, 22–30. doi:10.1016/j.ijedudev.2016.01.008.
  118. De Silva, A., Khatibi, A., and Azam, S. M. F. (2018). What Factors Affect Secondary School Students’performance in Science in the Developing Countries? A Conceptual Model for an Exploration, European Journal of Education Studies.
  119. Khan, T., Ilyas, M., and Waheed, T. (2022). Examining the Role of Gender in Academic Motivation among Students: Evidences from District Malakand, Journal of Research in Humanities and Social Science, Vol. 10, No. 9, 298–302.
  120. Palacios, D., and Berger, C. (2022). Friends’ Influence on Academic Performance Among Early Adolescents: The Role of Social Status, Psykhe (Santiago), Vol. 31, No. 1. doi:10.7764/psykhe.2019.21811.
  121. Leka (Peza), I. (2015). The Impact of Peer Relations in the Academic Process among Adolescents, Mediterranean Journal of Social Sciences. doi:10.5901/mjss.2015.v6n1s1p127.
  122. Moldes, V. M., L. Biton, C. L., Gonzaga, D. J., and Moneva, J. C. (2019). Students, Peer Pressure and their Academic Performance in School, International Journal of Scientific and Research Publications (IJSRP), Vol. 9, No. 1, p8541. doi:10.29322/IJSRP.9.01.2019.p8541.
  123. Golsteyn, B. H. H., Non, A., and Zölitz, U. (2021). The Impact of Peer Personality on Academic Achievement, Journal of Political Economy, Vol. 129, No. 4, 1052–1099.




How to Cite

Vitoria, L., Ramli, M., Johar, R., & Mawarpury, M. (2024). Key Influences on Students’ Academic Success: Insights from Scholarly Research. Journal of Educational Management and Learning, 2(1), 9–19.