Meta-analytic Assessment of Academic Performance Based on Contextual Factors and the Profile of University Students
DOI:
https://doi.org/10.26423/qb4szb82Keywords:
self-efficacy, educational inequality, emotional intelligence, meta-analysis, systematic reviewAbstract
This study provides a systematic review and meta-analysis of the main factors associated with academic performance in higher education, integrating psychosocial, contextual and biological perspectives. Based on the analysis of 54 empirical studies covering the period 2005–2024, selected according to inclusion criteria and methodological quality, 64 predictor variables were identified and grouped into nine broad categories. To conduct the meta-analysis, effect sizes were standardised and adjusted using the Knapp-Hartung method. The results indicate stronger associations for high school/SAT (Scholastic Assessment Test) average scores, a strategic approach to studying, satisfaction with education, study time, personality traits/tenacity/commitment, sleep quality and certain socio-economic factors. This study proposes an understanding of academic performance as the result of the complex interaction between individual and structural factors, emphasising the need to consider the cultural and economic specificities of regions such as Latin America
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Copyright (c) 2026 Vicente Guillermo Pacheco-Salazar (Autor); María Isabel Espinoza-Hidrobo, Sandra Mercedes Cabrera-Arias, Homero Patricio Cabrera-Tenecela (Autor)
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