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Determinants of academic achievement from the middle to secondary school education: A systematic review.

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Title: Determinants of academic achievement from the middle to secondary school education: A systematic review.
Authors: Costa, Ana1 (AUTHOR) ancosta@ucp.pt, Moreira, Diana1,2,3,4,5 (AUTHOR), Casanova, Joana6 (AUTHOR), Azevedo, Ângela1 (AUTHOR), Gonçalves, Armanda1 (AUTHOR), Oliveira, Íris1 (AUTHOR), Azevedo, Raquel7 (AUTHOR), Dias, Paulo C.1 (AUTHOR)
Source: Social Psychology of Education. Dec2024, Vol. 27 Issue 6, p3533-3572. 40p.
Subject Terms: *Middle school education, *Psychological adaptation, *Educational background, *Parenting, *Academic achievement, *Achievement motivation
Abstract: Because it is crucial for psychosocial adjustment and lifelong learning, education is the most relevant tool for ensuring inclusion and reducing inequalities. Due to its relationship with positive outcomes, such as life satisfaction, mental health, job performance or SES, academic achievement is a significant phenomenon that impacts students, families, and educational institutions. The present study sought to contribute to the field by reviewing the literature on the determinants that influence the objective achievements of a typical population of middle- to high-school students. Based on the PRISMA statement, a search for related studies was performed in the WoS, EBSCO, and PubMed databases, and 771 studies published between 1930 and 2022 were identified. After screening based on the analysis of abstracts, 35 studies met the selection criteria. The Bronfenbrenner ecological model served as the theoretical rationale for organizing the studies' findings. The results of this review highlight the following determinants of school achievement: (i) Personal factors—gender, personality traits, cognitive abilities and academic background, motivation and self-constructs, stress and problem-solving strategies, and substance use; (ii) Contextual microsystem factors—(a) Family—parental educational background; parenting practices and interactions; parental involvement and support; (b) School—school location; school conditions, responsiveness, and practices; (c) Peers—peer-group disagreement management. This systematic review updates the existing empirical evidence on this topic and highlights the complexity of the phenomenon of academic achievement. [ABSTRACT FROM AUTHOR]
Copyright of Social Psychology of Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Determinants of academic achievement from the middle to secondary school education: A systematic review.
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  Data: <searchLink fieldCode="AR" term="%22Costa%2C+Ana%22">Costa, Ana</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> ancosta@ucp.pt</i><br /><searchLink fieldCode="AR" term="%22Moreira%2C+Diana%22">Moreira, Diana</searchLink><relatesTo>1,2,3,4,5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Casanova%2C+Joana%22">Casanova, Joana</searchLink><relatesTo>6</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Azevedo%2C+Ângela%22">Azevedo, Ângela</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gonçalves%2C+Armanda%22">Gonçalves, Armanda</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Oliveira%2C+Íris%22">Oliveira, Íris</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Azevedo%2C+Raquel%22">Azevedo, Raquel</searchLink><relatesTo>7</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Dias%2C+Paulo+C%2E%22">Dias, Paulo C.</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Social+Psychology+of+Education%22">Social Psychology of Education</searchLink>. Dec2024, Vol. 27 Issue 6, p3533-3572. 40p.
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  Data: *<searchLink fieldCode="DE" term="%22Middle+school+education%22">Middle school education</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+adaptation%22">Psychological adaptation</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+background%22">Educational background</searchLink><br />*<searchLink fieldCode="DE" term="%22Parenting%22">Parenting</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Achievement+motivation%22">Achievement motivation</searchLink>
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  Data: Because it is crucial for psychosocial adjustment and lifelong learning, education is the most relevant tool for ensuring inclusion and reducing inequalities. Due to its relationship with positive outcomes, such as life satisfaction, mental health, job performance or SES, academic achievement is a significant phenomenon that impacts students, families, and educational institutions. The present study sought to contribute to the field by reviewing the literature on the determinants that influence the objective achievements of a typical population of middle- to high-school students. Based on the PRISMA statement, a search for related studies was performed in the WoS, EBSCO, and PubMed databases, and 771 studies published between 1930 and 2022 were identified. After screening based on the analysis of abstracts, 35 studies met the selection criteria. The Bronfenbrenner ecological model served as the theoretical rationale for organizing the studies' findings. The results of this review highlight the following determinants of school achievement: (i) Personal factors—gender, personality traits, cognitive abilities and academic background, motivation and self-constructs, stress and problem-solving strategies, and substance use; (ii) Contextual microsystem factors—(a) Family—parental educational background; parenting practices and interactions; parental involvement and support; (b) School—school location; school conditions, responsiveness, and practices; (c) Peers—peer-group disagreement management. This systematic review updates the existing empirical evidence on this topic and highlights the complexity of the phenomenon of academic achievement. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Social Psychology of Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Dec2024
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