TY - JOUR
T1 - A Weight and Meta-Analysis on the Academic Achievement of High School Students
AU - Nunes, Catarina
AU - Oliveira, Tiago
AU - Santini, Fernando De Oliveira
AU - Castelli, Mauro
AU - Cruz-jesus, Frederico
N1 - info:eu-repo/grantAgreement/FCT/3599-PPCDT/DSAIPA%2FDS%2F0032%2F2018/PT#
Nunes, C., Oliveira, T., Santini, F. D. O., Castelli, M., & Cruz-jesus, F. (2022). A Weight and Meta-Analysis on the Academic Achievement of High School Students. Education Sciences, 12(5), 1-17. [287]. https://doi.org/10.3390/educsci12050287
PY - 2022/5/1
Y1 - 2022/5/1
N2 - Understanding the determinants of academic achievement (AA) is crucial for virtually every stakeholder interested in personal development and individual and societal wellbeing. Extensive research in several areas, such as education, economics, or psychology, has addressed this topic, identifying a vast number of determinants that impact high school students’ AA. In this work, we perform a meta-analysis, including a weight analysis of 49 quantitative studies that investigate this topic, exploring the best predictors of high school students’ academic success. We also explore moderation effects. Our results show that academic self-efficacy and socioeconomic status are the best predictors of AA, and they are statistically significant. Other statistically significant predictors, albeit less common in the analyses, are mastery avoidance, motivation, sleep habits, and work avoidance. Implications for theory and practice and directions for future research are discussed
AB - Understanding the determinants of academic achievement (AA) is crucial for virtually every stakeholder interested in personal development and individual and societal wellbeing. Extensive research in several areas, such as education, economics, or psychology, has addressed this topic, identifying a vast number of determinants that impact high school students’ AA. In this work, we perform a meta-analysis, including a weight analysis of 49 quantitative studies that investigate this topic, exploring the best predictors of high school students’ academic success. We also explore moderation effects. Our results show that academic self-efficacy and socioeconomic status are the best predictors of AA, and they are statistically significant. Other statistically significant predictors, albeit less common in the analyses, are mastery avoidance, motivation, sleep habits, and work avoidance. Implications for theory and practice and directions for future research are discussed
KW - academic achievement
KW - academic success
KW - quantitative
KW - meta-analysis
KW - weight-analysis
UR - http://www.scopus.com/inward/record.url?scp=85129122903&partnerID=8YFLogxK
UR - https://www.webofscience.com/wos/woscc/full-record/WOS:000802402600001
U2 - 10.3390/educsci12050287
DO - 10.3390/educsci12050287
M3 - Review article
SN - 2227-7102
VL - 12
SP - 1
EP - 17
JO - Education Sciences
JF - Education Sciences
IS - 5
M1 - 287
ER -
