Journal of Social Science for Policy Implications

Factors Affecting Students' Academic Performance: A Case Study of the University Context
Israel Creleanor Mulaudzi

Abstract
The academic performance of students in a university is influenced by a complex interplay of various factors. This abstract summarizes the key factors explored in a case study on this topic. This study investigates the multifaceted determinants of students' academic performance within a university context. It examines how personal factors, including motivation and self-discipline, socioeconomic backgrounds, and prior education, impact students' ability to excel academically (Flack, Walker, Bickerstaff, & Margetts, 2020). Moreover, it delves into psychological aspects such as mental health and self-esteem, shedding light on their pivotal roles in shaping student outcomes. The study also underscores the significance of peer and social influences, emphasizing the effects of relationships with peers and the support systems provided by friends, family, and mentors. It recognizes the importance of the study environment, considering factors like home environment and access to educational resources. Furthermore, the research addresses university-related factors, including the quality of teaching, curriculum design, and class size, as pivotal in shaping students' academic journeys. Personal habits, encompassing sleep patterns, nutrition, exercise, and effective time management, are also explored as critical aspects of academic success. Finally, the study recognizes external responsibilities such as part-time work and family obligations as factors that may pose challenges to students' academic pursuits. Understanding these multifaceted factors and their intricate connections is vital for universities and educators seeking to enhance students' academic performance. By acknowledging and addressing these factors, universities can develop tailored support systems and strategies to empower students and optimize their educational experiences.

Full Text: PDF     DOI: 10.15640/jsspi.v11n1a3