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

• Published in: Social psychology of education 2024-12, Vol.27 (6), p.3533-3572
• Main Authors: Costa, Ana, Moreira, Diana, Casanova, Joana, Azevedo, Ângela, Gonçalves, Armanda, Oliveira, Íris, Azevedo, Raquel, Dias, Paulo C.
• Format: Article
• Language: English
• Subjects: Academic achievement; Education; Lifelong Learning; Parent Participation; Personality and Social Psychology; Review of the Literature; Sociology of Education; Systematic review
• ISSN: 1381-2890; 1573-1928
• DOI: 10.1007/s11218-024-09941-z

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.