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. 2024 Aug 22;10(17):e36465.
doi: 10.1016/j.heliyon.2024.e36465. eCollection 2024 Sep 15.

Psychosocial determinants of academic achievement in Ethiopian higher education students, 2024. Systematic review and meta-analysis

Chalachew Kassaw  1   2 , Valeriia Demareva  3 , Misrak Negash  1 , Yohanes Sime  1
Affiliations

Psychosocial determinants of academic achievement in Ethiopian higher education students, 2024. Systematic review and meta-analysis

Chalachew Kassaw et al. Heliyon. .

Abstract

Introduction: Ethiopian students' academic achievement goes beyond just cognitive ability. It is interwoven with psychological and social factors. This analysis examines how these interconnected dimensions, including behaviour, emotions, and mental well-being, influence academic attainment. By revealing the multifaceted factors that shape student well-being and success, this review highlights their critical role in the higher education landscape.

Methods: This systematic review and meta-analysis study aimed to contribute to the academic literature by exploring the psychosocial factors affecting the academic achievement of Ethiopian higher education students. It leveraged a diverse array of scholarly databases, and adherence to recommended reporting guidelines ensured methodological rigor and transparency throughout the investigation.

Result: This systematic review synthesizes findings from 14 high-quality Ethiopian cross-sectional studies assessed using the Newcastle-Ottawa Scale. The overall pooled mean grade point average of respondents was 3.04, [(95 % CI: 2.75, 3.32), I2 = 0.00 %, P < 0.001)]. The pooled odds ratio psychosocial predictors of academic achievement was 0.47, [(95 % CI: 0.46, 0.48), I2 = 0.00 %, P = 0.001)]. The study explored factors affecting academic achievement, including psychological (sleep, stress, self-esteem) and sociological factors (social media, financial hardship, social support). The review found that these factors emerged as significant influences, highlighting the multifaceted nature of academic success.

Conclusion: This synthesized study champions a holistic approach to education, urging the integration of academic progress and student well-being. It emphasizes interventions in mental health, social support, and resource access, and acknowledge their multifaceted impact on learning. In addition, it would be better to build inclusive environments with the involvement of educators and policymakers to optimize the academic success of higher education students.

Keywords: Academic achievement; Ethiopia; Higher education students; Psychosocial predictors.

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Conflict of interest statement

There are no apparent conflicts of interest with this publication.

Figures

Fig. 1
Fig. 1
The flow chart that showed the selection process of papers for systematic review and meta-analysis in Ethiopia, 2024.
Fig. 2
Fig. 2
The trend of academic achievement over 10 years of period (2012–2022) in Ethiopia, 2024.
Fig. 3
Fig. 3
The forest plot of pooled grade point average respondents in Ethiopia, 2024.
Fig. 4
Fig. 4
The forest plot of pooled grade point average of respondents in Ethiopia stratified by the period of publication.
Fig. 5
Fig. 5
The pooled grade point average of respondents stratified by the country geography in Ethiopia, 2024.
Fig. 6
Fig. 6
Funnel plot graph on the pooled grade point average of respondents in Ethiopia, 2024.
Fig. 7
Fig. 7
The pooled odds ratio forest pot of psychosocial factors associated with academic achievement among respondents in Ethiopia, 2024.
Fig. 8
Fig. 8
The funnel plot for factors associated with grade point average of respondents in Ethiopia, 2024.
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