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Observational Study
. 2025 Mar 10;25(1):361.
doi: 10.1186/s12909-025-06958-6.

The role of demographic and psychosocial factors in academic achievement: insights from a cross-sectional study on physiotherapy and rehabilitation students

Muserrefe Nur Keles  1 , Anil Yesiloglu  2 , Ozgu Inal Ozun  3
Affiliations
Observational Study

The role of demographic and psychosocial factors in academic achievement: insights from a cross-sectional study on physiotherapy and rehabilitation students

Muserrefe Nur Keles et al. BMC Med Educ. .

Abstract

Background: Academic success is a multifaceted outcome influenced by various demographic and psychosocial factors. Understanding these determinants is essential for developing effective interventions, particularly in demanding disciplines such as physiotherapy and rehabilitation. This cross-sectional study examined the relationship between academic performance and demographic and psychosocial variables among undergraduate physiotherapy students.

Methods: Data on students' age, gender, years of education, relationship status, parental status, monthly income, and residence status were collected. Academic success was assessed using grade point average (GPA). Psychosocial variables were measured using validated Turkish versions of the following scales: Rosenberg Self-Esteem Scale for self-esteem, Empathy Assessment Scale for empathy, Social Emotional Competence Questionnaire for social and emotional competence, Warwick-Edinburgh Mental Well-Being Scale for mental well-being, State and Trait Anxiety Inventory for anxiety, UCLA Loneliness Scale Short Form for loneliness, Adult Motivation Scale for motivation, and Satisfaction with Life Scale for life satisfaction. Statistical analyses, including Pearson and Spearman correlations, multiple linear regression, and independent t-tests, were conducted using SPSS 25.0.

Results: A total of 256 students (female/male = 187/69) participated in the study. Significant relationships were observed between GPA and gender, monthly income, anxiety levels, and loneliness levels. Multiple regression analysis revealed that 44.0% of the variance in GPA was explained by anxiety (R²=0.31, p < 0.001), loneliness (R²=0.11, p < 0.001), and gender (R²=0.02, p = 0.002). Female students outperformed their male counterparts in academic success (p < 0.05).

Conclusions: This study emphasizes the significant influence of demographic and psychosocial factors on the academic performance of physiotherapy students. Interventions aimed at reducing financial stress, anxiety, and loneliness may improve academic outcomes. Future research should explore these factors in diverse educational settings and over time to better support student success in healthcare education.

Clinical trial number: NCT06534879 (registration date: 2024-07-30), retrospectively registered.

Keywords: Academic success; Demographics; Physiotherapy; Psychosocial factors; Student.

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Conflict of interest statement

Declarations. Ethics approval and consent to participate: All procedures performed in studies involving human participants were in accordance with the ethical standards of the Ethics Committee of Gazi University (2024/917) and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. All participants provided written informed consent. Consent for publication: Not applicable. Competing interests: The authors declare no competing interests.

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