Department of Psychiatry, Seoul National University Hospital, Seoul, Republic of Korea.
YD Clinic Research Institute, Busan, Republic of Korea.
BMC Psychol. 2023 Nov 23;11(1):410. doi: 10.1186/s40359-023-01369-y.
Academic performance is an important issue for Korean students. Various psychological factors contribute to academic performance. We aimed to evaluate the psychological factors that affect academic performance integratively.
A total of 102 academic high achievers and 120 comparison participants were recruited. We evaluated psychological factors (test anxiety, perfectionism, personality traits, resilience, and self-efficacy) and measured academic performance using the College Scholastic Ability Test and the current college grade. We compared psychological factors and academic performance between the academic high achiever and comparison groups. Multiple linear regression was then conducted to identify the significant psychological factors for high academic performance. Further, we used cluster analysis to classify the comparison group by the significant psychological factors and compared them among clusters and academic high achievers to determine the psychological characteristics of academic high achievers.
The academic high achiever group showed lower test anxiety (p = .002), less neuroticism (p = .001), higher self-efficacy (p = .028), and less socially prescribed perfectionism (p < .001) than the comparison group. Multiple linear regression results (p = .020) clarified that neuroticism (p = .020), test anxiety level (p = .047), and perfectionism (p = .035) were important factors predicting better academic performance. Academic high achievers had moderate test anxiety and perfectionism levels, with the best performance on the College Scholastic Ability Test.
Neuroticism, test anxiety levels, and perfectionism are important psychological factors for high academic performance. Interventions targeting these factors may help to improve academic accomplishments.
学业成绩是韩国学生的一个重要问题。各种心理因素都会影响学业成绩。我们旨在综合评估影响学业成绩的心理因素。
共招募了 102 名学业成绩优异者和 120 名对照组参与者。我们评估了心理因素（考试焦虑、完美主义、人格特质、韧性和自我效能感），并使用大学学业能力测验和当前大学成绩来衡量学业成绩。我们比较了学业成绩优异者和对照组之间的心理因素和学业成绩。然后进行多元线性回归，以确定对高学业成绩有显著影响的心理因素。此外，我们使用聚类分析根据显著的心理因素对对照组进行分类，并在聚类和学业成绩优异者之间进行比较，以确定学业成绩优异者的心理特征。
学业成绩优异者组的考试焦虑（p=0.002）、神经质（p=0.001）、自我效能感（p=0.028）和社会规定性完美主义（p<0.001）均低于对照组。多元线性回归结果（p=0.020）表明，神经质（p=0.020）、考试焦虑水平（p=0.047）和完美主义（p=0.035）是预测学业成绩更好的重要因素。学业成绩优异者的考试焦虑和完美主义水平适中，在大学学业能力测验中表现最佳。
神经质、考试焦虑水平和完美主义是学业成绩优异的重要心理因素。针对这些因素的干预措施可能有助于提高学业成绩。
