Kassaw Chalachew, Demareva Valeriia, Negash Misrak, Sime Yohanes
Department of Psychiatry, Dilla University, Dilla, PO Box, 419, Ethiopia.
Faculty of Social Sciences, Lobachevsky State, University of Nizhny Novgorod, PO Box- 603022, Nizhny Novgorod, Russia.
Heliyon. 2024 Aug 22;10(17):e36465. doi: 10.1016/j.heliyon.2024.e36465. eCollection 2024 Sep 15.
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.
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.
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), I = 0.00 %, P < 0.001)]. The pooled odds ratio psychosocial predictors of academic achievement was 0.47, [(95 % CI: 0.46, 0.48), I = 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.
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.
埃塞俄比亚学生的学业成绩不仅仅取决于认知能力。它与心理和社会因素相互交织。本分析探讨了包括行为、情绪和心理健康在内的这些相互关联的维度如何影响学业成就。通过揭示塑造学生幸福感和成功的多方面因素，本综述强调了它们在高等教育领域中的关键作用。
本系统综述和荟萃分析研究旨在通过探索影响埃塞俄比亚高等教育学生学业成绩的社会心理因素，为学术文献做出贡献。它利用了各种各样的学术数据库，并且遵循推荐的报告指南确保了整个调查过程中的方法严谨性和透明度。
本系统综述综合了使用纽卡斯尔 - 渥太华量表评估的14项高质量埃塞俄比亚横断面研究的结果。受访者的总体合并平均绩点为3.04，[(95%置信区间：2.75, 3.32)，I = 0.00%，P < 0.001]。学业成就的社会心理预测因素的合并优势比为0.47，[(95%置信区间：0.46, 0.48)，I = 0.00%，P = 0.001]。该研究探讨了影响学业成就的因素，包括心理因素（睡眠、压力、自尊）和社会学因素（社交媒体、经济困难、社会支持）。综述发现这些因素是显著影响因素，突出了学业成功的多面性。
这项综合研究倡导一种整体的教育方法，敦促将学业进步与学生幸福感相结合。它强调在心理健康、社会支持和资源获取方面的干预措施，并认识到它们对学习的多方面影响。此外，最好在教育工作者和政策制定者的参与下建立包容性环境，以优化高等教育学生的学业成功。
