An evaluation of the factors that influence academic success as defined by engaged students

Abstract

Grades are frequently used by academics as a measure of academic success. The literature has largely neglected to ascertain how students define this important concept. This study aimed to give voice to how university students define academic success and what they perceive as the contributing factors. This qualitative study used three focus groups with 16 undergraduate psychology students attending a London university. Experiential inductive thematic analysis (TA) was used to analyse the data. Students defined academic success as a combination of outcomes including grades and more holistic outcomes of personal development and achievements. Three themes emerged to summarise students' perception of the factors that influence academic success. The first theme student agency included two subthemes: setting goals and self-regulation. The second theme was aptitude, with two subthemes: self-evaluation and motivation. The final theme was type of support which included the subthemes institutional support and external support. This study adds the student voice to the definition of academic success and the factors that facilitate it.The challenge for higher education institutions is to incorporate these student-defined attributes into the curriculum to facilitate student success, particularly targeting malleable elements such as study and social skills, financial and other tailored provisions especially for non-traditional students. Researchers also need to develop instruments to measure holistic academic success outcomes to assess if students are reaching these objectives.

Understanding college success through the lens of first-generation students in China: An interpretative phenomenological analysis

“…This is also demonstrated in the multiplicity of definitions of academic success in the literature as follows. Students in London defined academic success as a combination of measurable outcomes, for example, grades and degree attainment, together with more holistic student outcomes, such as personal development and achievements [ 64 ]. Students from six Australian universities characterized success in higher education expressed success as assessments of behaviors – how self or others ‘measure up’ in the esteem of their community [ 65 ].…”

“…These studies stress the significance of non-academic elements in defining success. Culture and environment play a crucial role in differences; for instance, studies from Australia highlight community recognition and localized success [ 64 , 65 ], while a Swedish study emphasizes stress-free accomplishment, [ 68 ]. Moreover, the focus on balancing family responsibilities and seeking personal happiness, as noted by Hannon, Smith and Lã [ 69 ], adds another layer to the concept of success.…”

College Student’s Academic Help-Seeking Behavior: A Systematic Literature Review

“…From a learning adjustment perspective, academic help-seeking (AHS) is often considered to be a more important and effective self-regulation strategy [ 12 , 13 , 14 ]. Obtaining academic help is also an essential self-regulated learning strategy for college students, which plays a significant role in their academic careers [ 15 , 16 , 17 , 18 ]. AHS involves seeking support from individuals and other sources to help students do well in the academic environment [ 10 , 19 ].…”