{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,3]],"date-time":"2026-04-03T01:12:57Z","timestamp":1775178777212,"version":"3.50.1"},"reference-count":131,"publisher":"Springer Science and Business Media LLC","issue":"6","license":[{"start":{"date-parts":[[2024,7,22]],"date-time":"2024-07-22T00:00:00Z","timestamp":1721606400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2024,7,22]],"date-time":"2024-07-22T00:00:00Z","timestamp":1721606400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"funder":[{"DOI":"10.13039\/501100007434","name":"Ag\u00eancia Nacional de Inova\u00e7\u00e3o","doi-asserted-by":"publisher","award":["NORTE-01-0247-FEDER-047004"],"award-info":[{"award-number":["NORTE-01-0247-FEDER-047004"]}],"id":[{"id":"10.13039\/501100007434","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/501100001871","name":"Funda\u00e7\u00e3o para a Ci\u00eancia e a Tecnologia","doi-asserted-by":"publisher","award":["UIDB\/00683\/2020"],"award-info":[{"award-number":["UIDB\/00683\/2020"]}],"id":[{"id":"10.13039\/501100001871","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/100030764","name":"Universidade Cat\u00f3lica Portuguesa","doi-asserted-by":"crossref","id":[{"id":"10.13039\/100030764","id-type":"DOI","asserted-by":"crossref"}]}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["Soc Psychol Educ"],"published-print":{"date-parts":[[2024,12]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>Because it is crucial for psychosocial adjustment and lifelong learning, education is the most relevant tool for ensuring inclusion and reducing inequalities. Due to its relationship with positive outcomes, such as life satisfaction, mental health, job performance or SES, academic achievement is a significant phenomenon that impacts students, families, and educational institutions. The present study sought to contribute to the field by reviewing the literature on the determinants that influence the objective achievements of a typical population of middle- to high-school students. Based on the PRISMA statement, a search for related studies was performed in the WoS, EBSCO, and PubMed databases, and 771 studies published between 1930 and 2022 were identified. After screening based on the analysis of abstracts, 35 studies met the selection criteria. The Bronfenbrenner ecological model served as the theoretical rationale for organizing the studies\u2019 findings. The results of this review highlight the following determinants of school achievement: (i) Personal factors\u2014gender, personality traits, cognitive abilities and academic background, motivation and self-constructs, stress and problem-solving strategies, and substance use; (ii) Contextual microsystem factors\u2014(a) Family\u2014parental educational background; parenting practices and interactions; parental involvement and support; (b) School\u2014school location; school conditions, responsiveness, and practices; (c) Peers\u2014peer-group disagreement management. This systematic review updates the existing empirical evidence on this topic and highlights the complexity of the phenomenon of academic achievement.<\/jats:p>","DOI":"10.1007\/s11218-024-09941-z","type":"journal-article","created":{"date-parts":[[2024,7,22]],"date-time":"2024-07-22T20:18:26Z","timestamp":1721679506000},"page":"3533-3572","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":29,"title":["Determinants of academic achievement from the middle to secondary school education: A systematic review"],"prefix":"10.1007","volume":"27","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-5225-3059","authenticated-orcid":false,"given":"Ana","family":"Costa","sequence":"first","affiliation":[]},{"given":"Diana","family":"Moreira","sequence":"additional","affiliation":[]},{"given":"Joana","family":"Casanova","sequence":"additional","affiliation":[]},{"given":"\u00c2ngela","family":"Azevedo","sequence":"additional","affiliation":[]},{"given":"Armanda","family":"Gon\u00e7alves","sequence":"additional","affiliation":[]},{"given":"\u00cdris","family":"Oliveira","sequence":"additional","affiliation":[]},{"given":"Raquel","family":"Azevedo","sequence":"additional","affiliation":[]},{"given":"Paulo C.","family":"Dias","sequence":"additional","affiliation":[]}],"member":"297","published-online":{"date-parts":[[2024,7,22]]},"reference":[{"issue":"1","key":"9941_CR1","doi-asserted-by":"publisher","first-page":"39","DOI":"10.1080\/09243453.2016.1235591","volume":"28","author":"F Abad","year":"2016","unstructured":"*Abad, F., & L\u00f3pez, C. (2016). Data-mining techniques in detecting factors linked to academic achievement. School Effectiveness and School Improvement, 28(1), 39\u201355. https:\/\/doi.org\/10.1080\/09243453.2016.1235591","journal-title":"School Effectiveness and School Improvement"},{"key":"9941_CR2","doi-asserted-by":"publisher","first-page":"857","DOI":"10.1007\/s00127-020-01934-5","volume":"56","author":"S Agnafors","year":"2021","unstructured":"Agnafors, S., Barmark, M., & Sydsj\u00f6, G. (2021). Mental health and academic performance: A study on selection and causation effects from childhood to early adulthood. Social Psychiatry and Psychiatric Epidemiology, 56(5), 857\u2013866. https:\/\/doi.org\/10.1007\/s00127-020-01934-5","journal-title":"Social Psychiatry and Psychiatric Epidemiology"},{"key":"9941_CR3","doi-asserted-by":"publisher","unstructured":"Ara\u00fajo, A. M. (2017). Sucesso no ensino superior: Uma revis\u00e3o e conceptualiza\u00e7\u00e3o [Success in higher education: A review and conceptualization]. Revista de Estudios e Investigaci\u00f3n en Psicolog\u00eda y Educaci\u00f3n, 4(2), 132\u2013141. https:\/\/doi.org\/10.17979\/reipe.2017.4.2.3207","DOI":"10.17979\/reipe.2017.4.2.3207"},{"issue":"4\u20135","key":"9941_CR4","first-page":"673","volume":"18","author":"T Babarovi\u0107","year":"2009","unstructured":"Babarovi\u0107, T., Buru\u0161i\u0107, J., & \u0160aki\u0107, M. (2009). Prediction of educational achievements of primary school pupils in the Republic of Croatia. Social Research, 18(4\u20135), 673\u2013695.","journal-title":"Social Research"},{"key":"9941_CR5","doi-asserted-by":"publisher","first-page":"39","DOI":"10.1016\/j.lindif.2019.04.004","volume":"72","author":"J Backmann","year":"2019","unstructured":"Backmann, J., Weiss, M., Schippers, M. C., & Hoegl, M. (2019). Personality factors, student resiliency, and the moderating role of achievement values in study progress. Learning and Individual Differences, 72, 39\u201348. https:\/\/doi.org\/10.1016\/j.lindif.2019.04.004","journal-title":"Learning and Individual Differences"},{"issue":"5","key":"9941_CR6","doi-asserted-by":"publisher","first-page":"1721","DOI":"10.12738\/estp.2014.5.1727","volume":"14","author":"F Bilge","year":"2014","unstructured":"*Bilge, F., Dost, M., & \u00c7etin, B. (2014). Factors affecting burnout and school engagement among high school students: Study habits, self-efficacy beliefs, and academic success. Educational Sciences: Theory and Practice, 14(5), 1721\u20131727. https:\/\/doi.org\/10.12738\/estp.2014.5.1727","journal-title":"Educational Sciences: Theory and Practice"},{"issue":"3","key":"9941_CR7","doi-asserted-by":"publisher","first-page":"271","DOI":"10.1080\/10656219.2017.1386146","volume":"26","author":"A Blandin","year":"2017","unstructured":"Blandin, A. (2017). The home\/school connection and its role in narrowing the academic achievement gap: An ecological systems theoretical perspective. Journal of Research on Christian Education, 26(3), 271\u2013292. https:\/\/doi.org\/10.1080\/10656219.2017.1386146","journal-title":"Journal of Research on Christian Education"},{"key":"9941_CR8","doi-asserted-by":"publisher","unstructured":"*B\u00f6rkan, B., & Bakis, O. (2016). Determinants of academic achievement of middle schoolers in Turkey. Educational Sciences: Theory and Practice, 16(6), 2193\u20132217. https:\/\/doi.org\/10.12738\/estp.2016.6.0227","DOI":"10.12738\/estp.2016.6.0227"},{"issue":"8","key":"9941_CR9","doi-asserted-by":"publisher","first-page":"1246","DOI":"10.1002\/pits.22273","volume":"56","author":"A Braj\u0161a-\u017dganec","year":"2019","unstructured":"Braj\u0161a-\u017dganec, A., Merka\u0161, M., & \u0160aki\u0107 Veli\u0107, M. (2019). The relations of parental supervision, parental school involvement, and child\u2019s social competence with school achievement in primary school. Psychology in the Schools, 56(8), 1246\u20131258. https:\/\/doi.org\/10.1002\/pits.22273","journal-title":"Psychology in the Schools"},{"key":"9941_CR10","doi-asserted-by":"publisher","unstructured":"Broer, M., Bai, Y., & Fonseca, F. (2019). Socioeconomic inequality and educational outcomes. IEA Research for Education (vol. 5). Springer. https:\/\/doi.org\/10.1007\/978-3-030-11991-1_2","DOI":"10.1007\/978-3-030-11991-1_2"},{"key":"9941_CR11","unstructured":"Bronfenbrenner U. (1989). Ecological systems theory. In R. Vasta (Ed.), Annals of child development: Six theories of child development, revised formulations and current issues (Vol. 6, pp. 187\u2013249). JAI Press."},{"key":"9941_CR12","unstructured":"Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental process. In W. Damon (Series Ed.) & R. M Lerner (Volume Ed.), Handbook of child psychology: Theoretical models of human development (5th ed., Vol. 1, pp. 993\u20131028). Wiley."},{"key":"9941_CR13","doi-asserted-by":"publisher","DOI":"10.4159\/9780674028845","volume-title":"The ecology of human development","author":"U Bronfenbrenner","year":"1979","unstructured":"Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press."},{"key":"9941_CR14","doi-asserted-by":"publisher","first-page":"83","DOI":"10.1016\/j.jrp.2018.02.007","volume":"74","author":"S B\u00fccker","year":"2018","unstructured":"B\u00fccker, S., Nuraydin, S., Simonsmeier, B. A., Schneider, M., & Luhmann, M. (2018). Subjective well-being and academic achievement: A meta-analysis. Journal of Research in Personality, 74(17), 83\u201394. https:\/\/doi.org\/10.1016\/j.jrp.2018.02.007","journal-title":"Journal of Research in Personality"},{"issue":"2","key":"9941_CR15","doi-asserted-by":"publisher","first-page":"145","DOI":"10.1111\/josh.12723","volume":"89","author":"BA Bugbee","year":"2019","unstructured":"Bugbee, B. A., Beck, K. H., Fryer, C. S., & Arria, A. M. (2019). Substance use, academic performance, and academic engagement among high school seniors. Journal of School Health, 89(2), 145\u2013156. https:\/\/doi.org\/10.1111\/josh.12723","journal-title":"Journal of School Health"},{"issue":"9","key":"9941_CR16","doi-asserted-by":"publisher","first-page":"1106","DOI":"10.4067\/s0034-98872017000901106","volume":"145","author":"M Bugue\u00f1o","year":"2017","unstructured":"Bugue\u00f1o, M., Curihual, C., Olivares, P., Wallace, J., L\u00f3pez-Alegr\u00cda, F., Rivera-L\u00f3pez, G., & Oyanedel, J. C. (2017). Calidad de sue\u00f1o y rendimiento acad\u00e9mico en alumnos de educaci\u00f3n secundaria [Quality of sleep and academic performance in high school students]. Revista Medica De Chile, 145(9), 1106\u20131114. https:\/\/doi.org\/10.4067\/s0034-98872017000901106","journal-title":"Revista Medica De Chile"},{"issue":"2","key":"9941_CR17","doi-asserted-by":"publisher","first-page":"117","DOI":"10.1111\/jhn.12407","volume":"30","author":"T Burrows","year":"2017","unstructured":"Burrows, T., Goldman, S., Pursey, K., & Lim, R. (2017). Is there an association between dietary intake and academic achievement: A systematic review. Journal of Human Nutrition and Dietetics, 30(2), 117\u2013140. https:\/\/doi.org\/10.1111\/jhn.12407","journal-title":"Journal of Human Nutrition and Dietetics"},{"key":"9941_CR18","doi-asserted-by":"publisher","first-page":"88","DOI":"10.1037\/a0021577","volume":"18","author":"DG Byrne","year":"2011","unstructured":"Byrne, D. G., Thomas, K. A., Burchell, J. L., Olive, L. S., & Mirabito, N. S. (2011). Stressor experience in primary school-aged children: Development of a scale to assess profiles of exposure and effects on psychological well-being. International Journal of Stress Management, 18(1), 88\u2013111. https:\/\/doi.org\/10.1037\/a0021577","journal-title":"International Journal of Stress Management"},{"issue":"2","key":"9941_CR19","doi-asserted-by":"publisher","first-page":"434","DOI":"10.1080\/23752696.2018.1462096","volume":"3","author":"M Cachia","year":"2018","unstructured":"Cachia, M., Lynam, S., & Stock, R. (2018). Academic success: Is it just about the grades? Higher Education Pedagogies, 3(2), 434\u2013439. https:\/\/doi.org\/10.1080\/23752696.2018.1462096","journal-title":"Higher Education Pedagogies"},{"issue":"3","key":"9941_CR20","doi-asserted-by":"publisher","first-page":"1051","DOI":"10.1007\/s10648-020-09585-3","volume":"33","author":"J Camacho-Morles","year":"2021","unstructured":"Camacho-Morles, J., Slemp, G. R., Pekrun, R., Loderer, K., Hou, H., & Oades, L. G. (2021). Activity achievement emotions and academic performance: A meta-analysis. Educational Psychology Review, 33(3), 1051\u20131095. https:\/\/doi.org\/10.1007\/s10648-020-09585-3","journal-title":"Educational Psychology Review"},{"key":"9941_CR21","doi-asserted-by":"publisher","unstructured":"Cardoso, A., Ferreira, M., Abrantes, J., Seabra, C., & Costa, C. (2011). Personal and pedagogical interaction factors as determinants of academic achievement. Procedia\u2014Social and Behavioral Sciences, 29, 1596\u20131605. https:\/\/doi.org\/10.1016\/j.sbspro.2011.11.402","DOI":"10.1016\/j.sbspro.2011.11.402"},{"key":"9941_CR22","doi-asserted-by":"publisher","first-page":"33","DOI":"10.1016\/J.EDUREV.2015.01.002","volume":"14","author":"M Castro","year":"2015","unstructured":"Castro, M., Exp\u00f3sito-Casas, E., L\u00f3pez-Mart\u00edn, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. L. (2015). Parental involvement on student academic achievement: A meta-analysis. Educational Research Review, 14, 33\u201346. https:\/\/doi.org\/10.1016\/J.EDUREV.2015.01.002","journal-title":"Educational Research Review"},{"key":"9941_CR23","volume-title":"Personality and intellectual competence","author":"T Chamorro-Premuzic","year":"2005","unstructured":"Chamorro-Premuzic, T., & Furnham, A. (2005). Personality and intellectual competence. Lawrence Erlbaum Associates."},{"key":"9941_CR24","doi-asserted-by":"publisher","first-page":"1035223","DOI":"10.3389\/fpsyg.2022.1035223","volume":"13","author":"X Cheng","year":"2023","unstructured":"Cheng, X. (2023). Looking through goal theories in language learning: A review on goal setting and achievement goal theory. Frontiers in Psychology, 13, 1035223. https:\/\/doi.org\/10.3389\/fpsyg.2022.1035223","journal-title":"Frontiers in Psychology"},{"issue":"4","key":"9941_CR25","doi-asserted-by":"publisher","first-page":"321","DOI":"10.1016\/j.learninstruc.2007.06.003","volume":"18","author":"MM Chiu","year":"2008","unstructured":"Chiu, M. M., & Xihua, Z. (2008). Family and motivation effects on mathematics achievement: Analyses of students in 41 countries. Learning and Instruction, 18(4), 321\u2013336. https:\/\/doi.org\/10.1016\/j.learninstruc.2007.06.003","journal-title":"Learning and Instruction"},{"key":"9941_CR26","doi-asserted-by":"publisher","DOI":"10.1016\/j.childyouth.2020.105172","volume":"116","author":"D Choe","year":"2020","unstructured":"*Choe, D. (2020). Parents\u2019 and adolescents\u2019 perceptions of parental support as predictors of adolescents\u2019 academic achievement and self-regulated learning. Children and Youth Services Review, 116, 105172. https:\/\/doi.org\/10.1016\/j.childyouth.2020.105172.","journal-title":"Children and Youth Services Review"},{"key":"9941_CR28","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1016\/j.lindif.2021.102110","volume":"93","author":"J Colling","year":"2022","unstructured":"Colling, J., Wollschl\u00e4ger, R., Keller, U., Preckel, F., & Fischbach, A. (2022). Need for Cognition and its relation to academic achievement in different learning environments. Learning and Individual Differences, 93, 102110. https:\/\/doi.org\/10.1016\/j.lindif.2021.102110","journal-title":"Learning and Individual Differences"},{"key":"9941_CR29","doi-asserted-by":"publisher","first-page":"9","DOI":"10.15581\/004.27.9-35","volume":"27","author":"J Cordero","year":"2014","unstructured":"Cordero, J., & Manch\u00f3n, C. (2014). Factores explicativos del rendimiento en educaci\u00f3n primaria: Un an\u00e1lisis a partir de TIMSS 2011 [Explanatory factors for achievement in primary education: An analysis using TIMSS 2011]. Estudios sobre Educaci\u00f3n, 27, 9\u201335. \nhttps:\/\/doi.org\/10.15581\/004.27.9-35\n.","journal-title":"Estudios sobre Educaci\u00f3n"},{"key":"9941_CR30","doi-asserted-by":"publisher","first-page":"52","DOI":"10.3389\/fpsyg.2015.00052","volume":"6","author":"J Crede","year":"2015","unstructured":"Crede, J., Wirthwein, L., McElvany, N., & Steinmayr, R. (2015). Adolescents\u2019 academic achievement and life satisfaction: The role of parents\u2019 education. Frontiers in Psychology, 6, 52. https:\/\/doi.org\/10.3389\/fpsyg.2015.00052","journal-title":"Frontiers in Psychology"},{"issue":"11","key":"9941_CR31","doi-asserted-by":"publisher","first-page":"2365","DOI":"10.1080\/00220388.2018.1516869","volume":"55","author":"C Cunningham","year":"2019","unstructured":"Cunningham, C., Cunningham, S. A., Halim, N., & Yount, K. M. (2019). Public investments in education and children\u2019s academic achievements. The Journal of Development Studies, 55(11), 2365\u20132381. https:\/\/doi.org\/10.1080\/00220388.2018.1516869","journal-title":"The Journal of Development Studies"},{"issue":"1","key":"9941_CR32","doi-asserted-by":"publisher","first-page":"119","DOI":"10.1080\/0030443001600111","volume":"160","author":"B DeBaryshe","year":"2000","unstructured":"DeBaryshe, B., Binder, J., & Buell, M. (2000). Mothers\u2019 implicit theories of early literacy instruction: Implications for children\u2019s reading and writing. Early Child Development and Care, 160(1), 119\u2013131. https:\/\/doi.org\/10.1080\/0030443001600111","journal-title":"Early Child Development and Care"},{"key":"9941_CR33","doi-asserted-by":"publisher","first-page":"30","DOI":"10.1016\/j.lindif.2016.06.020","volume":"50","author":"O Dickh\u00e4user","year":"2016","unstructured":"*Dickh\u00e4user, O., Dinger, F. C., Janke, S., Spinath, B., & Steinmayr, R. (2016). A prospective correlational analysis of achievement goals as mediating constructs linking distal motivational dispositions to intrinsic motivation and academic achievement. Learning and Individual Differences, 50, 30\u201341. https:\/\/doi.org\/10.1016\/j.lindif.2016.06.020","journal-title":"Learning and Individual Differences"},{"key":"9941_CR34","doi-asserted-by":"publisher","first-page":"1461","DOI":"10.1007\/s11218-021-09659-2","volume":"24","author":"A Dings","year":"2021","unstructured":"Dings, A., & Spinath, F. M. (2021). Motivational and personality variables distinguish academic underachievers from high achievers, low achievers, and overachievers. Social Psychology of Education, 24(6), 1461\u20131485. https:\/\/doi.org\/10.1007\/s11218-021-09659-2","journal-title":"Social Psychology of Education"},{"key":"9941_CR35","doi-asserted-by":"publisher","first-page":"198","DOI":"10.1037\/0022-0663.98.1.198","volume":"98","author":"AL Duckworth","year":"2006","unstructured":"Duckworth, A. L., & Seligman, M. E. P. (2006). Self-discipline gives girls the edge: Gender in self-discipline, grades, and achievement test scores. Journal of Educational Psychology, 98(1), 198\u2013208. https:\/\/doi.org\/10.1037\/0022-0663.98.1.198","journal-title":"Journal of Educational Psychology"},{"key":"9941_CR36","doi-asserted-by":"publisher","first-page":"373","DOI":"10.1146\/annurev-psych-010418-103230","volume":"70","author":"AL Duckworth","year":"2019","unstructured":"Duckworth, A. L., Taxer, J. L., Eskreis-Winkler, L., Galla, B. M., & Gross, J. J. (2019). Self-control and academic achievement. Annual Review of Psychology, 70, 373\u2013399. https:\/\/doi.org\/10.1146\/annurev-psych-010418-103230","journal-title":"Annual Review of Psychology"},{"issue":"1","key":"9941_CR37","doi-asserted-by":"publisher","first-page":"40","DOI":"10.2202\/1935-1682.2191","volume":"9","author":"D Eisenberg","year":"2009","unstructured":"Eisenberg, D., Golberstein, E., & Hunt, J. (2009). Mental health and academic success in college. The BE Journal of Economic Analysis and Policy, 9(1), 40. https:\/\/doi.org\/10.2202\/1935-1682.2191","journal-title":"The BE Journal of Economic Analysis and Policy"},{"key":"9941_CR38","doi-asserted-by":"publisher","unstructured":"El Zaatari, W., & Maalouf, I. (2022). How the Bronfenbrenner bio-ecological system theory explains the development of students\u2019 sense of belonging to school? SAGE Open, 12(4).\u00a0https:\/\/doi.org\/10.1177\/21582440221134089","DOI":"10.1177\/21582440221134089"},{"issue":"3","key":"9941_CR39","doi-asserted-by":"publisher","first-page":"736","DOI":"10.1177\/0956797613516008","volume":"25","author":"AS Finn","year":"2014","unstructured":"Finn, A. S., Kraft, M. A., West, M. R., Leonard, J. A., Bish, C. E., Martin, R. E., Sheridan, M. A., Gabrieli, C. F., & Gabrieli, J. D. (2014). Cognitive skills, student achievement tests, and schools. Psychological Science, 25(3), 736\u2013744. https:\/\/doi.org\/10.1177\/0956797613516008","journal-title":"Psychological Science"},{"issue":"2","key":"9941_CR40","doi-asserted-by":"publisher","first-page":"191","DOI":"10.1080\/10862969109547736","volume":"23","author":"J Fitzgerald","year":"1991","unstructured":"Fitzgerald, J., Spiegel, S., & Cunningham, J. (1991). The relationship between parental literacy level and perceptions of emergent literacy. Journal of Reading Behavior, 23(2), 191\u2013213. https:\/\/doi.org\/10.1080\/10862969109547736","journal-title":"Journal of Reading Behavior"},{"key":"9941_CR41","doi-asserted-by":"publisher","unstructured":"Ford, T. E., Ford, B. L., Boxer, C. F., & Armstrong, J. (2012). Effect of humor on state anxiety and math performance.\u00a0Humor: International Journal of Humor Research, 25(1), 59\u201374. https:\/\/doi.org\/10.1515\/humor-2012-0004","DOI":"10.1515\/humor-2012-0004"},{"issue":"4","key":"9941_CR42","doi-asserted-by":"publisher","first-page":"379","DOI":"10.1080\/00131881.2021.1956988","volume":"63","author":"C Forsberg","year":"2021","unstructured":"Forsberg, C., Chiriac, E. H., & Thornberg, R. (2021). Exploring pupils\u2019 perspectives on school climate. Educational Research, 63(4), 379\u2013395. https:\/\/doi.org\/10.1080\/00131881.2021.1956988","journal-title":"Educational Research"},{"key":"9941_CR43","doi-asserted-by":"publisher","first-page":"6","DOI":"10.1016\/j.chiabu.2017.06.021","volume":"75","author":"D Fry","year":"2018","unstructured":"Fry, D., Fang, X., Elliott, S., Casey, T., Zheng, X., Li, J., & McCluskey, G. (2018). The relationships between violence in childhood and educational outcomes: A global systematic review and meta-analysis. Child Abuse and Neglect, 75, 6\u201328. https:\/\/doi.org\/10.1016\/j.chiabu.2017.06.021","journal-title":"Child Abuse and Neglect"},{"issue":"1","key":"9941_CR44","doi-asserted-by":"publisher","first-page":"63","DOI":"10.32381\/JPR.2019.14.01.7","volume":"14","author":"K Gangolu","year":"2019","unstructured":"*Gangolu, K. (2019). Adjustment and parental involvement as predictors of academic achievement of adolescents. Journal of Psychosocial Research, 14(1), 63\u201372. https:\/\/doi.org\/10.32381\/JPR.2019.14.01.7","journal-title":"Journal of Psychosocial Research"},{"issue":"7","key":"9941_CR45","doi-asserted-by":"publisher","first-page":"944","DOI":"10.1080\/09500693.2016.1265158","volume":"41","author":"J Gess-Newsome","year":"2019","unstructured":"Gess-Newsome, J., Taylor, J. A., Carlson, J., Gardner, A. L., Wilson, C. D., & Stuhlsatz, M. A. (2019). Teacher pedagogical content knowledge, practice, and student achievement. International Journal of Science Education, 41(7), 944\u2013963. https:\/\/doi.org\/10.1080\/09500693.2016.1265158","journal-title":"International Journal of Science Education"},{"issue":"1","key":"9941_CR46","doi-asserted-by":"publisher","first-page":"23","DOI":"10.1007\/s10964-008-9360-1","volume":"39","author":"S Ghazarian","year":"2010","unstructured":"*Ghazarian, S., & Buehler, C. (2010). Interparental conflict and academic achievement: An examination of mediating and moderating factors. Journal of Youth and Adolescence, 39(1), 23\u201335. https:\/\/doi.org\/10.1007\/s10964-008-9360-1","journal-title":"Journal of Youth and Adolescence"},{"key":"9941_CR47","doi-asserted-by":"publisher","first-page":"2367","DOI":"10.3389\/fpsyg.2019.02367","volume":"10","author":"R Gilar-Corbi","year":"2019","unstructured":"Gilar-Corbi, R., Veas, A., Mi\u00f1ano, P., & Castej\u00f3n, J.-L. (2019). Differences in personal, familial, social, and school factors between underachieving and non-underachieving gifted secondary students. Frontiers in Psychology, 10, 2367. https:\/\/doi.org\/10.3389\/fpsyg.2019.02367","journal-title":"Frontiers in Psychology"},{"key":"9941_CR48","doi-asserted-by":"publisher","first-page":"1461","DOI":"10.1111\/j.1467-8624.1993.tb02964.x","volume":"64","author":"GS Ginsburg","year":"1993","unstructured":"*Ginsburg, G. S., & Bronstein, P. (1993). Family factors related to children\u2019s intrinsic\/extrinsic motivational orientation and academic performance. Child Development, 64(5), 1461\u20131474. https:\/\/doi.org\/10.1111\/j.1467-8624.1993.tb02964.x","journal-title":"Child Development"},{"issue":"2","key":"9941_CR49","doi-asserted-by":"publisher","first-page":"271","DOI":"10.2190\/EC.50.2.g","volume":"50","author":"KR Hamlen","year":"2014","unstructured":"*Hamlen, K. R. (2014). Video game strategies as predictors of academic achievement. Journal of Educational Computing Research, 50(2), 271\u2013284. https:\/\/doi.org\/10.2190\/EC.50.2.g","journal-title":"Journal of Educational Computing Research"},{"issue":"2","key":"9941_CR50","doi-asserted-by":"publisher","first-page":"248","DOI":"10.1080\/00131911.2016.1207613","volume":"69","author":"G Hampden-Thompson","year":"2017","unstructured":"Hampden-Thompson, G., & Galindo, C. (2017). School\u2013family relationships, school satisfaction and the academic achievement of young people. Educational Review, 69(2), 248\u2013265. https:\/\/doi.org\/10.1080\/00131911.2016.1207613","journal-title":"Educational Review"},{"issue":"1","key":"9941_CR51","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1186\/s40536-016-0027-1","volume":"4","author":"K Hansen","year":"2015","unstructured":"*Hansen, K., & Gustafsson, J. (2015). Determinants of country differences in effects of parental education on children\u2019s academic achievement. Large-Scale Assessments in Education, 4(1), 1\u201319. https:\/\/doi.org\/10.1186\/s40536-016-0027-1","journal-title":"Large-Scale Assessments in Education"},{"issue":"1","key":"9941_CR52","doi-asserted-by":"publisher","first-page":"16","DOI":"10.1186\/s40536-022-00133-9","volume":"10","author":"KY Hansen","year":"2022","unstructured":"Hansen, K. Y., Radi\u0161i\u0107, D., Ding, Y., & Liu, X. (2022). Contextual effects on students\u2019 achievement and academic self-concept in the Nordic and Chinese educational systems. Large-Scale Assessments in Education, 10, 16. https:\/\/doi.org\/10.1186\/s40536-022-00133-9","journal-title":"Large-Scale Assessments in Education"},{"issue":"11\u201312","key":"9941_CR53","doi-asserted-by":"publisher","first-page":"605","DOI":"10.1007\/s11199-013-0309-9","volume":"69","author":"A Heyder","year":"2013","unstructured":"*Heyder, A., & Kessels, U. (2013). Is school feminine? Implicit gender stereotyping of school as a predictor of academic achievement. Sex Roles, 69(11\u201312), 605\u2013617. https:\/\/doi.org\/10.1007\/s11199-013-0309-9","journal-title":"Sex Roles"},{"issue":"3","key":"9941_CR54","doi-asserted-by":"publisher","first-page":"3","DOI":"10.2753\/JES1097-203X390301","volume":"39","author":"M Hojo","year":"2012","unstructured":"Hojo, M. (2012). Determinants of academic performance in Japan. Japanese Economy, 39(3), 3\u201329. https:\/\/doi.org\/10.2753\/JES1097-203X390301","journal-title":"Japanese Economy"},{"key":"9941_CR55","doi-asserted-by":"publisher","DOI":"10.1590\/0102.3772e372117","author":"AM Horn","year":"2021","unstructured":"Horn, A. M., Da Silva, K. A., & Patias, N. D. (2021). School performance and symptoms of depression, anxiety, and stress in adolescents. Psicologia Teoria e Pesquisa, 37(1), e372117. https:\/\/doi.org\/10.1590\/0102.3772e372117","journal-title":"Psicologia Teoria e Pesquisa"},{"issue":"4","key":"9941_CR56","doi-asserted-by":"publisher","first-page":"425","DOI":"10.1080\/00221325.1993.9914741","volume":"154","author":"N Horta\u00e7su","year":"1993","unstructured":"*Horta\u00e7su, N., & \u00dcner, H. (1993). Family background, sociometric peer nominations, and perceived control as predictors of academic achievement. The Journal of Genetic Psychology, 154(4), 425\u2013431. https:\/\/doi.org\/10.1080\/00221325.1993.9914741","journal-title":"The Journal of Genetic Psychology"},{"key":"9941_CR57","doi-asserted-by":"publisher","first-page":"80","DOI":"10.1016\/j.lindif.2019.03.001","volume":"72","author":"A Israel","year":"2019","unstructured":"Israel, A., L\u00fcdtke, O., & Wagner, J. (2019). The longitudinal association between personality and achievement in adolescence: Differential effects across all Big Five traits and four achievement indicators. Learning and Individual Differences, 72, 80\u201391. https:\/\/doi.org\/10.1016\/j.lindif.2019.03.001","journal-title":"Learning and Individual Differences"},{"key":"9941_CR58","doi-asserted-by":"publisher","first-page":"43","DOI":"10.1016\/j.learninstruc.2012.09.004","volume":"23","author":"J Karbach","year":"2013","unstructured":"*Karbach, J., Gottschling, J., Spengler, M., Hegewald, K., & Spinath, F. (2013). Parental involvement and general cognitive ability as predictors of domain-specific academic achievement in early adolescence. Learning and Instruction, 23, 43\u201351. https:\/\/doi.org\/10.1016\/j.learninstruc.2012.09.004","journal-title":"Learning and Instruction"},{"issue":"11","key":"9941_CR59","doi-asserted-by":"publisher","first-page":"821","DOI":"10.1111\/josh.12691","volume":"88","author":"S Karvonen","year":"2018","unstructured":"Karvonen, S., Tokola, K., & Rimpel\u00e4, A. (2018). Well-being and academic achievement: Differences between schools from 2002 to 2010 in the Helsinki Metropolitan Area. Journal of School Health, 88(11), 821\u2013829. https:\/\/doi.org\/10.1111\/josh.12691","journal-title":"Journal of School Health"},{"key":"9941_CR60","doi-asserted-by":"publisher","first-page":"316","DOI":"10.1007\/s10567-020-00317-1","volume":"23","author":"CA Kearney","year":"2020","unstructured":"Kearney, C. A., & Graczyk, P. A. (2020). A multidimensional, multi-tiered system of supports model to promote school attendance and address school absenteeism. Clinical Child and Family Psychology Review, 23(3), 316\u2013337. https:\/\/doi.org\/10.1007\/s10567-020-00317-1","journal-title":"Clinical Child and Family Psychology Review"},{"issue":"2","key":"9941_CR61","doi-asserted-by":"publisher","first-page":"17","DOI":"10.53841\/bpsper.2016.40.2.17","volume":"40","author":"D Kelly","year":"2016","unstructured":"Kelly, D., & Donaldson, D. (2016). Investigating the complexities of academic success: Personality constrains the effects of metacognition. Psychology of Education Review, 40(2), 17\u201324.","journal-title":"Psychology of Education Review"},{"issue":"2","key":"9941_CR62","doi-asserted-by":"publisher","first-page":"1","DOI":"10.19148\/ijhbs.65987","volume":"2","author":"E Kocay\u00f6r\u00fck","year":"2016","unstructured":"Kocay\u00f6r\u00fck, E. (2016). Parental involvement and school achievement. International Journal of Human and Behavioral Science, 2(2), 1\u20137. https:\/\/doi.org\/10.19148\/ijhbs.65987","journal-title":"International Journal of Human and Behavioral Science"},{"issue":"3","key":"9941_CR63","doi-asserted-by":"publisher","first-page":"643","DOI":"10.3102\/0034654315626799","volume":"86","author":"H Korpershoek","year":"2016","unstructured":"Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students\u2019 academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 86(3), 643\u2013680. https:\/\/doi.org\/10.3102\/0034654315626799","journal-title":"Review of Educational Research"},{"key":"9941_CR64","doi-asserted-by":"crossref","unstructured":"Kuger, S., Klieme, E., Jude, N., & Kaplan, D. (2016). Assessing contexts of learning: An international perspective. Springer Nature.","DOI":"10.1007\/978-3-319-45357-6"},{"issue":"1","key":"9941_CR65","doi-asserted-by":"publisher","first-page":"148","DOI":"10.1037\/0022-3514.86.1.148","volume":"86","author":"NR Kuncel","year":"2004","unstructured":"Kuncel, N. R., Hezlett, S. A., & Ones, D. S. (2004). Academic performance, career potential, creativity, and job performance: Can one construct predict them all? Journal of Personality and Social Psychology, 86(1), 148\u2013161. https:\/\/doi.org\/10.1037\/0022-3514.86.1.148","journal-title":"Journal of Personality and Social Psychology"},{"issue":"3","key":"9941_CR66","doi-asserted-by":"publisher","first-page":"441","DOI":"10.1016\/j.paid.2006.08.001","volume":"42","author":"K Laidra","year":"2007","unstructured":"*Laidra, K., Pullmann, H., & Allik, J. (2007). Personality and intelligence as predictors of academic achievement: A cross-sectional study from elementary to secondary school. Personality and Individual Differences, 42(3), 441\u2013451. https:\/\/doi.org\/10.1016\/j.paid.2006.08.001","journal-title":"Personality and Individual Differences"},{"key":"9941_CR67","doi-asserted-by":"publisher","first-page":"1464","DOI":"10.3389\/fpsyg.2019.01464","volume":"10","author":"L Lara","year":"2019","unstructured":"Lara, L., & Saracostti, M. (2019). Effect of Parental Involvement on children\u2019s academic achievement in Chile. Frontiers in Psychology, 10, 1464. https:\/\/doi.org\/10.3389\/fpsyg.2019.01464","journal-title":"Frontiers in Psychology"},{"issue":"4","key":"9941_CR68","doi-asserted-by":"publisher","first-page":"628","DOI":"10.1037\/0012-1649.20.4.628","volume":"20","author":"B Licht","year":"1984","unstructured":"*Licht, B., & Dweck, C. (1984). Determinants of academic achievement: The interaction of children\u2019s achievement orientations with skill area. Developmental Psychology, 20(4), 628\u2013636. https:\/\/doi.org\/10.1037\/0012-1649.20.4.628","journal-title":"Developmental Psychology"},{"issue":"4","key":"9941_CR69","doi-asserted-by":"publisher","first-page":"2867","DOI":"10.1007\/s10648-022-09689-y","volume":"34","author":"J Liu","year":"2022","unstructured":"Liu, J., Peng, P., Zhao, B., & Luo, L. (2022). Socioeconomic status and academic achievement in primary and secondary education: A meta-analytic review. Educational Psychology Review, 34(4), 2867\u20132896. https:\/\/doi.org\/10.1007\/s10648-022-09689-y","journal-title":"Educational Psychology Review"},{"issue":"3","key":"9941_CR70","doi-asserted-by":"publisher","first-page":"818","DOI":"10.1111\/sode.12424","volume":"29","author":"E Loeb","year":"2019","unstructured":"*Loeb, E., Davis, A., Costello, M., & Allen, J. (2019). Autonomy and relatedness in early adolescent friendships as predictors of short- and long-term academic success. Social Development, 29(3), 818\u2013836. https:\/\/doi.org\/10.1111\/sode.12424","journal-title":"Social Development"},{"issue":"4","key":"9941_CR71","doi-asserted-by":"publisher","first-page":"123","DOI":"10.3390\/jintelligence10040123","volume":"10","author":"R Lozano-Blasco","year":"2022","unstructured":"Lozano-Blasco, R., Qu\u00edlez-Robres, A., Us\u00e1n, P., Salavera, C., & Casanovas-L\u00f3pez, R. (2022). Types of intelligence and academic performance: A systematic review and meta-analysis. Journal of Intelligence, 10(4), 123. https:\/\/doi.org\/10.3390\/jintelligence10040123","journal-title":"Journal of Intelligence"},{"issue":"2","key":"9941_CR72","doi-asserted-by":"publisher","first-page":"422","DOI":"10.1037\/a0025939","volume":"48","author":"R Lucio","year":"2012","unstructured":"*Lucio, R., Hunt, E., & Bornovalova, M. (2012). Identifying the necessary and sufficient number of risk factors for predicting academic failure. Developmental Psychology, 48(2), 422\u2013428. https:\/\/doi.org\/10.1037\/a0025939","journal-title":"Developmental Psychology"},{"issue":"2","key":"9941_CR73","doi-asserted-by":"publisher","first-page":"153","DOI":"10.1007\/s10560-010-0222-9","volume":"28","author":"R Lucio","year":"2011","unstructured":"Lucio, R., Rapp-Paglicci, L., & Rowe, W. (2011). Developing an additive risk model for predicting academic index: School factors and academic achievement. Child and Adolescent Social Work Journal, 28(2), 153\u2013173. https:\/\/doi.org\/10.1007\/s10560-010-0222-9","journal-title":"Child and Adolescent Social Work Journal"},{"issue":"1","key":"9941_CR74","doi-asserted-by":"publisher","first-page":"13","DOI":"10.1007\/s10671-005-0677-1","volume":"4","author":"S Mahimuang","year":"2005","unstructured":"*Mahimuang, S. (2005). Factors influencing academic achievement and improvement: A value-added approach. Educational Research for Policy and Practice, 4(1), 13\u201326. https:\/\/doi.org\/10.1007\/s10671-005-0677-1","journal-title":"Educational Research for Policy and Practice"},{"issue":"1","key":"9941_CR75","doi-asserted-by":"publisher","first-page":"65","DOI":"10.1080\/09243453.2022.2102042","volume":"34","author":"GN Marks","year":"2023","unstructured":"Marks, G. N. (2023). The overwhelming importance of prior achievement when assessing school effects: Evidence from the Australian national assessments. School Effectiveness and School Improvement, 34(1), 65\u201389. https:\/\/doi.org\/10.1080\/09243453.2022.2102042","journal-title":"School Effectiveness and School Improvement"},{"key":"9941_CR76","doi-asserted-by":"publisher","first-page":"75","DOI":"10.1111\/bjep.12092","volume":"86","author":"AJ Martin","year":"2016","unstructured":"Martin, A. J., Collie, R. J., Mok, M. M., & McInerney, D. M. (2016). Personal best (PB) goal structure, individual PB goals, engagement, and achievement: A study of Chinese- and English-speaking background students in Australian schools. British Journal of Educational Psychology, 86(1), 75\u201391. https:\/\/doi.org\/10.1111\/bjep.12092","journal-title":"British Journal of Educational Psychology"},{"issue":"2","key":"9941_CR77","doi-asserted-by":"publisher","first-page":"111","DOI":"10.1016\/j.anyes.2019.08.002","volume":"25","author":"M Mart\u00ednez-Vicente","year":"2019","unstructured":"*Mart\u00ednez-Vicente, M., Su\u00e1rez-Riveiro, J., & Valiente-Barroso, C. (2019). Estr\u00e9s cotidiano infantil y factores ligados al aprendizaje escolar como predictores del rendimiento acad\u00e9mico [Childhood daily stress and factors linked to school learning as predictors of academic performance]. Ansiedad y Estr\u00e9s, 25(2), 111\u2013117. https:\/\/doi.org\/10.1016\/j.anyes.2019.08.002","journal-title":"Ansiedad y Estr\u00e9s"},{"key":"9941_CR78","doi-asserted-by":"publisher","unstructured":"*Marturano, E., & Pizato, E. (2015). Preditores de desempenho escolar no 5.\u00ba ano do ensino fundamental. Psico, 46(1), 16\u201324. https:\/\/doi.org\/10.15448\/1980-8623.2015.1.14850","DOI":"10.15448\/1980-8623.2015.1.14850"},{"key":"9941_CR79","doi-asserted-by":"publisher","first-page":"2069","DOI":"10.3389\/fpsyg.2017.02069","volume":"8","author":"S Maxwell","year":"2017","unstructured":"Maxwell, S., Reynolds, K. J., Lee, E., Subasic, E., & Bromhead, D. (2017). The impact of school climate and school identification on academic achievement: Multilevel modeling with student and teacher data. Frontiers in Psychology, 8, 2069. https:\/\/doi.org\/10.3389\/fpsyg.2017.02069","journal-title":"Frontiers in Psychology"},{"issue":"6","key":"9941_CR81","doi-asserted-by":"publisher","first-page":"810","DOI":"10.1080\/03004430.2012.725275","volume":"183","author":"BA McBride","year":"2013","unstructured":"McBride, B. A., Dyer, W. J., & Laxman, D. J. (2013). Father involvement and student achievement: Variations based on demographic contexts. Early Child Development and Care, 183(6), 810\u2013826. https:\/\/doi.org\/10.1080\/03004430.2012.725275","journal-title":"Early Child Development and Care"},{"issue":"1","key":"9941_CR83","first-page":"30","volume":"4","author":"BH Mimrot","year":"2016","unstructured":"Mimrot, B. H. (2016). A study of academic achievement relation to home environment of secondary school students. The International Journal of Indian Psychology, 4(1), 30\u201340.","journal-title":"The International Journal of Indian Psychology"},{"issue":"5","key":"9941_CR139","doi-asserted-by":"publisher","first-page":"336","DOI":"10.1016\/j.ijsu.2010.02.007","volume":"8","author":"D Moher","year":"2010","unstructured":"Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & PRISMA Group. (2010). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. International Journal of Surgery, 8(5), 336\u2013341. https:\/\/doi.org\/10.1016\/j.ijsu.2010.02.007","journal-title":"International Journal of Surgery"},{"key":"9941_CR84","doi-asserted-by":"publisher","first-page":"67","DOI":"10.1016\/j.lindif.2018.07.007","volume":"67","author":"PAS Moreira","year":"2018","unstructured":"Moreira, P. A. S., Dias, A., Matias, C., Castro, J., Gaspar, T., & Oliveira, J. (2018). School effects on students\u2019 engagement with school: Academic performance moderates the effect of school support for learning on students\u2019 engagement. Learning and Individual Differences, 67, 67\u201377. https:\/\/doi.org\/10.1016\/j.lindif.2018.07.007","journal-title":"Learning and Individual Differences"},{"key":"9941_CR85","doi-asserted-by":"publisher","unstructured":"*Morosanova, V., Fomina, T., & Bondarenko, I. (2015). Academic achievement: Intelligence, regulatory, and cognitive predictors. Psychology in Russia: State of the Art, 8(3), 136\u2013156. https:\/\/doi.org\/10.11621\/pir.2015.0311","DOI":"10.11621\/pir.2015.0311"},{"issue":"1","key":"9941_CR86","doi-asserted-by":"publisher","first-page":"50","DOI":"10.7227\/RIE.88.1.5","volume":"88","author":"S Nath","year":"2012","unstructured":"Nath, S. (2012). Factors influencing primary students\u2019 learning achievement in Bangladesh. Research in Education, 88(1), 50\u201363. https:\/\/doi.org\/10.7227\/RIE.88.1.5","journal-title":"Research in Education"},{"issue":"6","key":"9941_CR87","doi-asserted-by":"publisher","first-page":"479","DOI":"10.1016\/j.jsp.2015.09.004","volume":"53","author":"ZJ Ng","year":"2015","unstructured":"Ng, Z. J., Huebner, S. E., & Hills, K. J. (2015). Life satisfaction and academic performance in early adolescents: Evidence for reciprocal association. Journal of School Psychology, 53(6), 479\u2013491. https:\/\/doi.org\/10.1016\/j.jsp.2015.09.004","journal-title":"Journal of School Psychology"},{"issue":"2","key":"9941_CR88","doi-asserted-by":"publisher","DOI":"10.1016\/j.heliyon.2023.e13335","volume":"9","author":"C Nunes","year":"2023","unstructured":"Nunes, C., Oliveira, T., Castelli, M., & Cruz-Jesus, F. (2023). Determinants of academic achievement: How parents and teachers influence high school students\u2019 performance. Heliyon, 9(2), e13335. https:\/\/doi.org\/10.1016\/j.heliyon.2023.e13335","journal-title":"Heliyon"},{"issue":"5","key":"9941_CR89","doi-asserted-by":"publisher","first-page":"1","DOI":"10.3390\/educsci12050287","volume":"12","author":"C Nunes","year":"2022","unstructured":"Nunes, C., Oliveira, T., Santini, F. D. O., Castelli, M., & Cruz-jesus, F. (2022). A weight and meta-analysis on the academic achievement of high school students. Education Sciences, 12(5), 1\u201317. https:\/\/doi.org\/10.3390\/educsci12050287","journal-title":"Education Sciences"},{"key":"9941_CR90","doi-asserted-by":"publisher","DOI":"10.1787\/9789264064072-en","volume-title":"Equally prepared for life? How 15-year-old boys and girls perform in school","author":"OECD","year":"2009","unstructured":"OECD. (2009). Equally prepared for life? How 15-year-old boys and girls perform in school. OECD."},{"key":"9941_CR91","doi-asserted-by":"publisher","DOI":"10.1787\/3197152b-en","author":"OECD","year":"2022","unstructured":"OECD. (2022). Education at a Glance 2022: OECD Indicators. OECD Publishing. https:\/\/doi.org\/10.1787\/3197152b-en","journal-title":"OECD Publishing"},{"issue":"5","key":"9941_CR93","doi-asserted-by":"publisher","first-page":"310","DOI":"10.1111\/josh.12498","volume":"87","author":"K Patte","year":"2017","unstructured":"*Patte, K., Qian, W., & Leatherdale, S. (2017). Marijuana and alcohol use as predictors of academic achievement: A longitudinal analysis among youth in the COMPASS Study. Journal of School Health, 87(5), 310\u2013318. https:\/\/doi.org\/10.1111\/josh.12498","journal-title":"Journal of School Health"},{"issue":"1","key":"9941_CR94","doi-asserted-by":"publisher","first-page":"3","DOI":"10.1111\/jasp.12711","volume":"51","author":"CR Pennington","year":"2021","unstructured":"Pennington, C. R., Kaye, L. K., Qureshi, A. W., & Heim, D. (2021). Do gender differences in academic attainment correspond with scholastic attitudes? An exploratory study in a UK secondary school. Journal of Applied Social Psychology, 51(1), 3\u201316. https:\/\/doi.org\/10.1111\/jasp.12711","journal-title":"Journal of Applied Social Psychology"},{"key":"9941_CR95","doi-asserted-by":"publisher","first-page":"140","DOI":"10.3389\/fpsyg.2019.00140","volume":"10","author":"I Pi\u00f1eiro","year":"2019","unstructured":"Pi\u00f1eiro, I., Est\u00e9vez, I., Freire, C., de Caso, A., Souto, A., & Gonz\u00e1lez-Sanmamed, M. (2019). The role of prior achievement as an antecedent to student homework engagement. Frontiers in Psychology, 10, 140. https:\/\/doi.org\/10.3389\/fpsyg.2019.00140","journal-title":"Frontiers in Psychology"},{"issue":"5","key":"9941_CR96","doi-asserted-by":"publisher","first-page":"371","DOI":"10.1177\/0894845312460579","volume":"40","author":"E Porfeli","year":"2012","unstructured":"*Porfeli, E., Ferrari, L., & Nota, L. (2012). Work valence as a predictor of academic achievement in the family context. Journal of Career Development, 40(5), 371\u2013389. https:\/\/doi.org\/10.1177\/0894845312460579","journal-title":"Journal of Career Development"},{"issue":"2","key":"9941_CR97","doi-asserted-by":"publisher","first-page":"345","DOI":"10.3102\/0034654316669434","volume":"87","author":"D Quin","year":"2017","unstructured":"Quin, D. (2017). Longitudinal and contextual associations between teacher\u2013student relationships and student engagement. Review of Educational Research, 87(2), 345\u2013387. https:\/\/doi.org\/10.3102\/0034654316669434","journal-title":"Review of Educational Research"},{"issue":"1","key":"9941_CR98","doi-asserted-by":"publisher","first-page":"34","DOI":"10.1177\/0829573508328445","volume":"24","author":"M Rogers","year":"2009","unstructured":"Rogers, M., Theule, J., Ryan, B., Adams, G., & Keating, L. (2009). Parental involvement and children\u2019s school achievement: Evidence for mediating processes. Canadian Journal of School Psychology, 24(1), 34\u201357. https:\/\/doi.org\/10.1177\/0829573508328445","journal-title":"Canadian Journal of School Psychology"},{"issue":"1","key":"9941_CR99","first-page":"48","volume":"30","author":"J Romero","year":"2012","unstructured":"*Romero, J., Lugo, S., Hern\u00e1ndez, Z., & Villa, E. (2012). Predictores del rendimiento acad\u00e9mico en adolescentes com disposiciones resilientes y no resilientes [Predictors of academic performance in adolescents with resilient and non-resilient dispositions]. Revista De Psicolog\u00eda, 30(1), 48\u201374.","journal-title":"Revista De Psicolog\u00eda"},{"issue":"3\u20134","key":"9941_CR100","doi-asserted-by":"publisher","first-page":"296","DOI":"10.1002\/ajcp.12234","volume":"61","author":"LD Ruiz","year":"2018","unstructured":"Ruiz, L. D., McMahon, S. D., & Jason, L. A. (2018). The role of neighborhood context and school climate in school-level academic achievement. American Journal of Community Psychology, 61(3\u20134), 296\u2013309. https:\/\/doi.org\/10.1002\/ajcp.12234","journal-title":"American Journal of Community Psychology"},{"key":"9941_CR101","doi-asserted-by":"publisher","DOI":"10.1521\/978.14625\/28806","volume-title":"Self-determination theory: Basic psychological needs in motivation, development, and wellness","author":"RM Ryan","year":"2017","unstructured":"Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. The Guilford Press."},{"key":"9941_CR102","doi-asserted-by":"publisher","first-page":"154","DOI":"10.4103\/jehp.jehp_93_18","volume":"7","author":"S Sahranavard","year":"2018","unstructured":"Sahranavard, S., Miri, M. R., & Salehiniya, H. (2018). The relationship between self-regulation and educational performance in students. Journal of Education and Health Promotion, 7, 154. https:\/\/doi.org\/10.4103\/jehp.jehp_93_18","journal-title":"Journal of Education and Health Promotion"},{"issue":"4","key":"9941_CR103","doi-asserted-by":"publisher","first-page":"768","DOI":"10.1177\/00220574211031978","volume":"203","author":"A Selvitopu","year":"2023","unstructured":"Selvitopu, A., & Kaya, M. (2023). A Meta-Analytic Review of the Effect of Socioeconomic Status on Academic Performance. Journal of Education, 203(4), 768\u2013780. https:\/\/doi.org\/10.1177\/00220574211031978","journal-title":"Journal of Education"},{"issue":"4","key":"9941_CR104","doi-asserted-by":"publisher","first-page":"768","DOI":"10.1177\/00220574211031978","volume":"203","author":"A Selvitopuhttps","year":"2021","unstructured":"Selvitopuhttps, A., & Kaya, M. (2021). A meta-analytic review of the effect of socioeconomic status on academic performance. Journal of Education, 203(4), 768\u2013780. https:\/\/doi.org\/10.1177\/00220574211031978","journal-title":"Journal of Education"},{"issue":"2","key":"9941_CR105","doi-asserted-by":"publisher","first-page":"497","DOI":"10.2466\/pms.1993.77.2.497","volume":"77","author":"AK Sen","year":"1993","unstructured":"*Sen, A. K., & Hagtvet, K. A. (1993). Correlations among Creativity, Intelligence, Personality, and Academic Achievement. Perceptual and Motor Skills, 77(2), 497\u2013498. https:\/\/doi.org\/10.2466\/pms.1993.77.2.497","journal-title":"Perceptual and Motor Skills"},{"key":"9941_CR137","doi-asserted-by":"publisher","DOI":"10.1136\/bmj.g7647","volume":"350","author":"L Shamseer","year":"2015","unstructured":"Shamseer, L., Moher, D., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., Stewart, L. A., & PRISMA-P Group. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015: Elaboration and explanation. BMJ, 350, g7647. https:\/\/doi.org\/10.1136\/bmj.g7647","journal-title":"BMJ"},{"issue":"1","key":"9941_CR106","first-page":"53","volume":"2","author":"A Shoukat","year":"2013","unstructured":"Shoukat, A., Ilyas, M., Azam, R., & Ch, A. H. (2013). Impact of parents\u2019 education on children\u2019s academic performance. Secondary Education Journal, 2(1), 53\u201359.","journal-title":"Secondary Education Journal"},{"issue":"2","key":"9941_CR138","doi-asserted-by":"publisher","first-page":"127","DOI":"10.1080\/03055691003729062","volume":"37","author":"H Smrtnik-Vituli\u0107","year":"2011","unstructured":"*Smrtnik-Vituli\u0107, H., & Zupan\u010di\u010d, M. (2011). Personality traits as a predictor of academic achievement in adolescents. Educational Studies, 37(2), 127\u2013140. https:\/\/doi.org\/10.1080\/03055691003729062","journal-title":"Educational Studies"},{"issue":"2","key":"9941_CR108","doi-asserted-by":"publisher","first-page":"114","DOI":"10.1080\/10888691.2018.1543028","volume":"25","author":"KE Snyder","year":"2021","unstructured":"Snyder, K. E., Carrigm, M. M., & Linnenbrink-Garcia, L. (2021). Developmental pathways in underachievement. Applied Developmental Science, 25(2), 114\u2013132. https:\/\/doi.org\/10.1080\/10888691.2018.1543028","journal-title":"Applied Developmental Science"},{"key":"9941_CR109","doi-asserted-by":"publisher","DOI":"10.1016\/j.edurev.2019.100294","volume":"28","author":"KE Snyder","year":"2019","unstructured":"Snyder, K. E., Fong, C. J., Painter, J. K., Pittard, C. M., Barr, S. M., & Patall, E. A. (2019). Interventions for academically underachieving students: A systematic review and meta-analysis. Educational Research Review, 28, 100294. https:\/\/doi.org\/10.1016\/j.edurev.2019.100294","journal-title":"Educational Research Review"},{"key":"9941_CR110","doi-asserted-by":"publisher","unstructured":"Spreitzer, C., & Hafner, S. (2023). Effects of characteristics of school quality on student performance in secondary school: A scoping review. European Journal of Educational Research, 12(2), 991\u20131013. https:\/\/doi.org\/10.12973\/eu-jer.12.2.991","DOI":"10.12973\/eu-jer.12.2.991"},{"key":"9941_CR111","doi-asserted-by":"publisher","first-page":"89","DOI":"10.1007\/s40688-019-00269-6","volume":"24","author":"KF Stack","year":"2020","unstructured":"Stack, K. F., & Dever, B. V. (2020). Using internalizing symptoms to predict math achievement among low-income urban elementary students. Contemporary School Psychology, 24, 89\u2013101. https:\/\/doi.org\/10.1007\/s40688-019-00269-6","journal-title":"Contemporary School Psychology"},{"issue":"6","key":"9941_CR112","doi-asserted-by":"publisher","first-page":"747","DOI":"10.1016\/j.lindif.2012.05.013","volume":"22","author":"L Stankov","year":"2012","unstructured":"*Stankov, L., Lee, J., Luo, W., & Hogan, D. J. (2012). Confidence: A better predictor of academic achievement than self-efficacy, self-concept and anxiety? Learning and Individual Differences, 22(6), 747\u2013758. https:\/\/doi.org\/10.1016\/j.lindif.2012.05.013","journal-title":"Learning and Individual Differences"},{"issue":"1","key":"9941_CR113","doi-asserted-by":"publisher","first-page":"9","DOI":"10.1080\/01443410.2013.814194","volume":"34","author":"L Stankov","year":"2014","unstructured":"*Stankov, L., Morony, S., & Lee, Y. (2014). Confidence: The best non-cognitive predictor of academic achievement? Educational Psychology, 34(1), 9\u201328. https:\/\/doi.org\/10.1080\/01443410.2013.814194","journal-title":"Educational Psychology"},{"issue":"2","key":"9941_CR114","doi-asserted-by":"publisher","first-page":"132","DOI":"10.1177\/0016986220908601","volume":"64","author":"S Steenbergen-Hu","year":"2020","unstructured":"Steenbergen-Hu, S., Olszewski-Kubilius, P., & Calvert, E. (2020). The Effectiveness of Current Interventions to Reverse the Underachievement of Gifted Students: Findings of a Meta-Analysis and Systematic Review. Gifted Child Quarterly, 64(2), 132\u2013165. https:\/\/doi.org\/10.1177\/0016986220908601","journal-title":"Gifted Child Quarterly"},{"key":"9941_CR115","doi-asserted-by":"publisher","unstructured":"Steinmayr, R., Mei\u01f9er, A., Weideinger, A. F., & Wirthwein, L. (2014). Academic achievement. Oxford University Press. https:\/\/doi.org\/10.1093\/OBO\/9780199756810\u00ad0108","DOI":"10.1093\/OBO\/9780199756810\u00ad0108"},{"key":"9941_CR116","doi-asserted-by":"publisher","first-page":"2631","DOI":"10.3389\/fpsyg.2018.02631","volume":"9","author":"R Steinmayr","year":"2018","unstructured":"*Steinmayr, R., Heyder, A., Naumburg, C., Michels, J., & Withwein, L. (2018). School-related and individual predictors of subjective well-being and academic achievement. Frontiers in Psychology, 9, 2631\u20132647. https:\/\/doi.org\/10.3389\/fpsyg.2018.02631","journal-title":"Frontiers in Psychology"},{"issue":"1","key":"9941_CR117","doi-asserted-by":"publisher","first-page":"80","DOI":"10.1016\/j.lindif.2008.05.004","volume":"19","author":"R Steinmayr","year":"2009","unstructured":"*Steinmayr, R., & Spinath, B. (2009). The importance of motivation as a predictor of school achievement. Learning and Individual Differences, 19(1), 80\u201390. https:\/\/doi.org\/10.1016\/j.lindif.2008.05.004","journal-title":"Learning and Individual Differences"},{"key":"9941_CR118","doi-asserted-by":"publisher","first-page":"1730","DOI":"10.3389\/fpsyg.2019.01730","volume":"10","author":"R Steinmayr","year":"2019","unstructured":"Steinmayr, R., Weidinger, A. F., Schwinger, M., & Spinath, B. (2019). The importance of students\u2019 motivation for their academic achievement \u2013 Replicating and extending previous findings. Frontiers in Psychology, 10, 1730. https:\/\/doi.org\/10.3389\/fpsyg.2019.01730","journal-title":"Frontiers in Psychology"},{"issue":"S1","key":"9941_CR120","doi-asserted-by":"publisher","first-page":"176","DOI":"10.1111\/bjep.12313","volume":"90","author":"D Theis","year":"2019","unstructured":"*Theis, D., Sauerwein, M., & Fischer, N. (2019). Perceived quality of instruction: The relationship among indicators of students\u2019 basic needs, mastery goals, and academic achievement. British Journal of Educational Psychology, 90(S1), 176\u2013193. https:\/\/doi.org\/10.1111\/bjep.12313","journal-title":"British Journal of Educational Psychology"},{"key":"9941_CR121","doi-asserted-by":"publisher","first-page":"358","DOI":"10.3390\/educsci12050358","volume":"12","author":"W Tomaszewski","year":"2022","unstructured":"Tomaszewski, W., Xiang, N., Huang, Y., Western, M., McCourt, B., & McCarthy, I. (2022). The impact of effective teaching practices on academic achievement when mediated by student engagement: Evidence from Australian high schools. Education Sciences, 12, 358. https:\/\/doi.org\/10.3390\/educsci12050358","journal-title":"Education Sciences"},{"key":"9941_CR122","doi-asserted-by":"publisher","DOI":"10.3389\/fpsyg.2022.896638","volume":"13","author":"I Tsaousis","year":"2022","unstructured":"Tsaousis, I., & Alghamdi, M. H. (2022). Examining academic performance across gender differently: Measurement invariance and latent mean differences using biascorrected bootstrap confidence intervals. Frontiers in Psychology, 13, 896638. https:\/\/doi.org\/10.3389\/fpsyg.2022.896638","journal-title":"Frontiers in Psychology"},{"issue":"8","key":"9941_CR123","doi-asserted-by":"publisher","first-page":"1177","DOI":"10.1007\/s10802-013-9803-3","volume":"41","author":"T Vaillancourt","year":"2013","unstructured":"Vaillancourt, T., & McDougall, P. (2013). The link between childhood exposure to violence and academic achievement: Complex pathways. Journal of Abnormal Child Psychology, 41(8), 1177\u20131178. https:\/\/doi.org\/10.1007\/s10802-013-9803-3","journal-title":"Journal of Abnormal Child Psychology"},{"issue":"1","key":"9941_CR124","doi-asserted-by":"publisher","first-page":"46","DOI":"10.23923\/rpye2020.01.185","volume":"15","author":"C Valiente-Barroso","year":"2020","unstructured":"*Valiente-Barroso, C., Mart\u00ednez-Vicente, M., Cabal-Garc\u00eda, P., & Alvarado-Izquierdo, J. (2020). Estr\u00e9s infantil, estrategias de aprendizaje y motivaci\u00f3n acad\u00e9mica: Un modelo estructural predictor del rendimiento acad\u00e9mico [Childhood stress, learning strategies and academic motivation: A predictive structural model of academic performance]. Revista De Psicolog\u00eda y Educaci\u00f3n, 15(1), 46\u201366.","journal-title":"Revista De Psicolog\u00eda y Educaci\u00f3n"},{"issue":"3","key":"9941_CR125","doi-asserted-by":"publisher","first-page":"478","DOI":"10.1111\/bjep.12160","volume":"87","author":"JPJ Van der Beek","year":"2017","unstructured":"Van der Beek, J. P. J., Van der Ven, S. H. G., Kroesbergen, E. H., & Leseman, P. P. M. (2017). Self-concept mediates the relation between achievement and emotions in mathematics. The British Journal of Educational Psychology, 87(3), 478\u2013495. https:\/\/doi.org\/10.1111\/bjep.12160","journal-title":"The British Journal of Educational Psychology"},{"issue":"4","key":"9941_CR126","doi-asserted-by":"publisher","first-page":"799","DOI":"10.15516\/cje.v14i4.46","volume":"14","author":"G Vrdoljak","year":"2012","unstructured":"*Vrdoljak, G., & Velki, T. (2012). Metacognition and intelligence as predictors of academic success. Croatian Journal of Education, 14(4), 799\u2013815.","journal-title":"Croatian Journal of Education"},{"issue":"1","key":"9941_CR127","doi-asserted-by":"publisher","first-page":"157","DOI":"10.1037\/edu0000468","volume":"113","author":"KR Wentzel","year":"2021","unstructured":"Wentzel, K. R., Jablansky, S., & Scalise, N. R. (2021). Peer social acceptance and academic achievement: A meta-analytic study. Journal of Educational Psychology, 113(1), 157\u2013180. https:\/\/doi.org\/10.1037\/edu0000468","journal-title":"Journal of Educational Psychology"},{"key":"9941_CR129","doi-asserted-by":"publisher","DOI":"10.1007\/s10648-021-09600-1","author":"H Wu","year":"2021","unstructured":"Wu, H., Guo, Y., Yang, Y., Zhao, L., & Guo, C. (2021). A meta-analysis of the longitudinal relationship between academic self-concept and academic achievement. Educational Psychology Review. https:\/\/doi.org\/10.1007\/s10648-021-09600-1","journal-title":"Educational Psychology Review"},{"issue":"3","key":"9941_CR130","doi-asserted-by":"publisher","DOI":"10.1371\/journal.pone.0213783","volume":"14","author":"X Xuan","year":"2019","unstructured":"Xuan, X., Xue, Y., Zhang, C., Luo, Y., Jiang, W., Qi, M., & Wang, Y. (2019). Relationship among school socioeconomic status, teacher-student relationship, and middle school students\u2019 academic achievement in China: Using the multilevel mediation model. PLoS ONE, 14(3), e0213783. https:\/\/doi.org\/10.1371\/journal.pone.0213783","journal-title":"PLoS ONE"},{"key":"9941_CR131","doi-asserted-by":"publisher","first-page":"81","DOI":"10.1002\/cad.20265","volume":"163","author":"L Ye","year":"2019","unstructured":"Ye, L., Posada, A., & Liu, Y. (2019). A review on the relationship between Chinese adolescents\u2019 stress and academic achievement. New Directions for Child and Adolescent Development, 163, 81\u201395. https:\/\/doi.org\/10.1002\/cad.20265","journal-title":"New Directions for Child and Adolescent Development"},{"key":"9941_CR133","doi-asserted-by":"publisher","first-page":"1496","DOI":"10.1186\/s12889-022-13886-3","volume":"22","author":"D Zhang","year":"2022","unstructured":"Zhang, D., Hong, J., Chen, S., & Yang, L. (2022). Associations of physical activity with academic achievement and academic burden in Chinese children and adolescents: Do gender and school grade matter? BMC Public Health, 22, 1496. https:\/\/doi.org\/10.1186\/s12889-022-13886-3","journal-title":"BMC Public Health"},{"issue":"1","key":"9941_CR134","doi-asserted-by":"publisher","first-page":"63","DOI":"10.1080\/02680939.2016.1219769","volume":"32","author":"W Zhang","year":"2017","unstructured":"Zhang, W., & Bray, M. (2017). Micro-neoliberalism in China: Public-private interactions at the confluence of mainstream and shadow education. Journal of Education Policy, 32(1), 63\u201381. https:\/\/doi.org\/10.1080\/02680939.2016.1219769","journal-title":"Journal of Education Policy"},{"issue":"5","key":"9941_CR135","doi-asserted-by":"publisher","first-page":"729","DOI":"10.1111\/jcal.12440","volume":"36","author":"J Zhu","year":"2020","unstructured":"*Zhu, J., & Mok, M. (2020). Predictors of students\u2019 participation in internet or computer tutoring for additional instruction and its effect on academic achievement. Journal of Computer Assisted Learning, 36(5), 729\u2013741. https:\/\/doi.org\/10.1111\/jcal.12440","journal-title":"Journal of Computer Assisted Learning"},{"issue":"4","key":"9941_CR136","doi-asserted-by":"publisher","first-page":"467","DOI":"10.1080\/01443410.2020.1813690","volume":"41","author":"L Zysberg","year":"2021","unstructured":"Zysberg, L., & Schwabsky, N. (2021). School climate, academic self-efficacy and student achievement. Educational Psychology, 41(4), 467\u2013482. https:\/\/doi.org\/10.1080\/01443410.2020.1813690","journal-title":"Educational Psychology"}],"container-title":["Social Psychology of Education"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s11218-024-09941-z.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/article\/10.1007\/s11218-024-09941-z\/fulltext.html","content-type":"text\/html","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s11218-024-09941-z.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2024,11,29]],"date-time":"2024-11-29T08:28:04Z","timestamp":1732868884000},"score":1,"resource":{"primary":{"URL":"https:\/\/link.springer.com\/10.1007\/s11218-024-09941-z"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2024,7,22]]},"references-count":131,"journal-issue":{"issue":"6","published-print":{"date-parts":[[2024,12]]}},"alternative-id":["9941"],"URL":"https:\/\/doi.org\/10.1007\/s11218-024-09941-z","relation":{},"ISSN":["1381-2890","1573-1928"],"issn-type":[{"value":"1381-2890","type":"print"},{"value":"1573-1928","type":"electronic"}],"subject":[],"published":{"date-parts":[[2024,7,22]]},"assertion":[{"value":"6 September 2023","order":1,"name":"received","label":"Received","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"1 July 2024","order":2,"name":"accepted","label":"Accepted","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"22 July 2024","order":3,"name":"first_online","label":"First Online","group":{"name":"ArticleHistory","label":"Article History"}},{"order":1,"name":"Ethics","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"The authors declare that they have no conflict of interest.","order":2,"name":"Ethics","group":{"name":"EthicsHeading","label":"Conflict of interest"}},{"value":"The authors do not have any interests that might be interpreted as influencing the research. The study was conducted according to APA ethical standards.","order":3,"name":"Ethics","group":{"name":"EthicsHeading","label":"Ethical approval"}}]}}