Introduction
The most important factor that determines the level of academic success achieved by a student is adequate preparation through the attendance of lectures and completion of coursework tasks throughout the semester (Kim, 2005). Despite the fact that proper preparation is the main determinant of success, there are other vital factors that should be considered.
These factors are based on research studies conducted to establish the relationship between academic success and specific academic aspects that are directly or indirectly linked to academic performance. There are both academic and non-academic factors that interact in different ways to influence student performance (Ellis, 2009).
Factors that affect academic success include motivation, engagement, and academic discipline, self-efficacy and academic self-concept, student perception, of course, academic habits, and effective time management (Kim, 2005).
Motivation and engagement
Students possess an assortment of aptitudes that influence their performance in different academic disciplines. However, in order to attain success, it is necessary for them to be motivated, disciplined, and engaged in their work (Ellis, 2009). A recent report released by the Department of Education and Training revealed that discipline and motivation are among the most common predictors of academic success.
Self-motivation and discipline are evaluated by determining the amount of time students devote to schoolwork, levels of commitment and engagement, and their willingness to learn new things in and out of class (Kim, 2005). Engagement is characterized by students’ willingness to explore more concepts than those taught in class, discuss with instructors about ideas that have not been well understood, and incorporate strategies into their academic endeavors that are not used by their instructors.
According to Kim (2005), motivation and engagement can be inculcated in students by creating learning environments that are supportive and challenging. In order to foster motivation and engagement, it is important for teachers to give students opportunities to demonstrate their understanding of various concepts, direct their learning in certain areas, and discuss their ideas and opinions with other class members. Critics argue that motivation, engagement, and academic discipline do not affect success because the main predictor of academic accomplishment is talent (Ellis, 2009).
They argue that if a student is not talented in certain areas such as languages and mathematics, motivation, discipline, and engagement can do little to guarantee them success. This argument is flawed because the more time a student dedicates to an area where he/she is weak, the more the understanding of concepts covered increases. In addition, discipline and engagement ensure that students do not give up or get discouraged due to the lack of talents in certain areas.
Self-efficacy and academic self-concept
Self-efficacy refers to the perception that students have regarding their abilities to perform certain tasks and achieve their goals while academic self-concept refers to the degree of possession of traits such as assertiveness and confidence (Vuong, Brown-Welty, & Tracz, 2010). Researchers have established that academic success is greatly influenced by students’ perception of their abilities and competence more than their intrinsic talents.
For example, a student who believes that they possess strong skills in languages is likely to perform better because they will work harder and dedicate more time to the course than a student who believes that they are weak in languages. According to social cognitive theory, self-efficacy is important because it influences the decisions that people make and the actions they take based on their perceived competence and skills regarding certain tasks (Vuong et al., 2010).
On the other hand, a student who is confident that his mathematical skills are strong is likely to perform better than a student who lacks confidence in his skills. The level of self-efficacy exhibited by a student affects academic success because it determines their degree of perseverance, engagement, dedication, and effort (Kim, 2005).
Some academic critics have argued that self-efficacy and academic self-concept do not affect academic success because the most important determinants of success are students’ aptitudes and the learning methods used in class. However, this argument is inaccurate because it disregards the results of several studies that show that students who possess high self-efficacy perceive difficult tasks as challenges to be overcome and not as obstacles to be feared and avoided (Vuong et al., 2010).
In contrast, students with low self-efficacy perceive difficult situations as challenges that should be feared and avoided. Low-self efficacy promotes feelings of stress and inadequacy that lead to low performance (Vuong et al., 2010).
Time management
Time is an important resource that all students possess and that they utilize differently due to various reasons (Pehlivan, 2013). School life is challenging due to the numerous responsibilities and duties that students are required to attend. Therefore, managing time well is a critical factor that affects their academic success. Effective time management depends on factors such as self-recognition, determination of priorities, and familiarity with personal traits (Kim, 2005).
Several studies have demonstrated that positive time management enhances academic success, while negative time management stifles academic accomplishment. According to a study conducted by Pehlivan in 2013 involving 168 students taking accounting courses at Karadeniz Technical University (KTU), students with positive time management plans scored higher GPAs and course grades than students with negative time management plans. The GPA and course grades attained by each student were greatly affected by their knowledge of time management and its influence on academic success (Pehlivan, 2013).
The study results suggested that acquiring time management skills is important for students as it enhances the attainment of success (Pehlivan, 2013). The importance of time management with regard to academic success was downplayed by a study conducted by Hamdan, Nasir, Khairudin, and Wan Sulaiman in 2014. According to the study, time management does not have any influence on academic success. The most important factor that affects academic success is the use of coping strategies.
This argument is based on the idea that time management is not an aim in itself, and therefore, it cannot be considered as a goal that can be pursued (Hamdan et al., 2014). Students need to constantly change their cognitive and behavioral efforts in order to achieve success (Hamdan et al., 2014). This change is necessary because schoolwork is challenging and needs great flexibility.
The aforementioned argument is flawed because effective time management enables students to prioritize their responsibilities, fight procrastination, and allocate adequate time to various areas of study. In addition, it enhances motivation because it makes students feel that they are in control of their academic and personal lives (Ellis, 2009). Proper time management allows students to improve and perform well because they dedicate enough time to areas where they perform poorly (Ellis, 2009).
Academic habits
The academic habits of students affect their success significantly because they determine their class attendance patterns, the number of hours dedicated to study every day, and their learning strategies. Academic habits that guarantee success include collaboration with other students, discussions with teachers, prioritization of tasks, adoption of effective study methods, and lecture attendance without fail (Ellis, 2009).
Good study skills and habits such as initiating conversations with instructors, collaborating with other students, constant monitoring of comprehension levels, and exploration of new study materials are important for academic success (Alija, 2013). It is necessary for students to focus on developing major elements of academic literacy in order to enhance their performance. These elements include reading, writing, critical thinking, speaking, and utilization of technology (Ellis, 2009).
An important skill to focus on is reading because it unlocks doors to comprehension and implementation of other literary elements. According to the National Center of Educational Statistics (NCES), the importance of reading in attaining academic success overrides the need for personal development, academic goals, and motivation. A study conducted by Alija (2013) showed that class attendance is a critical academic habit that affects success in school. Class attendance ensures that students get adequate hours of instruction, increase their motivation, and enhance their comprehension of course materials (Alija, 2013).
In the study, reasons for absence from the class included lack of motivation, difficult subjects, lack of interest in certain subjects, boring lecturers, and family engagements (Alija, 2013). Students who succeed do not let these factors interfere with their commitment to attend classes.
Some researchers have stated that academic habits play an insignificant role in the attainment of academic success. They argue that habits such as class attendance, discussions with students and teachers, and study strategies do not affect academic success because the most important factor is the student’s level of comprehension and interest in a certain subject (Ellis, 2009).
If a student is interested in a specific discipline, they will perform well even though they fail to attend lectures, join discussion groups, and apply recommended study strategies. They further argue that high levels of comprehension and interest lead to great motivation that is a critical factor for the attainment of success. This argument has some truth in it.
However, it disregards the importance of planning and consistency. It is difficult for a student to succeed academically by reading spasmodically and missing lecturers (Ellis, 2009). Certain course concepts are difficult to comprehend and, therefore, require the assistance of an instructor. In addition, many courses require students to attend classes because presentations and practical sessions are included as part of the curriculum and grading system.
Conclusion
Academic success has been studied by many researchers who seek to establish the major factors that affect it. Succeeding in school is the major objective of students. However, many of them do not understand the effect that certain factors have on their academic accomplishments. The major factors that affect academic success include motivation, engagement, and academic discipline, academic habits, time management, and self-efficacy, as well as academic self-concept.
In order for students to succeed, they have to believe in their capabilities, attend lectures, manage time properly and become committed to their studies. It is also important for them to be motivated and engaged in their academic endeavors. Students need to understand that time is a limited resource that needs to be planned and used wisely.
Time management enables students to prioritize their duties and responsibilities and allocate adequate time to complete various activities. On the other hand, attending lectures without fail increases students’ levels of comprehension and motivation.
References
Alija, S. (2013). How Attendance Affects the General Success of the Student. International Journal of Academic Research in Business and Social Sciences, 3(1), 168-182.
Ellis, A. L. (2009). The Keys to Academic Success. New York, NY: Dorrance Publishing.
Hamdan, A., Nasir, R., Khairudin, R., & Wan Sulaiman, W. S. (2014). Time Management Does Not Matter For Academic Achievement Unless You Can Cope. International Proceedings of Economics Development and Research, 78(5), 22-26.
Kim, B. (2005). 8 Essential Strategies for Academic Success. New York, NY: Dr. Ben Kim.
Pehlivan, A. (2013). The Effect of Time Management Skills of Students Taking a Financial Accounting Course on their Course Grades and Grade Point Averages. International Journal of Business and Social Science, 4(5), 196-203.
Vuong, M., Brown-Welty, S., & Tracz, S. (2010). The Effects of Self-Efficacy on Academic Success of First Generation College Sophomore Students. Journal of College Student Development, 51(1), 50-64.