Predictors of university academic performance

Flores-Mamani E.; Nieves-Barreto C.-M.; Rodríguez-Huamani R.-E.; Huarcaya-Godoy M. · Formacion Universitaria (2026) · DOI: 10.4067/s0718-50062026000400107

Resumen

The aim of this study was to analyze the explanatory weight of predictor factors on the dependent variable, academic performance among higher education students. A hierarchical regression analysis was employed on a sample of 380 students, using grade point average as the dependent variable and, as predictors, sociodemographic variables (gender, academic field), learning strategies, academic competencies, and writing skills. The results show that sociodemographic factors and academic field initially explained 11.7% of the variance in academic performance. When the learning strategy variable was incorporated, the model improved significantly, reaching 18.2% of the explained variance (R2 = 0.065; p < 0.001). In contrast, the academic competency variable did not contribute significant additional variance (R2 = 0.002; p = 0.332), and the writing variable was not significant in any of the models. It is concluded that teaching–learning strategies constitute the most influential factor in academic performance, whereas academic competencies and writing skills do not show significant direct effects. Este es un artículo publicado en acceso abierto bajo una licencia Creative Commons https://creativecommons.org/licenses/by-nc/4.0/deed.en

Instituciones: Universidad Nacional del Altiplano; Universidad Nacional del Callao