Factors Influencing Academic Performance: Insights from Nursing Students

Abstract

This study provides an in-depth overview of the factors influencing academic performance and highlights the importance of developing effective study
habits, as well as academic and family support, to improve student outcomes in higher education institutions. In this context, the term “study habit”
encompasses a range of behaviors and strategies that students employ during the learning process, which contribute to achieving better academic results.
The study was conducted with a sample of 781 students from “Aleksandër Xhuvani” University in Elbasan and aimed to identify the factors affecting
academic performance, focusing primarily on study habits and methods. The main objectives of the project were:
•     Identifying learning habits and behaviors,
•     Evaluating the impact of study habits on academic performance,
•     Determining the relationship between study habits and methods, and
•     Analyzing the influence of familiar, academic, and individual factors on students’ academic performance.
This analysis is developed across two main dimensions. First, it examines students’ perceptions of the impact of familiar, academic, and personal factors on
their performance. Second, it further analyzes the purpose of evaluating academic performance influenced by the same factors, but this the study provides a
dual-dimensional time not based on perception. Instead, it utilizes an approximation through a quantitative variable as an indicator of academic performance,
such as the Grade Point Average (GPA). approach to understanding factors influencing academic performance at “Aleksandër Xhuvani” University. The
perceptions of students in Chapter 3 align closely with the statistical findings in Chapter 4, reinforcing the vital role of familiar support in shaping academic
outcomes. The emotional and financial support from parents positively influence the academic achievements. Also, the results of the study indicate that
academic factors, particularly support from lecturers and the quality of teaching, have the most significant impact on students’ academic performance.
There is also strong alignment between perceived and actual impacts of academic support on performance. This underscores the need for universities to
prioritize academic resource availability and faculty engagement to improve student outcomes. While students perceive stress as a detriment to academic
performance, the objective findings in chapter 4 suggest that some personal challenges might drive students to adapt and succeed. Stress management
programs could help balance these effects. Socio-demographic factors play a nuanced role in academic success. The objective analysis in chapter 4 validates
many of the perceived challenges, particularly the influence of living conditions and age. Perceptions of gender differences in Chapter 3 are partially validated
by Chapter 4. Tailored academic and psychological support strategies might help address stress-related disparities among female students. Technology,
although it can provide support for students, has a more limited impact compared to other factors. On the other hand, time management was identified as
a key personal factor closely linked to academic performance.