Factors influencing the academic performance of the students

Việt, Võ Văn; Phương, Đặng Thị Thu

doi:10.25073/2588-1159/vnuer.4070

Cited by 2 publications

(6 citation statements)

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“…The robust influence of peers in real-life academic settings is well-established. Prior research has indicated that teenagers experience substantial social comparison effects (Jansen et al, 2022), strive for academic recognition among their peers (Viet & Phuong, 2017), and engage in increased activities due to peer encouragement (Rukundo, 2012). This effect is likely to be similar in the social media environment.…”

Section: Discussionmentioning

confidence: 99%

“…On the other hand, positive peer influence is seen to have the opposite effect. Viet and Phuong (2017) suggested that peer influence could improve academic performance as adolescents sought to prove their status. Moldes et al (2019) identified peers' support in learning as a factor contributing to positive academic outcomes.…”

Section: Peer Influence Impactsmentioning

confidence: 99%

“…The teenage brain's cognitive reasoning is still in development, leading them to deal with social matters emotionally or instinctively, which makes them particularly susceptible to peer influence (Albert et al, 2013). Peer influence was found to correlate with academic performance (Moldes et al, 2019;Rukundo, 2012;Uche, 2010;Viet & Phuong, 2017), risk behaviors (Fernandez, 2019;Florić et al, 2020;Santor et al, 2000) and even prosocial behaviors (Choukas-Bradley et al, 2015). FoMO, on the other hand, is closely related to the fast-paced nature of cyberspace and humans' social needs and social comparison, making it a widespread issue, especially among teenagers.…”

Section: Introductionmentioning

confidence: 99%

“…Surprisingly, despite the increasing focus on sharing academic experiences, achievements, study productivity, scholarships, and prizes by popular trends and influencers, the scientific community has not thoroughly explored the correlation between social media and academic-related peer influence and FoMO. Previous studies have mainly examined academic-related peer influence and FoMO in real-life interactions and school environments, indicating their impact on choices like club and sports participation (Rukundo, 2012;Zunic, 2017) or concentration on studies to improve academic performance (Viet & Phuong, 2017). The authors recognized the need to investigate the possible correlation between social media and, specifically, academic-related peer influence and FoMO.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Impact of Academic-Related Peer Influence and Fear of Missing Out From Social Media on Academic Activities of Adolescents

Thuy An Ngo,

Thien An Nguyen,

Uyen La

et al. 2023

JITE:Research

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Aim/Purpose: The main objective of this study is to explore the relationships among social media experience processes, peer influence, and fear of missing out (FoMO), as well as their impact on adolescent students’ choice of participation in academic activities. Background: The increasing digitization of the world has consolidated social media as a dominant means of communication in the modern era. Adolescents are heavily engaged with smartphones and social platforms, resulting in substantial exposure to their influences. This exposure leads to a rise in sharing academic achievements and experiences on social media platforms. This trend has transformed academic success into a symbol of admiration, affecting how young individuals perceive their educational activities. During adolescence, a phase characterized by heightened vulnerability and intense social connections, young people become more susceptible to phenomena such as peer influence and FoMO. Social media, serving as a platform to showcase experiences and achievements, plays a pivotal role in shaping peer norms that subsequently impact peer influence and FoMO. Given the significant interplay between social media, peer influence, and FoMO, there is a need to explore whether social media experiences can predict academic-related peer influence and FoMO, as well as understand their interrelationships. This exploration is essential for understanding the cumulative impact of these factors on students’ academic pursuits. These insights hold the potential to guide the effective management of the potentially excessive effects of social media, thus promoting a more balanced and productive student life when confronting contemporary challenges. Methodology: The study employed a quantitative approach, using 5-point Likert scales to collect data via an online survey. The questionnaire was designed based on the theoretical framework regarding transformations of peer experiences in social media contexts developed by Nesi and co-researchers, which mainly interpreted the characterization of social media and how its features could amplify or alter the formation of Peer Influence and FoMO. The data from 419 valid responses from secondary and high school students in Vietnam were analyzed using reliability tests, factor analysis methods, and structural equation modeling (SEM) methods. Contribution: This research is meaningful in raising awareness of researchers, students, teachers, and parents about the vigorous impacts of social media on students’ academic activities and serves as the foundation for further research on regulation methods to secure healthy social media use and academic development. Findings: It was found that social media was characterized by two latent variables: Online Peer Norms and Novel Peer Experiences. The results showed that both factors were strong predictors of peer influence, while for FoMO, only the variable of Online Peer Norms was a significant predictor. FoMO was found to mediate the impact of social media experience on peer influence. Finally, peer influence relatively affected students’ participation in academic activities, while FoMO did not. Recommendations for Practitioners: The results suggested that social media can be a means to encourage positive academic participation and, thus, can be utilized in spreading educational programs and promoting academic motivation. At the same time, measures to counteract academic pressure should also take social media into consideration. Recommendation for Researchers: Researchers can utilize the framework of this study to investigate other adolescent media-related mental and behavioral phenomena as well. In addition, researchers should build a clearer understanding of FoMO’s interactions with academic matters. Impact on Society: Social media can either be a great assistance or a huge risk to the development of future generations of society. It is capable of spurring mental and behavioral changes that can radically impact youths’ growth on their educational paths. Future Research: The relationship between peer influence and FoMO should be delved into from more diverse dimensions. Future research should encompass peer influence and social media’s involvement in academic self-concepts and well-being.

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Section: Discussionmentioning

confidence: 99%

Section: Peer Influence Impactsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Impact of Academic-Related Peer Influence and Fear of Missing Out From Social Media on Academic Activities of Adolescents

Thuy An Ngo,

Thien An Nguyen,

Uyen La

et al. 2023

JITE:Research

View full text Add to dashboard Cite

show abstract

“…For this, it is necessary to understand and modify the learning styles of students. It is concluded that collaborative learning based on projects [44]- [47], it allows to have a broader vision with the intervention of all those involved when solving a problem not individually but on the contrary as a group. In addition, the techniques that can be used in class sessions by the teacher help students with their learning styles to learn quickly with the support of technological tools [37]- [39].…”

Section: Q2: How Are Teaching Strategies Related To Learning Styles?mentioning

confidence: 99%

University learning style model: Bibliometrics and systematic literature review

Andrade-Arenas,

Martin Bogdanovich,

Hernández Celis

et al. 2023

IJERE

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The university learning style worldwide was analyzed to obtain a model adapted to Peru, that was complemented in the initial part with the study of the biliometric analysis. In the first steps that were developed, the information search was done in a general way with Scopus. Then specifically adding the Dimensions database, obtaining 59 items from the selection. The Prism statement was used, which allowed it to be developed in the methodology sequentially until the selected articles were obtained. The objective was to carry out a study of the systematic review of the literature (RSL) that allowed analysis by categories such as academic performance, teaching strategy and competencies related to the learning style. Where the data obtained was with the use of VOSviewer and Rstudio. The result obtained was an innovative model that relates the categories with the most relevant models that studied the learning style. As a conclusion, the different learning styles can be adapted to the different study programs and their different courses to plan it from the macrocurricular to the microcurricular, taking into account the strategy and the didactics of teaching, the contribution for the university sector.

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Factors influencing the academic performance of the students

Cited by 2 publications

References 1 publication

Impact of Academic-Related Peer Influence and Fear of Missing Out From Social Media on Academic Activities of Adolescents

Impact of Academic-Related Peer Influence and Fear of Missing Out From Social Media on Academic Activities of Adolescents

University learning style model: Bibliometrics and systematic literature review

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