Determinantes del rendimiento académico en estudiantes universitarios: una revisión integrativa de estudios publicados entre 2020 y 2026

Authors

Anita Maribel Valladolid Benavides
Giovanna Erika Gironzini Cáceres
Alejandra Luz Capcha Paucar
Cruz Emerita Olaya Becerra
Carlos Alberto Zurita Patiño

Abstract

Introduction: This study aimed to identify and synthesize the determinants of university academic performance based on research published between 2020 and 2026. Materials and Methods: An integrative review was conducted using a systematic strategy guided by PRISMA 2020. Searches in Scopus and Web of Science (in English and Spanish) were supplemented by reference tracking and the review of extended abstracts and accessible full-text articles. Quantitative, mixed-methods, and learning analytics studies analyzing associations between individual, academic, institutional, technological, or socioeconomic factors and academic performance were included. Results: Five categories were identified. Psychological factors—particularly self-efficacy, self-management, a sense of belonging, and recognition—were associated with better outcomes. Academic-behavioral factors, such as active participation, self-assessment, and self-regulated study, showed positive relationships with grades and final exam results. Institutional and relational factors, including support networks, peer interaction, and forum engagement, were associated with performance. Technological factors showed contingent effects: digital resources were beneficial when they fostered meaningful interactions, whereas digital distractions were linked to poorer perceptions of performance. Discussion: Socioeconomic evidence was underrepresented, although ancillary studies suggested negative consequences associated with food insecurity and financial stress. Conclusions: Academic performance is concluded to be multifactorial, integrating self-regulation, active participation, the quality of the educational environment, and material support. Universities should implement comprehensive interventions combining psychoeducational support, active pedagogies, learning analytics, and inclusion policies, while acknowledging the limitations of the existing body of research and the need to verify complementary evidence.

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