Psychopedagogical Factors and Academic Achievement: Empirical Study Using Structural Equation Models

Abstract

Understanding the psychopedagogical factors that influence achievement has been central to educational research. Among these factors, self-regulation of learning, perceptions of self-efficacy for learning, and effective time management in school activities are key determinants of academic success. The main objective of this study was to analyze the relationship between self-regulation procedures, perceptions of self-efficacy for learning, and academic time management strategies, as well as their impact on academic achievement in basic school students from Portuguese schools. The research used questionnaires to assess the variables under study. A structural equation model was applied to test the theoretical model integrating these variables. The results indicate that students who use more self-regulation strategies are those who exhibit higher perceptions of self-efficacy. Furthermore, it was found that students with higher levels of self-regulation and self-efficacy are the ones who plan their time management the most, both in the short and long term, in their school activities. Finally, the data show that these same students - who combine strong self-regulation, high self-efficacy, and strategic time management - achieve better academic results, confirming the importance of integrating these factors into academic success. Future research is recommended to investigate other mediating or moderating variables in this relationship, such as the role of motivation or academic coping strategies. Additionally, longitudinal studies that enable the analysis of the development of these skills throughout the school journey are suggested.