Observational studyBMC medical education2025
The role of demographic and psychosocial factors in academic achievement: insights from a cross-sectional study on physiotherapy and rehabilitation students.
Observational study in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT06534879 (The Effect of Psychosocial Factors on Academic Success in Physiotherapy and Rehabilitation Students), which is not on this map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
The Effect of Psychosocial Factors on Academic Success in Physiotherapy and Rehabilitation Students
Who cites it
2 citing papers in PubMed.
- The Protective Role of Social Support Against Depression, Anxiety, and Stress in Physiotherapy Students.International journal of environmental research and public health · 2026Article
- The Links Between Physical Activity, Metacognition, and Empathy Among Physiotherapy Students.Healthcare (Basel, Switzerland) · 2025Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundAcademic success is a multifaceted outcome influenced by various demographic and psychosocial factors. Understanding these determinants is essential for developing effective interventions, particularly in demanding disciplines such as physiotherapy and rehabilitation. This cross-sectional study examined the relationship between academic performance and demographic and psychosocial variables among undergraduate physiotherapy students.
methodsData on students' age, gender, years of education, relationship status, parental status, monthly income, and residence status were collected. Academic success was assessed using grade point average (GPA). Psychosocial variables were measured using validated Turkish versions of the following scales: Rosenberg Self-Esteem Scale for self-esteem, Empathy Assessment Scale for empathy, Social Emotional Competence Questionnaire for social and emotional competence, Warwick-Edinburgh Mental Well-Being Scale for mental well-being, State and Trait Anxiety Inventory for anxiety, UCLA Loneliness Scale Short Form for loneliness, Adult Motivation Scale for motivation, and Satisfaction with Life Scale for life satisfaction. Statistical analyses, including Pearson and Spearman correlations, multiple linear regression, and independent t-tests, were conducted using SPSS 25.0.
resultsA total of 256 students (female/male = 187/69) participated in the study. Significant relationships were observed between GPA and gender, monthly income, anxiety levels, and loneliness levels. Multiple regression analysis revealed that 44.0% of the variance in GPA was explained by anxiety (R²=0.31, p < 0.001), loneliness (R²=0.11, p < 0.001), and gender (R²=0.02, p = 0.002). Female students outperformed their male counterparts in academic success (p < 0.05).
conclusionsThis study emphasizes the significant influence of demographic and psychosocial factors on the academic performance of physiotherapy students. Interventions aimed at reducing financial stress, anxiety, and loneliness may improve academic outcomes. Future research should explore these factors in diverse educational settings and over time to better support student success in healthcare education. CLINICAL TRIAL NUMBER: NCT06534879 (registration date: 2024-07-30), retrospectively registered.
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