Evidence map›Paper›PMID 41132612›Full record

ArticleFrontiers in psychology2025

Undergraduates' achievement and satisfaction: the role of study-related factors and soft skills.

Adi Sharabi, Barbara Carretti, Marisol Cueli, Celestino Rodríguez, Gerardo Pellegrino

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PubMed Full text at PMC Publisher
In one paragraph

Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

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.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors.

Adi SharabiFaculty of Education, Kibbutzim College of Education Technology, and the Arts, Tel Aviv, Israel.
Barbara CarrettiDepartment of General Psychology, University of Padova, Padova, Italy.
Marisol CueliDepartment of Psychology, University of Oviedo, Oviedo, Spain.
Celestino RodríguezDepartment of Psychology, University of Oviedo, Oviedo, Spain.
Gerardo PellegrinoDepartment of General Psychology, University of Padova, Padova, Italy.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

The present study tested a comprehensive model in which five social, emotional, and behavioral (SEB) skill domains (self-management, social engagement, cooperation, emotional resilience, and innovation; also known as "soft skills") were associated with academic achievement and satisfaction directly and through the mediation of academic self-efficacy and self-regulated learning (SRL) strategies. The participants were 319 undergraduate students (mean age = 22.74, SD = 4.68; 255 females) from Spain, Italy, and Israel. Self-report questionnaires were administered for this study. Our results showed that academic self-efficacy and SRL significantly mediated the relationships between self-management and social engagement skills with academic achievement, after controlling for sex, age, year of study, and nationality. Academic self-efficacy uniquely mediated the relationship between SEB skills and academic achievement and satisfaction. Fostering socio-emotional skills can benefit students during higher education and lead to positive perceptions of themselves as competent and self-regulated learners, which can lead to greater academic satisfaction and achievement.

Indexed as

academic satisfactionacademic self-efficacyhigher educationself-regulated learningsoft skills

Identifiers

PMID41132612
PMCPMC12540472

What OpenQuestion holds

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LicenceCC BY
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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.