ArticleScientific reports2026
An analytic hierarchy process-based prioritization of psychological factors influencing academic performance among university students in China.
Article in Scientific reports, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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.
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.
Who cites it
1 citing paper in PubMed.
- A hybrid AHP-TOPSIS decision-support framework for evaluating mental health support alternatives in higher education.Frontiers in public health · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Understanding the psychological determinants of academic performance is essential for developing evidence-based educational strategies. Applying the Analytic Hierarchy Process (AHP), a well-established decision-analytic method, provides a systematic means to quantify the relative influence of multiple psychological factors on students' academic outcomes. Data were collected from 200 university students (150 undergraduates and 50 postgraduates) at Yan'an University, China, using a purposive-convenience sampling approach. Participants evaluated six key psychological variables: Motivation, Anxiety, Self-Efficacy, Emotional Well-Being, Cognitive Styles, and Self-Regulation-through structured pairwise comparisons following a preparatory orientation session. The AHP results identified Motivation (0.439) as the most dominant factor influencing academic performance, followed by Anxiety (0.218) and Self-Efficacy (0.148). Emotional Well-Being (0.097), Cognitive Styles (0.056), and Self-Regulation (0.042) demonstrated comparatively lower yet meaningful contributions. The model's Consistency Ratio (CR = 0.042) confirmed high reliability of participant judgments. Findings highlight the central role of motivational and affective dimensions in shaping academic success. Educational interventions that strengthen motivation, foster self-efficacy, and mitigate detrimental anxiety can enhance both performance and well-being, underscoring the importance of integrating psychological principles into instructional design and student support systems.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
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.