Factores asociados al rendimiento académico en la educación superior: una revisión sistemática
Factors associated with academic performance in higher education: a systematic reviewBarra lateral del artículo
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Contexto: La investigación sobre rendimiento académico universitario ha crecido debido a su vínculo con la permanencia estudiantil y la calidad educativa, aunque persiste fragmentación en el abordaje de sus factores asociados. Objetivo: Se analizó sistemáticamente la producción científica sobre factores asociados al rendimiento académico en estudiantes universitarios. Metodología: Revisión sistemática bajo lineamientos PRISMA en Scopus, WoS y SciELO (2019-2025). Se incluyeron 35 artículos empíricos originales, analizados mediante síntesis temática descriptiva. Resultados: Predominan estudios sobre factores personales (motivación, autorregulación, emociones), institucionales digitales y pedagógicos no digitales (11 cada uno). Los factores familiares y socioeconómicos son marginales. Predominan diseños transversales (15) y enfoques cuantitativos. Conclusión: El rendimiento académico es multifactorial, aunque la investigación se fragmenta. Se requiere mayor integración metodológica y abordaje de variables estructurales.
Background: Research on university academic performance has expanded due to its link with student retention and educational quality, though fragmentation persists in addressing associated factors. Objective: To systematically analyze scientific production regarding factors associated with academic performance in university students. Methodology: Systematic review following PRISMA guidelines in Scopus, WoS, and SciELO (2019-2025). Thirty-five original empirical articles were included and analyzed using descriptive thematic synthesis. Results: Studies on personal factors (motivation, self- regulation, emotions), digital institutional, and non-digital pedagogical factors predominate (11 each). Family and socioeconomic factors are marginal. Cross-sectional designs (15) and quantitative approaches prevail. Conclusion: Academic performance is multifactorial, yet research remains fragmented. Greater methodological integration and the inclusion of structural variables are required.
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