TYPE Original Research

PUBLISHED 10 July 2024

DOI 10.3389/fpsyg.2024.1350105

Adolescents’ academic
OPEN ACCESS performance: what helps them
and what hinders them from
EDITED BY
Fotini Polychroni,
National and Kapodistrian University of
Athens, Greece

REVIEWED BY
achievement and success?
Francesco Sulla,
University of Foggia, Italy
Diana Aguiar Vieira,
Simona Horanicova 1, Daniela Husarova 1,2,3*,
Centre for Organizational and Social Studies Andrea Madarasova Geckova 1,3,4, Miriama Lackova Rebicova 1,
of Polytechnic of Porto, Portugal
Lenka Sokolova 4, Andrea F. de Winter 3 and Sijmen A. Reijneveld 3
*CORRESPONDENCE
Daniela Husarova 1
Department of Health Psychology and Research Methodology, Faculty of Medicine, PJ Safarik
[email protected] University, Košice, Slovakia, 2 Olomouc University Social Health Institute, Palacky University in
Olomouc, Olomouc, Czechia, 3 Department of Community and Occupational Health, University
RECEIVED 05 December 2023
Medical Center Groningen, University of Groningen, Groningen, Netherlands, 4 Institute of Applied
ACCEPTED 01 July 2024
Psychology, Faculty of Social and Economic Sciences, Comenius University in Bratislava, Bratislava,
PUBLISHED 10 July 2024
Slovakia
CITATION
Horanicova S, Husarova D, Madarasova
Geckova A, Lackova Rebicova M, Sokolova L,
de Winter AF and Reijneveld SA (2024)
Adolescents’ academic performance: what Introduction: Research on adolescents’ academic performance has mostly
helps them and what hinders them from focused on the contribution of objective factors, such as socioeconomic
achievement and success?
situation of the family or individual cognitive skills and school results. Evidence
Front. Psychol. 15:1350105.
doi: 10.3389/fpsyg.2024.1350105 with a focus on adolescents’ subjective experiences is scarce. The aim of
COPYRIGHT
this qualitative study was to explore factors related to adolescents’ academic
© 2024 Horanicova, Husarova, Madarasova performance from their perspectives.
Geckova, Lackova Rebicova, Sokolova, de
Winter and Reijneveld. This is an open-access
Methods: We used data from 11 group semi-structured interviews conducted
article distributed under the terms of the in 2020/2021 with 45 adolescents in the first year of high school in Slovakia
Creative Commons Attribution License (mean age = 14.98; 22.2% boys). Participants were selected from three types of
(CC BY). The use, distribution or reproduction
in other forums is permitted, provided the
high school with regards to the graduation system. We analysed the data using
original author(s) and the copyright owner(s) consensual qualitative research and thematic analysis.
are credited and that the original publication
in this journal is cited, in accordance with
Results: Based on the statements of the adolescents, we identified five main
accepted academic practice. No use, themes of factors that affect their academic performance. Adolescents reported
distribution or reproduction is permitted that the following contribute to their academic performance: the contents
which does not comply with these terms.
and methods of teaching; how teachers behave and do their jobs; the way in
which adolescents study and what motivates them; support within and outside
the school, and the environment and appearance of the school. Adolescents
reported that improving the curricula and using teaching methods that balance
theoretical information with practical skills training would help their academic
performance immensely.
Conclusion: We identified several factors related to adolescents’ academic
performance using their own perspectives and experiences. Strengthening the
capacities of teachers may largely benefit adolescents’ educational process and
further academic performance.

KEYWORDS

adolescents, academic performance, academic success, adolescents’ experiences,

qualitative study

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1 Introduction and Abdullah, 2016; Singh et al., 2016). On top, there is a range of
psychological factors which might positively or negatively influence
Academic performance is an important indicator of adolescents’ academic performance, including adolescents’ motivation, level of
academic success and achievement (Kumar et al., 2021). Previous stress and capacity to cope with it, anxiety, self-esteem or self-efficacy.
research indicates that adolescents are more likely to perform better It seems that intrinsic motivation and self-efficacy are the key aspects
on standardised achievement tests and have higher grade averages and (Tindle et al., 2022). A scoping review of Honicke and Broadbent
standardised test scores, when they are engaged and participate (2016) showed that students with higher level of self-efficacy are more
actively in school. That regards school behaviour (i.e., attending school motivated to learn and apply more effective learning strategies what
regularly, following school rules, concentrating on learning), feeling lead to better performance at school. Katsantonis and McLellan’s
connected and belonging to school, having positive feelings toward (2023) qualitative study also highlighted the significance of motivation
teachers and peers, and using strategic approaches to learn (Wang and and self-regulated learning strategies in academic achievement. It
Holcombe, 2010). Showing such engagement and active participation showed that adolescents use various task-specific and general self-
in academic activities and tasks is associated with the intrinsic regulated strategies, such as organization and time management, along
motivation for school and with the school satisfaction of adolescents with their motivational beliefs and academic emotions (e.g., interest,
(Libbey, 2004; Magnano et al., 2020). enjoyment, satisfaction), to achieve good grades and enhance
According to the international Health Behaviour in School-aged schoolwork engagement (Katsantonis and McLellan, 2023). Other
Children (HBSC) study, only one third of young adolescents in relevant factors regard individual characteristics of the students, such
Slovakia is satisfied with school and this number becomes even lower as cognitive and intellectual skills, learning styles, skills abilities, or
with increasing age (Madarasová Gecková and Husarova, 2023). personality (Lu et al., 2011; Miñano et al., 2012; Kumar et al., 2021).
Slovakia has also been ranked very low regarding the degree to which Research has shown that academic hardiness as important personality
adolescents like school for over a decade compared to the other characteristic help adolescents effectively manage their school failures,
European countries (Inchley et al., 2016, 2020). However, a cope with negative academic experience, such as low grades in the test,
considerable number of the adolescents who report not liking school and transform it into opportunity for growth (Kamtsios and
still care about the education they will achieve (Bosakova et al., 2020; Karagiannopoulou, 2013). Social environmental factors have an
Horanicova et al., 2020). These findings imply that the demand for important influence on academic results, as well. Besides family
education is evident, but that the actual education does not meet the socioeconomic position and parental education level, having good
needs and perspectives of adolescents. relationships of adolescents with peers, parents, and teachers improves
Academic performance of adolescents is affected by the social and the academic outcomes, performance, and achievement of these
cultural capital inherited from the family (Denzler, 2011; Fan, 2014). adolescents (Goddard, 2003; Farooq et al., 2011; OECD, 2018).
Parental education levels and socioeconomic situation may affect Adolescents as students are themselves the main protagonists of the
educational resources, opportunities and the academic trajectory of educational process and their own academic trajectory. Gaining
their children (Fan, 2014). The study by Williams et al. (2019) information from their perspective on what may contribute to their
emphasised crucial role of school support for adolescents from performance and success at school may be significantly add to
low-income background, including establishing meaningful parent- identifying the main determinants of academic success
school collaboration or creating culture of hope for a better future, to and performance.
help them deal with challenges and support their motivation for To sum up, academic performance in connection with a wider
academic achievement and success. Moreover, congruence between range of determinants or consequences has been studied, but most
adolescents and their parents’, especially mothers’, wishes regarding research is quantitative and research on subjective experiences and
career choice, has an important impact on academic motivation, work perspectives from adolescents’ point of view lacks. A qualitative
hope and occupational importance, which in turn has a positive effect approach allows us to investigate academic performance more deeply
on future intentions to undertake university studies (Fantinelli et al., and to obtain a closer look at all possible factors that affect it.
2023). This was also supported by another study, where adolescents Therefore, the aim of this study was to identify the main factors that
expressed that their personal educational goals and beliefs closely help and hinder adolescents in their performance at school from the
align with those communicated by their mothers (Suizzo et al., 2016). perspective of the adolescents themselves.
Academic performance reflects adolescents’ potential to learn and
prosper (Farooq et al., 2011). Adolescents who perform well at school
and experience academic success are more likely to continue with 2 Methods
higher education, apply for and secure better jobs and higher salary
for themselves and to become fully fledged contributors to society 2.1 Design of the study
(Ashby and Schoon, 2010; Olshansky et al., 2012). Better individuals’
socioeconomic position and social capital positively influence the We conducted a qualitative study embedded in the international
ability to access healthcare and decide on health-promoting options, HBSC (Health Behaviour in School-aged Children) study on the
and thus enhances overall health. In this way, may alleviate the current health-related behaviour, well-being and social context of adolescents.1
strain on the social system (Abel, 2008). On top of that, academic The study was conducted using semi-structured group interviews and
performance may impact the socioeconomic development of a
country overall (Singh et al., 2016).
The main determinants of students’ academic performance have
previously been shown to result from the educational process (Narad 1 more information on www.hbsc.org.

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the data were analysed by consensual qualitative research (CQR) 2020 and June 2021. The interviews were recorded on video. Finally,
methods and inductive thematic analysis (Braun and Clarke, 2022). we transcribed the video records, leaving out any personal
The CQR methodology involves in the research process the diversity information of the participants. The length of the interviews was
of experiences and opinions of each member of the research team and between 45 and 60 min.
their ability to reach conclusions with regards to their assumptions We conducted the interviews during the second wave of the
(Hill et al., 2005). A diversity of experiences was obtained by selecting COVID-19 pandemic in Slovakia, a time in which face-to-face contact
members of the research team from different backgrounds, including with participants was not feasible due to anti-pandemic measures.
health psychology, school psychology and social work. Data-driven We therefore conducted the interviews using the Zoom online
thematic analysis is used to identify and analyse topics and themes platform. The interviews were led by a trained professional in
across the analysed qualitative data using the different experiences and psychology who has experience working with young adolescents in an
backgrounds of each member of the research team (Braun and online counselling platform. The members of the research team
Clarke, 2006). (AMG, DH, MLR, LS, SH) were all professionals with different
background and experience in psychology and social work, and all of
them participated in the interviews as silent observers.
2.2 Study setting, sampling and participants The interview questions were selected to extend the quantitative
findings of the international HBSC study. These results showed that a
The target population for the study comprised adolescents in the considerable number of adolescents in Slovakia reported a low level
first year of Slovak high school, age 15–16 years. We conducted 11 of school satisfaction, but that they also care about their future
group interviews with 45 participants in total (10 boys; mean education (Horanicova et al., 2020; Madarasová Gecková and
age = 14.95). The participants were selected from three types of high Husarova, 2023). Important factors contributing to their positive
schools in Košice, Slovakia; i.e., grammar schools (with A levels attitudes toward school were relationships with teachers and
graduation), secondary schools with GCSE graduation and secondary schoolmates and schoolwork support inside or outside the family,
schools with apprenticeship certificate graduation. We contacted especially in adolescents from low and middle SES (Horanicova et al.,
participants in several steps. First, we got in touch with the school 2020, 2022). Based on these findings and in line with the aim of the
administrators to inform them about the study and ask them to study we formulated the following questions:
participate. After obtaining their consent, we contacted the parents of
the participants with the help of teachers and obtained parental 1 Some children like school and other children do not – why do
informed consent. Thereafter, we approached the participants and you think that is? Why do some children like being at school
obtained their informed consent. All participants were informed and others do not?
about the voluntary participation in the study and anonymity of the 2 Many children feel that their teachers care about them. How do
provided data and were allowed to withdraw from the study at you know that your teacher truly cares about you?
any time. 3 Some children are quite successful at school and others not as
The study was conducted in accordance with the guidelines of the much. How do we help those who struggle at school?
Declaration of Helsinki (1964) as well as with the consolidated criteria 4 What should school, its teachers, students or even people from
for reporting qualitative research (COREQ) (Tong et al., 2007). It was outside the school do in order to create a safe and
reviewed and approved by the Ethics Committee of the University pleasant environment?
(19N/2020). 5 What should be done (by teachers, students, outsiders) so that
the time children spend in school is effectively used?

2.3 Procedure and measures

The data collection occurred in several steps. First, adolescents 2.4 Data handling and analyses
were asked to fill in a questionnaire created by the authors that
regarded the questions of age, gender, size of the place of residence, In the data handling, we processed the data obtained from the
their liking of school and attitude toward education. These segments of the transcripts that referred to academic performance and
questionnaire data were used to describe the sociodemographic its contributors, to extract codes that we could further analyse. We did
characteristics and the level of school satisfaction (combination of so by first transcribing the interviews verbatim in the Slovak language,
liking school and attitudes toward education). The measures regarded checking the transcripts to ensure their accuracy and uploading them
standardised questions used in HBSC data collection. Liking school into the MAXQDA standard platform for data analyses (VERBI
was measured using the item: “How do you feel about school at Software, 2021). Inductive, data-driven thematic analysis (Braun and
present?,” with four-point Likert-type responses (“I like it a lot”; “I Clarke, 2022) was used to analyse the data. All members of the
like it a bit”; “I do not like it very much”; “I do not like it at all”). research team were researchers trained in CQR. The coders first
Attitudes toward education were measured using the item “Do familiarised with the data individually. After carefully reading each
you care what kind of education you will have?,” with three-point transcript, each member of the team coded the segments of the
Likert-type responses (“I care a lot”; “I care about it, but not too transcript and generated the initial codes. Next, all of the members
much”; “I could not care less”) (Madarasová Gecková, 2019). Next, met for cross-checking and evaluation of the generated codes and
we asked the adolescents to participate in an online interview and coded segments of each transcript. In case of different opinions,
then conducted semi-structured group interviews between November discussion continued until a consensus was reached. The final code

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book was again revised by the coders and newly generated or reported external factors to be far more influential in the
reformulated codes were applied to the previously coded segments. trajectory to adolescents’ achievements. The factor reported to
In the analyses, we assessed the main factors that help and hinder have the greatest impact was the role of teachers, including
adolescents in performing at school, using a thematic analysis of the relationships with students and the way they teach. The teaching
codes produced in the data handling. We did so by clustering the process depends on what is being taught and the way it is taught.
codes into themes and subthemes, once again done by all members of The physical environment and equipping of the school and classes
the team individually. Afterwards, the team members met for cross- limit/facilitate the teaching process and methods of teaching into
checking of the created themes and subthemes, and a discussion was some extent. Students’ relationships with teachers are important
held until a consensus on the final thematic map was reached. and affect their motivation. Adolescents reported using other
available sources of support with learning and studying as well,
but only after the primary role of the teacher as a provider of
3 Results education fails.

3.1 Characteristics of the sample 3.2.1 Main themes

We identified five main themes regarding factors that contribute
Table 1 provides descriptive characteristics of the sample. Almost to adolescents’ academic performance: What, Who, Myself, Help,
half of the participants attended grammar school; the other half of the Where. The themes are depicted in Figure 1 and will be further
participants attended secondary schools graduating with GCSE or described in more detail.
apprenticeship certificate. Most of the participants reported feeling
satisfied toward school and education (like school, care about 3.2.1.1 What
education). Almost a third of the participants reported feeling Adolescents reported that the contents and methods of teaching
inconsistent with school and education (do not like school, care significantly affect their achievement and learning process. One of
about education). their main concerns was the lack of emphasis on gaining practical
skills and by contrast too much emphasis on memorising excessive
amounts of information, which adolescents consider unnecessary
3.2 Promoting and hindering factors without any added value or applicability. Moreover, replacing a passive
teaching style with active methods of teaching that would enable
The thematic analysis led to a model consisting of the factors adolescents to gain new, interesting and useful information while
that hinder or help adolescents in their academic performance learning as much as possible during school hours would help
and in overcoming challenges in their learning process. The them immensely.
model is depicted in Figure 1. The statements of adolescents imply “… So, using a few more practicalities. Perhaps, during Biology,
that they do not see themselves as contributors to their own we could conduct more experiments or search for evidence or
achievement and success to a great extent. On the contrary, they something like that. Because many times during Maths, the teacher
would just solve a problem and would say ‘I’m not in a mood to prove
TABLE 1 Descriptive characteristics of the sample (N = 45). it; you just have to believe me that this is the way it is supposed to be.’
So, providing more evidence, because it’s more interesting to me
Characteristic Number then ….”
Gender

Boys 10 3.2.1.2 Who

Girls 35
The factor most often mentioned by adolescents regarding their
academic performance was the teacher. Moreover, adolescents
Type of school
declared that teachers alone are mostly responsible for their
Grammar school 22 (13 girls, 9 boys) behaviour and building their relationships with students. A teacher
Secondary school (GCSE) 20 (girls) who makes an effort to prepare for class and teach effectively and a
Secondary school (apprenticeship 3 (2 girls, 1 boy) teacher who is willing to give a student a second chance, adjust to the
certificate) individual needs of students and develop their potential is most
likely capable of inspiring and leading students to success.
School satisfaction*
Additionally, a teacher who is able to lighten the atmosphere while
Satisfied 32 maintaining authority and treat students with respect and fairness is
Inconsistent 13 capable of cultivating healthy relationships with students. Finally, a
Age distribution teacher who is not interested in doing their job, treats students
unjustly and is not willing to accept individual differences of
13 years old 1
students’ comprehension may discourage students from
14 years old 10
further achievement.
15 years old 23 “Well, I think that a second chance from a teacher is a kind of
16 years old 11 thing that makes me happy and when I see that they aren’t indifferent
*Satisfied – like school, care about education. Inconsistent – do not like school, care about about me getting a bad grade and they give me a chance to fix it… The
education. second chance is really important….”

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FIGURE 1
Main factors contributing to adolescents’ academic performance.

3.2.1.3 Myself if someone was less successful, we would always get together and try
Adolescents mentioned themselves as a determinant of their to explain everything as best as we could. We would help each other
performance the least frequently. Adolescents reported that their own all the time. The relationships in a classroom are very important…
ability to stay focused, find their own way of effective studying, When we are able to help and support each other.”
manage their time and seek support with studying may help them
perform better to some extent. Moreover, adolescents reported being 3.2.1.5 Where
motivated by all sorts of incentives, such as setting long-term goals Adolescents also reported the physical environment at school to
and experiencing success on the one hand and, interestingly, on the be an important factor related to their performance. They reported
other hand by failure, bad grades, fear of teachers and avoiding being that old or worn-out classrooms, insufficient and outdated school
punished by their parents. equipment, a lot of noise and a lack of study space inhibit an effective
“Well, I think that if students are successful, they attend school teaching process and further achievement of adolescents.
with more joy and they are happy to explore and gain new experiences, “I think that the teaching environment is very important. They
and if they experience failure, they lose motivation… ‘Why should feel much better in new classrooms, not in those where the plaster is
I learn this and that…’ and they often are more truant.” falling down. And the teachers do a lot that affect them as well. And
for example, using old books for studying… They should be taught in
3.2.1.4 ‘Help’ a new way, not the way from 20 to 30 years ago. Thus, this affects the
Adolescents indicated that support available within and outside environment and comfort in classroom and teaching process as well.”
school contributed to their performance. Within school mutual help Table 2 provides more examples of narratives of the adolescents
and schoolwork support, such as extra dedicated teaching time from within all five themes.
teachers and peer support are additional sources of necessary support
that help adolescents prosper. Outside school this included conditions
for studying at home and support from parents and other experts in 4 Discussion
their field of expertise who are willing to help.
“I would say that we were a very small class during elementary The aim of this study was to identify the main factors hindering
school. Five of us began ninth grade and our relationships were like, and promoting with the academic performance of adolescents using

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TABLE 2 Quotes illustrating factors related to adolescents’ academic performance.

Themes/Subthemes Quotes
WHAT

What am I taught “… I would say that we are taught a lot of theory, but we are not able to say a common definition. … So, using a few more
practicalities. Perhaps, during Biology, we could conduct more experiments or search for evidence or something like that.
Because many times during Maths, the teacher would just solve a problem and would say ‘I’m not in a mood to prove it;
you just have to believe me that this is the way it is supposed to be.’ So, providing more evidence, because it’s more
interesting to me then …”

How am I taught “When the teacher is capable of making a lesson more interesting, when it’s not just about the same-old writing notes on the
board but when they try to engage students and make it more interesting for them.”
“Well, the teacher who taught me this did it in a playful way. She was able to divide the topic and if we did not understand,
we could just ask her and she explained it using real life examples. And the other teacher who taught me in a way I did not
understand just rushed through the topic really quickly, even though we told her we did not understand … She did not have
a way of teaching that we needed.”

WHO

How well do teachers do their jobs “Well, I think that a second chance from a teacher is a kind of thing that makes me happy and when I see that they aren’t
indifferent about me getting a bad grade and they give me a chance to fix it… The second chance is really important…”
“Or when they repeat something twice, because they make an effort in order to help us understand.”
“Yes, a second chance, because we are all humans. Not everything works out for everyone all the time and teachers make
mistakes, too, so I think a teacher providing a second chance is very important, but not always, you know. Because
we would take it for granted.”

How teachers behave toward us and appreciate us “Simply, teachers should praise some students even for the smallest things, because it may be enough for some to think that
they did something for themselves and made progress.”
“So that they do not discriminate between the students. Because I know they may find their favourite one, and they would
do everything for them, but then other students are the worst and are treated different way than their favourite ones.”

MYSELF

What motivates me “Well, I think that if students are successful, they attend school with more joy and they are happy to explore and gain new
experiences, and if they experience failure, they lose motivation… ‘Why should I learn this and that…’ and they often are
more truant.”

The way I study “When I have a problem understanding something, I just ask the teacher, whether she would be willing to explain it to me
one more time and if I did not ask a teacher, I would, I do not know, call my classmate or my sister or if I knew someone
older at school who understands this, I would ask them for help”
“Well, focus and pay attention for sure. Do not look out the window to see how many cars have passed but really focus and
pay attention to the teacher and do everything that is necessary, the exercises, homework, because it can be really useful;
you do not need to go over it again because you understand it, because you were paying attention.”

HELP

Who helps me at home “Perhaps parents play a role in this, too. I remember my friend; her father is a lawyer and he’s really good at history. So if
her dad teaches her history in a different way than her teacher, she can work with that. Parents play a big role in my
opinion.”

Who helps me at school “I would say that we were a very small class during elementary school. Five of us began ninth grade and our relationships
were like, if someone was less successful, we would always get together and try to explain everything as best as we could.
We would help each other all the time. The relationships in a classroom are very important… When we are able to help and
support each other.”

WHERE

What do the school and classrooms look like “I think that the teaching environment is very important. They feel much better in new classrooms, not in those where the
plaster is falling down. And the teachers do a lot that affect them as well. And for example, using old books for studying…
They should be taught in a new way, not the way from 20 to 30 years ago. Thus, this affects the environment and comfort in
classroom and teaching process as well.”

the perceptions and experiences of the adolescents themselves. Five as well as the way the teachers behave toward them and how they do
main themes of factors that help and hinder adolescents’ academic their jobs. Our results suggest that the way adolescents study, their
performance were identified based on the statements of the sources of motivation, support within and outside school and the
adolescents. Adolescents reported that influences contributing to their overall environment and appearance of the school affect their
academic performance include the contents and methods of teaching academic performance, as well.

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We found that adolescents considered the external factors at We found that the physical environment of school and classrooms
school more influential than their own impact on their academic along with insufficient and old school equipment impairs effective
performance. The most frequently mentioned factor which determines teaching processes and the performance of adolescents. These findings
adolescents’ academic performance was the role of teachers. Bolstering support previous ones showing the importance of an adequate
teachers’ skills and their relationships with students may considerably physical environment at school and in classrooms, which may affect
improve adolescents’ academic performance. These findings are in line adolescents’ motivation, results, performance and achievement
with previous research (Asikhia, 2010). Teachers who are competent (Suleman and Hussain, 2014; Usaini et al., 2015; Edgerton and
in doing their job, prepared for class, inspiring and thorough during McKechnie, 2023). Moreover, the study of Person et al. (2016) has
the teaching process are perceived as facilitators in students’ shown that changes in the physical school environment can from
performance at school, and this is supported by previous research adolescents’ point of view significantly influence their school
(Adu and Olatundun, 2007). Moreover, teachers who are willing to satisfaction and peers’ relationships by either facilitating or hindering
give students a second chance, respond to their individual needs and opportunities for socialization, communication, and connection
develop students’ potential thus help adolescents prosper on their among them. The physical environment and appropriate equipment
academic journey, which also corresponds with previous research at school are thus important factors affecting teaching and the learning
focused on students’ satisfaction with positive behaviours of their processes of adolescents and may facilitate their further performance.
teachers (Shah, 2009). This becomes essential especially in situations We found that mutual help along with support with studying at
when assessment practices create pressure on adolescents and make school and conditions at home affect adolescents’ academic
them anxious what might subsequently impact their achievement in performance. This is in line with previous research showing that a
negative way (Katsantonis and McLellan, 2023). helpful atmosphere in classrooms and cooperation can importantly
Additionally, we found that teachers who are able to maintain improve adolescents’ engagement and efficacy (Dorman, 2001; Wang
their authority while keeping the atmosphere casual and who treat and Holcombe, 2010), which may subsequently increase their success
students fairly and with respect are likely to improve adolescents’ and performance at school. An overall positive psychosocial climate
motivation and further academic performance. These findings support in a class, which includes clear norms and values among schoolmates,
previous research findings that students’ academic performance significantly contributes to strengthening adolescents’ relationships
depends on teachers’ competence skills and knowledge of the subject and mutual support. This, in turn, enhances adolescents’ school
matter (Adediwura and Tayo, 2007). Furthermore, previous studies satisfaction and improves their performance (Person et al., 2016,
have shown that teachers with positive attitudes who show patience OECD, 2018). Moreover, support with homework at home improves
and care about their students’ needs help improve students’ adolescents’ motivation and engagement (Daw, 2012; Moé et al.,
performance at school (Adediwura and Tayo, 2007). According to 2018), which may influence their further achievement. Involving
students’ experiences, a warm and caring student-teacher relationship significant others, such as parents or siblings in learning process can
– one that creates a safe atmosphere, fosters well-being, and provides have a positive impact on adolescents’ learning outcomes. By fostering
academic help with schoolwork – has a significant influence on a supportive environment and encouraging active help-seeking
improving their achievement as well as behaviour (Jeffrey et al., 2013). behaviour, adolescents can develop the necessary skills and motivation
Teachers are one of the main contributors to the teaching process and to be academically successful and achieve their goals (Katsantonis and
an important factor influencing adolescents’ academic performance McLellan, 2023). Available support within school and outside of
and motivation. Teachers’ competence, attitudes and behaviour may school seems to be an important addition to adolescents’ academic
affect adolescents’ achievement and subsequently their further performance, particularly when the primary role of teachers as
academic journey. Thus, the perspectives of adolescents align with educators is inefficient.
findings from previous research. Our results show that adolescents do not perceive themselves as
We found that too much memorising of inapplicable information, a strongly influential factor in their own academic performance.
a lack of practical skills and using passive methods of teaching seem These findings align with previous research showing that
to significantly hinder adolescents’ achievement and performance. adolescents do not consider themselves as a relevant contributor to
This is in line with previous findings that, in contrast, using active their school experience; it is thus important to facilitate their
teaching methods while focusing on new, interesting and valuable engagement and performance from an early age (Boberova et al.,
information allows adolescents to develop practical and useful skills 2017). We found that adolescents’ ability to focus and pay attention
and improve their academic performance (Brame, 2016). Teaching in and their ability to find a preferred way of studying and managing
a way that allows gaining new information along with promoting their own time are helpful factors influencing their academic
critical thinking and interest rather than demanding simple rote performance. Moreover, adolescents reported several incentives
learning has proven to be an effective way of educating (Hesson and that keep them motivated to perform better at school, including
Shad, 2007; Ganyaupfu, 2013). Moreover, from adolescents’ long-term goals and experiencing success but also failure, fear of
perspective, providing feedback on their progress and learning along teachers and avoiding punishment. These issues appear to
with an engaging and stimulating teaching style is considered be understudied, although some studies have shown that
important effective learning and ultimately leads to academic success academically motivated students are willing to show higher efforts
(Katsantonis and McLellan, 2023). The contents of curricula and for studying and self-regulation in learning strategies, which
teaching methods are important factors contributing to adolescents’ subsequently affects their academic performance (Pintrich, 2003;
academic performance. Taking them into an account with regard to Ariani, 2016). From our interviews, we learned that with regard to
the design of syllabi may help adolescents’ further academic journey their own academic performance, adolescents perceive the influence
and success. of their own contributions to be relatively small.

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Horanicova et al. 10.3389/fpsyg.2024.1350105

4.1 Strengths and limitations physical environment and equipment is an important factor
contributing to adolescents’ academic performance.
One of the main strengths of this qualitative study is the detailed
exploration of the factors affecting adolescents’ academic performance
using their own perceptions and experiences. Moreover, using
consensual qualitative research helped us avoid the individual Data availability statement
subjective perspectives of the researchers, since every member of the
research team had to agree on the codes used in coding of the data. A The raw data supporting the conclusions of this article will
limitation of this study is that we may not have reached a heterogeneity be made available by the authors, without undue reservation.
in the sample representative of the apprenticeship graduation students.
However, during data collection, we reached a point of saturation
when no new themes appeared. Another limitation is that the Ethics statement
interviews were conducted during the second wave of the COVID-19
pandemic in Slovakia. Although we aimed to focus adolescents on The studies involving humans were approved by the Ethics
their experiences before the pandemic during the interviews, it is Committee of the PJ Safarik University. The studies were conducted
likely that their perspectives were still influenced in some extent by in accordance with the local legislation and institutional requirements.
the restrictions related to school attendance. Written informed consent for participation in this study was provided
by the participants’ legal guardians/next of kin.

4.2 Implications
Author contributions
The findings of this study have several implications for practice.
First, designing curricula should be focused on balancing useful SH: Conceptualization, Formal analysis, Investigation,
theoretical information with obtaining practical and applicable skills Methodology, Project administration, Writing – original draft. DH:
and using appropriate teaching methods in order to facilitate the Conceptualization, Formal analysis, Methodology, Project
transfer of the information to students in the most effective way. administration, Supervision, Validation, Writing – review & editing.
Second, teachers’ behaviour, their approach to teaching and their AM: Conceptualization, Formal analysis, Methodology, Supervision,
knowledge and relationships with students play an important role in Writing – review & editing. ML: Conceptualization, Formal analysis,
adolescents’ academic journey. Strengthening teachers’ competence Investigation, Writing – review & editing. LS: Conceptualization,
and skills and providing them with appropriate complementary Formal analysis, Methodology, Supervision, Writing – review &
training may facilitate the teaching process and improve their editing. AW: Conceptualization, Methodology, Supervision,
relationships with students, which may significantly help adolescents’ Validation, Writing – review & editing. SR: Conceptualization,
achievement and further success. Methodology, Supervision, Validation, Writing – review & editing.
Next, providing adolescents with additional support with
schoolwork within or outside of school in the form of tutoring from
experts in certain fields may help them overcome the struggles they Funding
experience with studying. Additionally, the renovation of classrooms
and equipment and investment in new books and teaching aids should The author(s) declare financial support was received for the
be encouraged in order to create a pleasant and stimulating research, authorship, and/or publication of this article. This work was
teaching environment. supported by the Research and Development Support Agency under
The findings of this study also provide some implications for Contract Nos. APVV-18-0070 and APVV-22-0078.
future research. More evidence is needed on the learning style
mechanisms of adolescents and management of their responsibilities,
as well as the role of teachers in facilitating this process. In addition, Conflict of interest
intervention research in the school environment focused on self-
efficacy and school performance of adolescents might deepen The authors declare that the research was conducted in the
understanding of this relationship. absence of any commercial or financial relationships that could
be construed as a potential conflict of interest.

5 Conclusion Publisher’s note

We identified five themes regarding factors contributing to All claims expressed in this article are solely those of the authors
adolescents’ academic performance: 1. What, 2. Who, 3. Myself, 4. and do not necessarily represent those of their affiliated organizations,
‘Help,’ 5. Where. Bolstering teachers’ expertise and approach toward or those of the publisher, the editors and the reviewers. Any product
students in order to improve the teaching process and overall that may be evaluated in this article, or claim that may be made by its
atmosphere has been raised. Additionally, enhancing the school’s manufacturer, is not guaranteed or endorsed by the publisher.

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Horanicova et al. 10.3389/fpsyg.2024.1350105

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