Here is the literature review information for each paper in a structured format:
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1. Family Background, Students’ Academic Self-Efficacy, and Students’ Career and Life Success
Expectations
Author: Mihyeon Kim (2014)
Type of Data: Secondary Data (Educational Longitudinal Study of 2002)
Sample Size: Weighted sample of 1,823,004 students
Research Technique: Path Model Analysis (Structural Equation Modeling)
Type of Variables:
Independent Variables: Family Background (Income, Parental Advice)
Mediating Variable: Academic Self-Efficacy
Dependent Variable: Career and Life Success Expectations
Findings:
Family background positively influences academic self-efficacy.
Academic self-efficacy enhances career and life success expectations.
Without academic self-efficacy, family background negatively affects students' expectations.
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2. The Impact of Students’ Socio-economic Background on Academic Performance in
Universities: A Case of Students in Kisii University College
Author: Dr. Charles Kombo Okioga (2013)
Type of Data: Primary Data (Survey)
Sample Size: 186 students from Kisii University College
Research Technique: Descriptive and Inferential Statistics (Regression Analysis, Likert Scale,
ANOVA)
Type of Variables:
Independent Variables: Socio-economic Background (Income, Parental Education)
Dependent Variable: Academic Performance
Findings:
Students from middle-class families receive structured academic support and perform better.
Lower-income students face challenges in accessing educational resources.
Socio-economic background significantly influences academic performance.
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3. The Impact of Parental Socioeconomic Status on Students’ Academic Achievement in
Secondary Schools in Tanzania
Author: Orestes Silverius Kapinga (2014)
Type of Data: Primary Data (Survey, Interviews, Focused Group Discussions)
Sample Size: 60 respondents (Parents, Teachers, Students)
Research Technique: Thematic Analysis, Documentary Review
Type of Variables:
Independent Variables: Parental Socioeconomic Status (Occupation, Education, Income)
Dependent Variable: Academic Achievement
Findings:
Students from low-SES families struggle with academic performance due to financial and
educational resource limitations.
Parental involvement is low, contributing to weaker academic outcomes.
SES directly impacts school readiness and student success.
4. Factors Affecting Students’ Academic Performance
Author: Unknown
Type of Data: Mixed Data (Primary and Secondary)
Sample Size: Not mentioned
Research Technique: Descriptive Statistics
Type of Variables:
Independent Variables: Parental SES, Student Behavior, School Environment
Dependent Variable: Academic Performance
Findings:
Parental education and financial status are key determinants of student performance.
School environment and support structures also play a critical role.
Socioeconomic constraints limit students' ability to access better educational opportunities.
5. The Impact of Parental Involvement, Parental Support, and Family Education on Pupil
Achievements and Adjustment
Author: Professor Charles Desforges, Alberto Abouchaar (2003)
Type of Data: Literature Review
Sample Size: Not applicable (Review of multiple studies)
Research Technique: Review and Meta-Analysis
Type of Variables:
Independent Variables: Parental Involvement (Home Support, School Participation)
Dependent Variables: Pupil Achievement and Adjustment
Findings:
Parental involvement, especially at-home parenting, has a significant impact on academic
achievement.
The effect is more pronounced in primary education than in secondary education.
Socioeconomic status influences the level of parental involvement.
6. Parental Involvement and Educational Achievement
Author: Geert Driessen, Frederik Smit, Peter Sleegers (2005)
Type of Data: Large-scale survey data (Dutch PRIMA cohort study)
Sample Size: 12,000 pupils from 500+ schools
Research Technique: Statistical Analysis (Regression Analysis)
Type of Variables:
Independent Variables: Parental Involvement (Home Support, Volunteering, Communication with
School)
Dependent Variables: Educational Achievement (Language and Math Skills)
Findings:
Schools with more minority students tend to put in extra effort for parental involvement.
No direct significant effect of parental involvement on academic achievement was found.
Socioeconomic factors and parental education level are stronger determinants of student
success.
7. Effect of Socio-Economic Status on Academic Performance of Secondary School Students
Author: Mushtaq Ahmad Bhat, Dr. Jyotsna Joshi, Irfan Ahmad Wani (2016)
Type of Data: Primary Data (Survey)
Sample Size: 120 students from 12 secondary schools in Jammu & Kashmir
Research Technique: Descriptive Statistics (Mean, Standard Deviation, t-test)
Type of Variables:
Independent Variables: Socio-Economic Status (Parental Income, Education, Occupation)
Dependent Variable: Academic Performance
Findings:
Students from high socio-economic status (SES) families performed significantly better than
those from low SES backgrounds.
A significant difference was found between high and middle SES students, but not between
middle and low SES students.
Parental financial stability and education level play a crucial role in student performance.
8. The Effects of Family Income on Test-Anxiety and Academic Achievement Among Iranian
High School Students
Author: Yousefi Fayegh, Ma'rof Redzuan, Juhari Rumaya, Mansor Abu Talib (2010)
Type of Data: Primary Data (Survey and Psychological Testing)
Sample Size: High school students from Iran (exact number not mentioned)
Research Technique: Statistical Analysis (Correlation and Regression)
Type of Variables:
Independent Variable: Family Income
Dependent Variables: Test Anxiety, Academic Achievement
Findings:
Higher family income is associated with lower test anxiety and higher academic achievement.
Students from low-income families experience higher stress, which negatively affects their
performance.
Socioeconomic support can help reduce anxiety and improve academic success.
1st Study
Title, Author & Year:
The Influence of Familial Factors on the Association Between IQ and Educational and
Occupational Achievement: A Sibling Approach - Emilie Rune Hegelund et al., 2019
Type of Data:
Register-based study
Sample Size:
364,193 individuals
Research Technique:
Cohort analysis and within-sibship analysis
Type of Variables:
IQ, GPA, gross income, social benefits
Findings:
IQ is positively associated with educational and occupational achievements, but familial factors
explain a significant part of this association.
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2nd Study
Title, Author & Year:
IQ and Family Background: Are Associations Strong or Weak? - Anders Björklund et al., 2009
Type of Data:
Register-based study
Sample Size:
379,456 brothers, 22,626 father-son pairs
Research Technique:
Statistical correlation analysis
Type of Variables:
IQ, educational attainment, sibling similarities
Findings:
About half of IQ variation is due to shared family factors. The correlation between father-son IQ
is 0.35, and between brothers, it is 0.47.
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3rd Study
Title, Author & Year:
Parents’ Education and Children’s Intelligence - Rindermann & Ceci, 2013
Type of Data:
Path analysis across multiple studies
Sample Size:
15,133 observations from 7 countries
Research Technique:
Path analysis using Mplus and FIML
Type of Variables:
Parental education, income, children's IQ
Findings:
Parental education has a stronger effect on children's IQ than parental income. The effect of
books at home was also significant.
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4th Study
Title, Author & Year:
The Role of Intelligence and Cognitive Ability in Economic and Social Development - (Author
details unclear)
Type of Data:
Cross-sectional study
Sample Size:
Varies by study
Research Technique:
Econometric modeling and regression analysis
Type of Variables:
IQ, income, educational level, economic growth
Findings:
Higher cognitive ability is associated with economic growth and social progress.
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5th Study
Title, Author & Year:
Academic Success in Adolescence: Relationships Among Verbal IQ, Social Support, and
Emotional Intelligence - Marjorie J. Hogan et al., 2010
Type of Data:
Cross-sectional study
Sample Size:
192 students (96 male, 96 female)
Research Technique:
Mediation analysis
Type of Variables:
Verbal IQ, emotional intelligence, peer social support, family social support, GPA
Findings:
For males, emotional intelligence (EI) and peer social support predicted GPA, and EI mediated
the relationship between verbal IQ and GPA.
For females, EI, peer social support, and family support predicted GPA but did not mediate the
relationship between verbal IQ and GPA.
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6th Study
Title, Author & Year:
Investigating the Predictive Roles of Working Memory and IQ in Academic Attainment - Tracy
Packiam Alloway & Ross G. Alloway, 2010
Type of Data:
Longitudinal study
Sample Size:
98 children (tested at ages 5 and 11)
Research Technique:
Regression analysis
Type of Variables:
Working memory, IQ, literacy, numeracy
Findings:
Working memory at age 5 was the strongest predictor of literacy and numeracy at age 11,
outperforming IQ.
IQ accounted for a smaller portion of variance in learning outcomes compared to working
memory.
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7th Study
Title, Author & Year:
Intelligence and Educational Achievement - Ian J. Deary et al., 2007
Type of Data:
Longitudinal study
Sample Size:
70,000+ English students
Research Technique:
Correlation and latent trait analysis
Type of Variables:
IQ, GCSE scores in 25 subjects, gender differences
Findings:
IQ at age 11 strongly predicted GCSE scores at age 16 (correlation = 0.81).
IQ explained 58.6% of variance in Mathematics and 48% in English.
Girls performed better in all subjects except Physics, despite no differences in general
intelligence.
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8th Study
Title, Author & Year:
Relationship Between IQ and Academic Performance of Medical Students - Komal Iqbal et al.,
2021
Type of Data:
Cross-sectional study
Sample Size:
100 second-year MBBS students (46 males, 54 females)
Research Technique:
Spearman’s correlation, t-test, Mann-Whitney U test
Type of Variables:
IQ (measured using WAIS), academic achievement (past records and test scores)
Findings:
Males had higher IQ (mean 97.4) than females (mean 89.6), with a statistically significant
difference (p = 0.04).
IQ was not significantly correlated with academic achievement.
Hard work, rather than IQ, was suggested as the reason for similar academic performance
between high- and low-IQ students.
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9th Study
Title, Author & Year:
Social Media Use, Engagement, and Addiction as Predictors of Academic Performance - Jamal
J. Al-Menayes, 2015
Type of Data:
Cross-sectional survey
Sample Size:
1,327 university students
Research Technique:
Factor analysis and regression analysis
Type of Variables:
Social media usage, engagement, addiction, academic performance (GPA)
Findings:
Time spent on social media negatively correlated with academic performance.
Social media engagement had no significant impact on academic performance.
Social media addiction was a negative predictor of academic performance.
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10th Study
Title, Author & Year:
Facebook and Academic Performance - Paul A. Kirschner & Aryn C. Karpinski, 2010
Type of Data:
Cross-sectional survey
Sample Size:
Not specified in the snippet, but includes university students
Research Technique:
Descriptive and exploratory survey analysis
Type of Variables:
Facebook usage, study time, academic performance (GPA)
Findings:
Facebook users reported lower GPAs and spent fewer hours studying compared to non-users.
Facebook use was linked to increased multitasking, which negatively affected learning
efficiency.
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11th Study
Title, Author & Year:
Effect of Online Social Networking on Student Academic Performance - Jomon Aliyas Paul,
Hope M. Baker, Justin Daniel Cochran, 2012
Type of Data:
Survey-based study
Sample Size:
Business students from a large state university (exact number not specified)
Research Technique:
Structural equation modeling (SEM)
Type of Variables:
Time spent on social media, attention span, academic performance (GPA), student
characteristics
Findings:
A statistically significant negative relationship between time spent on social media and
academic performance.
Attention span played a mediating role; students with higher attention spans spent less time on
social media.
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12th Study
Title, Author & Year:
AI and Traditional Learning: Complementary Strategies for Deeper Learning - Microsoft
Research & Cambridge University Press & Assessment, 2024
Type of Data:
Experimental study
Sample Size:
405 secondary school students
Research Technique:
Randomized controlled trial (RCT)
Type of Variables:
AI-assisted learning, traditional note-taking, reading comprehension, memory retention
Findings:
Traditional note-taking resulted in higher comprehension and retention compared to AI-only
learning.
A combination of AI and note-taking was more effective than using AI alone.
Students preferred AI for its ability to simplify concepts and provide immediate feedback.
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13th Study
Title, Author & Year:
Artificial Intelligence in Education: A Review - Lijia Chen, Pingping Chen, Zhijian Lin, 2020
Type of Data:
Literature review
Sample Size:
More than 40 studies analyzed
Research Technique:
Thematic and content analysis
Type of Variables:
AI applications in education, student performance, teaching methods, administrative efficiency
Findings:
AI enhances administrative tasks, grading, and content personalization.
AI-based systems improve learning efficiency and global accessibility.
Personalized learning through AI fosters better student engagement and retention.
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14th Study
Title, Author & Year:
Comparing the Effectiveness of Classroom and Online Learning: Teaching Research Methods -
Anna Ya Ni, 2013
Type of Data:
Comparative study
Sample Size:
Not specified, but based on multiple sections of a graduate public administration course
Research Technique:
Grade analysis and student surveys
Type of Variables:
Learning mode (online vs. classroom), student performance (grades), student engagement
Findings:
No significant difference in academic performance between online and classroom students.
Online learning offers flexibility but may lead to lower persistence in complex subjects.
Online interactions can increase participation compared to traditional classroom settings.
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15th Study
Title, Author & Year:
Out of the Laboratory and into the Classroom: The Future of Artificial Intelligence in Education -
Daniel Schiff, 2021
Type of Data:
Conceptual and policy analysis
Sample Size:
Not applicable (theoretical discussion)
Research Technique:
Literature synthesis and policy analysis
Type of Variables:
AI capabilities, intelligent tutoring systems, teacher-student interaction, education policies
Findings:
AI can simulate teachers and provide personalized instruction but lacks socio-emotional depth.
Implementation challenges include funding, training, and integration into existing curricula.
AI in education must balance automation with human interaction for effective learning.
Let me know if you need any more studies processed!
Social Media and Academic Performance Studies
16th Study
Title, Author & Year:
Impact of Social Media on Student’s Academic Performance - Rithika M. & Sara Selvaraj, 2013
Type of Data:
Survey-based study
Sample Size:
100 students
Research Technique:
Chi-square analysis
Type of Variables:
Gender, education, social influence, academic performance
Findings:
Frequent use of social media negatively affects academic performance.
Social media usage significantly impacts assignment submission timeliness.
Increased social media use correlates with lifestyle changes and lower focus on studies.
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17th Study
Title, Author & Year:
The Impact of Social Media on Academic Performance of Selected College Students - Gilbert M.
Talaue et al., 2018
Type of Data:
Survey-based study
Sample Size:
60 students from a university in Saudi Arabia
Research Technique:
Descriptive research design
Type of Variables:
Social media usage, time spent online, academic achievement
Findings:
Social media has both positive and negative impacts on student performance.
It helps students in research and networking but also leads to distractions.
Excessive use can lead to time mismanagement and reduced focus on studies.
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18th Study
Title, Author & Year:
Influence of Social Media on Students’ Academic Achievement - Basil C.E. Oguguo et al., 2020
Type of Data:
Ex-post facto study
Sample Size:
150 students (70 males, 80 females)
Research Technique:
Mean, standard deviation, t-test analysis
Type of Variables:
Frequency of social media use, gender, academic achievement (Accounting scores)
Findings:
No significant influence of social media use on academic performance.
Students spent 2–4 hours daily on social media.
Gender had a significant impact on academic achievement.
