Psychosocial and cognitive predictors of academic achievement among higher education students in Southern Ethiopia

Abstract

Academic achievement is influenced by a combination of personal cognitive abilities, psycho-social resources, and educational context. Core cognitive functions such as working memory and inhibitory control support students’ ability to retain, process, and apply information, while coping strategies help manage academic stress. However, research integrating both psycho-social and cognitive predictors of academic success in low-resource university settings remains scarce. This study aimed to examine the combined psycho-social and cognitive correlates of academic achievement among higher education students in Southern Ethiopia.