INFLUENCE OF PERSONAL AND SOCIAL FACTORS ON ACADEMIC PERFORMANCE OF UNIVERSITY STUDENTS (DEGREE IN HUMAN NUTRITION AND DIETETICS)

Introduction: Academic success is the goal at which all university institutions should address their teaching activity. The introduction of new study plans in the context of Bologna produced a significant change in the teaching/learning system and therefore a turning point in students’ academic lives. The social context could be one of the main factors determining the academic success or otherwise of students beginning their university studies.

Aims: To identify the influence of diverse personal and social factors on the academic success of first year university students, in the recently-introduced degree in Human Nutrition and Dietetics at the University of Granada.

Material and Methods: The students were given individual questionnaires (to be filled in anonymously) regarding, on the one hand, social variables, and on the other, parameters related to academic success or failure. The students taking part were all registered in a first-year group in Human Nutrition and Dietetics. The questionnaires were filled in by the students during class time, in one of the obligatory subjects in the new study plan in Human Nutrition and Dietetics.

Results: The highest levels of academic success corresponded to students aged over 20 years (83.3%), and female (61.1%). These students were studying at university for the first time and did not work simultaneously (100%). Living away from the family home was positively related with academic success (55.6%). Most of these students agreed that they liked living in the city where they were studying (94.4%), where they felt socially and emotionally adjusted (94.4% in both cases). One third of the respondents lived in student flats, and preferred to study at home (88.9%), preferably alone (72.2%). For 72.2% of these students, Human Nutrition and Dietetics is the subject they wished to study, and 100% were enjoying the degree course, while 47.4% believed they had good prospects of a successful career. The university course met the students’ original expectations in 94.4% of cases. Poor academic performance was blamed on the teachers, both at secondary schools (33.3%) and at university (33.3%). 55.6% of students believed that complementing class notes from diverse sources of information contributed to their academic success, and 72.2% consult their class teacher (and not their assigned tutor) if academic results are lower than expected.

Conclusions: Among the variables studied, the following were most strongly related to students’ academic success: not beginning university studies at a very early age; not doing paid work at the same time as their studies; feeling emotionally and socially adjusted to the city in which they are studying; enjoying the course being studied; and believing that the qualifications achieved will lead to rapid professional success.