Predicting academic achievement through some non-cognitive variables among students of the Faculty of Education in Yefren

Abstract

This study aims to analyze the relationship between certain non-cognitive variables—namely motivation, academic anxiety, and self-concept—and the academic achievement of students at the Faculty of Education in Yefren. The research adopts a descriptive analytical approach by reviewing relevant literature and previous studies, without conducting any empirical application. The theoretical analysis revealed that these psychological variables are significant predictors of academic performance and contribute to explaining individual differences among students. The study recommends integrating psychological and academic support programs within the university environment to enhance student performance and promote balanced, high-quality education.