Investigating the Multi-Faceted Influences on Academic Outcomes in Early Schooling: Primary Years
Keywords:
Academic outcomes, Early schooling, Primary years, Multi-faceted influences, Educational achievement
Abstract
Academic outcomes in early childhood are shaped by a complex interaction of factors, yet much of the existing literature approaches these influences in isolation—focusing separately on individual traits, family background, or school quality. This fragmented approach creates a gap in understanding how these forces interact dynamically in the formative years of education. This paper addresses that gap by adopting an ecological, systems-based perspective to explore the multifaceted nature of early academic development.
Drawing on Bronfenbrenner’s Ecological Systems Theory, the review critically synthesises evidence from studies related to cognitive traits, socio-emotional skills, parenting practices, school climate, peer relationships, and community conditions. Each layer of influence—ranging from the child’s immediate behavioural patterns to broader societal structures—is evaluated for its individual contribution and its interdependence with other domains. The literature review moves beyond descriptive summaries by identifying methodological limitations, contradictions across findings, and gaps in sample diversity.
The discussion section reframes academic performance as the outcome of interacting systems rather than isolated variables. It also highlights the mediating and moderating pathways through which risk and resilience operate. Based on these findings, the paper proposes practical strategies for educators, school leaders, and policymakers, while also outlining feasible implementation pathways. Finally, recommendations for future research emphasise the need for longitudinal and inclusive studies to address persistent equity gaps and develop more context-sensitive educational policies.
References
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[6] Blystad, A., Moland, K. M., Munsaka, E., Sandøy, I., & Zulu, J. (2020). Vanilla bisquits and lobola bridewealth: Parallel discourses on early pregnancy and schooling in rural Zambia. BMC Public Health, 20(1). https://doi.org/10.1186/s12889-020-09555-y
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[11] Ciężki, S., Kurpiewska, E., Bossowski, A., & Głowińska-Olszewska, B. (2022, June 16). Multi-Faceted Influence of Obesity on Type 1 Diabetes in Children – From Disease Pathogenesis to Complications. Frontiers in Endocrinology. Frontiers Media S.A. https://doi.org/10.3389/fendo.2022.890833
[12] Casale, D. (2020). Recovery from stunting in early childhood and subsequent schooling outcomes: Evidence from NIDS Waves 1–5. Development Southern Africa, 37(3), 483–500. https://doi.org/10.1080/0376835X.2020.1715790
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[14] Crisp, G., Taggart, A., & Nora, A. (2015). Undergraduate Latina/o students: A systematic review of research identifying factors contributing to academic success outcomes. Review of Educational Research, 85(2), 249-274. https://doi.org/10.3102/0034654314551064
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[16] Challender, D. W., Harrop, S. R., & MacMillan, D. C. (2015). Towards informed and multi-faceted wildlife trade interventions. Global Ecology and Conservation, 3, 129-148. https://doi.org/10.1016/j.gecco.2014.11.010
[17] Chaaban, Y., Naccache, H., & Elmadad, J. (2024). A Multi-Faceted Analysis of the Factors Influencing Adolescents’ Career Aspirations: Recommendations for Policy. Leadership and Policy in Schools, 1-17. https://doi.org/10.1080/15700763.2024.2428313
[18] Dewald, J. F., Meijer, A. M., Oort, F. J., Kerkhof, G. A., & Bögels, S. M. (2010). The influence of sleep quality, sleep duration and sleepiness on school performance in children and adolescents: A meta-analytic review. Sleep medicine reviews, 14(3), 179-189. https://doi.org/10.1016/j.smrv.2009.10.004
[19] De Neve, J. W., & Subramanian, S. V. (2018). Causal Effect of Parental Schooling on Early Childhood Undernutrition: Quasi-Experimental Evidence from Zimbabwe. American Journal of Epidemiology, 187(1), 82–93. https://doi.org/10.1093/aje/kwx195
[20] El Nokali, N. E., Bachman, H. J., & Votruba‐Drzal, E. (2010). Parent involvement and children’s academic and social development in elementary school. Child development, 81(3), 988-1005. https://doi.org/10.1111/j.1467-8624.2010.01447.x
[21] Einarsdottir, J. (2010). Children's experiences of the first year of primary school. European Early Childhood Education Research Journal, 18(2), 163-180. https://doi.org/10.1080/13502931003784370
[22] Fishstrom, S., Wang, H. H., Bhat, B. H., Daniel, J., Dille, J., Capin, P., & Vaughn, S. (2022). A meta-analysis of the effects of academic interventions on academic achievement and academic anxiety outcomes in elementary school children. Journal of School Psychology, 92, 265–284. https://doi.org/10.1016/j.jsp.2022.03.011
[23] Ghoroi, C., Gurumurthy, L., McDaniel, D. J., Jallo, L. J., & Davé, R. N. (2013). Multi-faceted characterization of pharmaceutical powders to discern the influence of surface modification. Powder Technology, 236, 63-74. https://doi.org/10.1016/j.powtec.2012.05.039
[24] Ghosh, S., Jackson-Cook, C., Singhal, N., & Hui, S. P. (2023). Editorial: Down syndrome: Genetic and epigenetic influences on this multi-faceted condition. Frontiers in Genetics. Frontiers Media S.A. https://doi.org/10.3389/fgene.2023.1163133
[25] Herbaut, E., Farges, G., & Giret, J. F. (2024). Can early schooling at age 2 narrow the gaps in child development? Evidence from the French Elfe cohort. Oxford Review of Education. https://doi.org/10.1080/03054985.2024.2305474
[26] Hartney, M. T., & Flavin, P. (2014). The political foundations of the Black–White education achievement gap. American Politics Research, 42(1), 3-33. https://doi.org/10.1177/1532673X13482967
[27] Hamilton, C., & Murphy, V. A. (2024). Folk pedagogy? Investigating how and why UK early years and primary teachers use songs with young learners. Education 3-13, 52(8), 1488–1509. https://doi.org/10.1080/03004279.2023.2168132
[28] Hanushek, E. A., & Woessmann, L. (2011). The economics of international differences in educational achievement. Handbook of the Economics of Education, 3, 89-200. https://doi.org/10.1016/B978-0-444-53429-3.00002-8
[29] Houry, D., Swahn, M. H., & Hankin, A. (2013). Using a multidisciplinary approach for a multi-faceted public health problem. Western journal of emergency medicine, 14(4), 301. https://doi.org/10.5811/westjem.2013.3.16333
[30] Hedges, H., & Cullen, J. (2012). Participatory learning theories: A framework for early childhood pedagogy. Early Child Development and Care, 182(7), 921-940. https://doi.org/10.1080/03004430.2011.597504
[31] Jo, H., & Park, D. H. (2024). A Multi-Faceted Examination of Social Robots Adoption: Influences of Perceived Enjoyment, Social Attraction, and Pet Experience. IEEE Access. https://doi.org/10.1109/ACCESS.2024.3434544
[32] Kobicheva, A. (2022). Comparative Study on Students’ Engagement and Academic Outcomes in Live Online Learning at University. Education Sciences, 12(6). https://doi.org/10.3390/educsci12060371
[33] Kao, G., & Tienda, M. (2022). Optimism and achievement: The educational performance of immigrant youth. In The new immigrants and American schools (pp. 83-101). Routledge.
[34] Kobicheva, A. (2022). Comparative Study on Students’ Engagement and Academic Outcomes in Live Online Learning at University. Education Sciences, 12(6). https://doi.org/10.3390/educsci12060371
[35] König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European journal of teacher education, 43(4), 608-622. https://doi.org/10.1080/02619768.2020.1809650
[36] Ladwig, J. G. (2010). Beyond academic outcomes. Review of research in education, 34(1), 113-141. https://doi.org/10.3102/0091732X09353062
[37] Liu, H., Zhu, Y., Wang, C., Ding, J., Yu, J., & Tang, F. (2023). Incorporating Heterogeneous User Behaviors and Social Influences for Predictive Analysis. IEEE Transactions on Big Data, 9(2), 716–732. https://doi.org/10.1109/TBDATA.2022.3193028
[38] Li, Y., Fan, J., Ovchinnikov, G., & Karras, P. (2019, April). Maximizing multifaceted network influence. In 2019 IEEE 35th International Conference on Data Engineering (ICDE) (pp. 446-457). IEEE. https://doi.org/10.1109/ICDE.2019.00047
[39] Li, R., Che Hassan, N., & Saharuddin, N. (2023). Psychological Capital Related to Academic Outcomes Among University Students: A Systematic Literature Review. Psychology Research and Behavior Management. Dove Medical Press Ltd. https://doi.org/10.2147/PRBM.S421549
[40] Legewie, J., & DiPrete, T. A. (2012). School context and the gender gap in educational achievement. American sociological review, 77(3), 463-485. https://doi.org/10.1177/0003122412440802
[41] Li, I. W., Jackson, D., & Carroll, D. R. (2023). Influence of equity group status and entry pathway on academic outcomes in higher education. Journal of Higher Education Policy and Management, 45(2), 140-159. https://doi.org/10.1080/1360080X.2023.2180163
[42] Luo, X., Li, H., Zhang, J., & Shim, J. P. (2010). Examining multi-dimensional trust and multi-faceted risk in initial acceptance of emerging technologies: An empirical study of mobile banking services. Decision support systems, 49(2), 222-234. https://doi.org/10.1016/j.dss.2010.02.008
[43] Lauermann, F., & ten Hagen, I. (2021). Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes. Educational psychologist, 56(4), 265-282. https://doi.org/10.1080/00461520.2021.1991355
[44] Murphy, J. M., Guzmán, J., McCarthy, A. E., Squicciarini, A. M., George, M., Canenguez, K. M., ... & Jellinek, M. S. (2015). Mental health predicts better academic outcomes: A longitudinal study of elementary school students in Chile. Child Psychiatry & Human Development, 46, 245-256. https://doi.org/10.1007/s10578-014-0464-4
[45] Malvaso, C. G., Delfabbro, P. H., & Day, A. (2016). Risk factors that influence the maltreatment-offending association: A systematic review of prospective and longitudinal studies. Aggression and violent behavior, 31, 1-15. https://doi.org/10.1016/j.avb.2016.06.006
[46] Murphy, J. M., Guzmán, J., McCarthy, A. E., Squicciarini, A. M., George, M., Canenguez, K. M., ... & Jellinek, M. S. (2015). Mental health predicts better academic outcomes: A longitudinal study of elementary school students in Chile. Child Psychiatry & Human Development, 46, 245-256. https://doi.org/10.1027/2151-2604/a000287
[47] Nikolopoulou, K. (2022). Online Education in Early Primary Years: Teachers’ Practices and Experiences during the COVID-19 Pandemic. Education Sciences, 12(2). https://doi.org/10.3390/educsci12020076
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Published
2025-09-01
How to Cite
Khan, A. (2025). Investigating the Multi-Faceted Influences on Academic Outcomes in Early Schooling: Primary Years. European Journal of Science, Innovation and Technology, 5(4), 84-99. Retrieved from https://ejsit-journal.com/index.php/ejsit/article/view/700
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Copyright (c) 2025 Aishah Khan
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