Multifactorial Influences on Academic Performance among Medical Students: The Role of Study Habits, Artificial Intelligence, and Psychosocial Factors

Medical education is an academically demanding field influenced by various behavioral, technological, and psychosocial factors. This study investigated how study habits, artificial intelligence (AI) usage, stress levels, sleep patterns, English language proficiency, and social media engagement relate to academic performance among medical students at Hashemite University, Jordan. A cross-sectional survey was administered to 300 undergraduate students across all academic years. Respondents were categorized into high (GPA ? 3.0) and low (GPA < 3.0) academic achievers. Data were analyzed using chi-square and Mann–Whitney U tests and multivariable logistic regression (? < 0.05). Results indicate that students who studied alone, used structured learning resources, demonstrated strong English proficiency, lived with family, and maintained 6 to 7 hours of sleep before exams were significantly more likely to achieve a higher GPA. Although AI tools such as ChatGPT were widely used, no statistically significant association was found between AI usage frequency and GPA. In contrast, excessive social media use and elevated stress levels were negatively correlated with academic performance. Sole reliance on student handouts, especially outside exam periods, was also linked to lower GPA outcomes. These findings underscore the importance of promoting self-regulated learning strategies, cognitive load management, and responsible technology use in medical education. The study contributes a multifactorial perspective on academic success and calls for longitudinal research to further explore the nuanced role of AI and behavioral variables in academic achievement.