The Interplay of Academic, Psychological, and Institutional Factors in Higher Education Success at Gambella University, Ethiopia: A Structural Equation Model Approach

ABSTRACT Despite the growing emphasis on student success in higher education globally, limited research has examined the complex interplay of factors influencing academic outcomes in developing contexts, particularly in Sub‐Saharan Africa. This study addresses this gap by employing structural equation modelling (SEM) with Diagonally Weighted Least Squares (DWLS) estimation to examine the interrelationships between academic, psychological and institutional factors affecting student satisfaction and exit examination performance at Gambella University in Ethiopia. Survey data from 781 university students were analysed to evaluate six latent constructs: Teaching and Learning Experience, Academic Support, Psychological Preparedness, Family Circumstances, Student Services Satisfaction and Staff Facilities Perceptions. The model demonstrated excellent fit (χ 2 = 391.476, df = 469, p = 0.996; CFI = 1.000; RMSEA = 0.000). Results revealed that academic performance (GPA) was the strongest predictor of exit examination success ( β = 0.761, p < 0.001), with psychological preparedness showing marginal significance ( β = 0.098, p = 0.047). For overall satisfaction, Academic Support ( β = 0.416, p < 0.001) and Teaching and Learning Experience ( β = 0.303, p < 0.001) emerged as the strongest predictors. Significant correlations were observed between psychological preparedness and family circumstances ( r = 0.448, p < 0.001) and between teaching experience and academic support ( r = 0.437, p < 0.001). This study contributes to higher education literature by providing empirical evidence from an under‐represented context, demonstrating the primacy of academic factors while highlighting the supporting role of psychological and institutional dimensions. The findings provide a foundation for developing contextualised interventions to enhance student outcomes in developing higher education systems.