Psychosocial factors associated with academic performance in medical students: a systematic review

Forty-five studies met the inclusion criteria, most of which were cross-sectional. Academic performance was evaluated through GPA/CGPA, examinations, and licensing or OSCE scores. Psychosocial variables assessed included stress, anxiety, depression, motivation, emotional intelligence, resilience, burnout, and social support. Across studies, stress, anxiety, and depressive symptoms showed predominantly negative associations with academic performance (reported in 67-80% of articles addressing these constructs), while intrinsic motivation, resilience, emotional intelligence, and perceived social support demonstrated mostly positive associations (60-85% of relevant studies). Some studies reported null findings, reflecting heterogeneity in measures, populations, and outcomes, or a true null effect. Evidence supports consistent associations between psychosocial factors and academic performance among medical students. Stress and negative emotional states are generally linked to poorer outcomes, whereas motivation, social support, emotional intelligence, and resilience tend to predict better performance. The predominance of cross-sectional designs and varied measurement tools precludes causal inference. Strengthening psychosocial resources may help improve both academic success and well-being among medical students.