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Psychological Predictors of Academic Achievement in Online English-Medium Medical Education

Author

Listed:
  • Marai Mohamad Alamri
  • Alaa M. Saleh
  • Abdulmajeed Saad Albalawi
  • Fatemah H. Albalawi
  • Marwa Rabih Fares
  • Amal Muhammad Almalki
  • Ali H. Al-Hoorie

Abstract

The shift to online education during the COVID-19 pandemic has raised important questions about what factors predict student success in digital learning environments, particularly in demanding fields such as medical education. This study explores the extent to which selected psychological variables—self-efficacy, growth mindset, fixed mindset, extrinsic motivation, behavioral engagement, effort, and satisfaction—are statistically associated with academic performance, as measured by grade point average (GPA), among Saudi medical students enrolled in English-medium online courses. A total of 585 students from one public university completed a self-report questionnaire. Hierarchical multiple regression analyses were conducted to assess the predictive value of psychological variables beyond demographic factors. Results revealed that only behavioral engagement showed a statistically significant positive association with GPA after correcting for multiple comparisons. The findings suggest that, within this context, students’ perceived engagement with online learning activities is modestly but meaningfully related to their academic outcomes. The study contributes to the growing body of literature on psychological correlates of academic performance in non-Western online medical education and highlights engagement as a potential area for targeted instructional support.

Suggested Citation

  • Marai Mohamad Alamri & Alaa M. Saleh & Abdulmajeed Saad Albalawi & Fatemah H. Albalawi & Marwa Rabih Fares & Amal Muhammad Almalki & Ali H. Al-Hoorie, 2025. "Psychological Predictors of Academic Achievement in Online English-Medium Medical Education," SAGE Open, , vol. 15(3), pages 21582440251, August.
    • Handle: RePEc:sae:sagope:v:15:y:2025:i:3:p:21582440251362379
    DOI: 10.1177/21582440251362379
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