• Version
• Download 4
• File Size 415.11 KB
• File Count 1
• Create Date 2 October 2025
• Last Updated 2 October 2025

A Multivariate Analysis of Factors Influencing Academic Performance and Behavioral Changes: An Integrated Biopsychosocial Approach

Josly Joseph 1* , Dr. Laveena Dmello 2

1Research scholar, Srinivas University, Mangalore, Karnataka, India.

2Associate Professor, Srinivas University, Mangalore, Karnataka, India.

Abstract - Understanding the complex interplay of factors that influence academic performance and behavioral changes remains a critical challenge in educational psychology. This study examines the relative contributions of biological factors, environmental influences, socio-cultural dynamics, and cognitive training on academic and behavioral outcomes using a comprehensive structural equation modeling approach with partial least squares (PLS-SEM) to analyze data from participants across educational settings. The study utilized both reflective constructs for Academic Performance and Behavioral Changes, and formative constructs for Biological Factors, Environmental Influences, Socio-Cultural Dynamics, and Cognitive Training. Measurement model assessment included reliability testing, convergent validity, and discriminant validity analyses, followed by structural model evaluation and hypothesis testing using bootstrapping procedures with 5,000 resamples. All eight hypothesized relationships received strong statistical support with significance levels below 0.001. Cognitive Training emerged as the most influential factor, demonstrating the strongest effects on both Behavioral Changes with a path coefficient of 0.532 and t-value of 21.542, and Academic Performance with a path coefficient of 0.437 and t-value of 15.964. Socio-cultural dynamics showed substantial impact on Behavioral Changes with a path coefficient of 0.466 and t-value of 14.572, but weaker influence on Academic Performance with a path coefficient of 0.182 and t-value of 6.826. Biological Factors and Environmental Influences displayed moderate effects across both outcomes, with stronger relationships to Academic Performance than Behavioral Changes. The findings support an integrated biopsychosocial model of educational and behavioral development, with cognitive training representing a particularly high-leverage intervention approach. The differential patterns of influence across outcome domains suggest that targeted, domain-specific interventions may be most effective for promoting positive educational and behavioral outcomes.

Key Words:  Multivariate Analysis, Academic Performance, Behavioral Changes, Biopsychosocial model, Partial least squares (PLS-SEM)