Modeling Cognitive, Emotional, and Social Factors Influencing Academic Achievement in Multicultural Education Systems
Keywords:
Academic achievement, multicultural education, cognitive factors, emotional factors, social factors, educational equityAbstract
This study aims to develop an integrated conceptual model explaining the roles of cognitive, emotional, and social factors in students’ academic achievement within multicultural education systems. This qualitative review study employed a systematic literature analysis of 15 selected scholarly articles using purposive theoretical sampling. Data were collected through document analysis and examined using theoretical thematic analysis with NVivo software (version 14). Coding and categorization continued until theoretical saturation was achieved, and analytical rigor was ensured through constant comparison and iterative review of the extracted concepts. The findings identified four main categories: cognitive, emotional, social, and structural–cultural factors, each comprising several subcomponents such as academic motivation, self-regulated learning, emotional regulation, academic self-esteem, family support, school social capital, educational equity, and teachers’ cultural competence. The results demonstrated that the dynamic interaction of these dimensions forms a comprehensive explanatory framework for academic success in multicultural learning environments. Academic achievement in multicultural education systems is a multidimensional phenomenon that can only be effectively promoted through the alignment of individual, social, and structural determinants, providing critical guidance for educational policy and practice.
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