2022 Volume 18 Issue 1 Pages 57-71
In this paper, we constructed panel data by combining questionnaire survey data conducted on university students and academic data provided by the university. We analyzed the determinants of academic performance in university students by the fixed-effects model. We observed that the number of credits earned was positively influenced by the relationship with friends, while the influence of learning attitude was limited. On the other hand, the average score was negatively influenced by the relationship with friends, but positively influenced by the learning attitude. These results suggest that while the average score is supported by the learning attitude, the number of credits earned is not necessarily so. This implies that using the average score rather than the number of credits earned is more appropriate when accurately assessing the total amount of knowledge and skills of university students.
