Demographic and psychosocial predictors of academic performance of tertiary students in the new normal: Bases for the development of psychosocial support program

Abstract

This study investigated the demographic and psychosocial predictors of academic performance among 374 tertiary students enrolled during the second semester of Academic Year 2024–2025 at a state university in Negros Occidental, Philippines. Utilizing a relational research design, the study examined the influence of demographic variables (sex, household monthly income, place of residence, year level) and psychosocial variables (personality traits, perceived social support, and positive mental health) on students’ self-reported Grade Point Averages (GPA). Instruments used included the BFI-2-S for personality, the Multidimensional Scale of Perceived Social Support, and the Positive Mental Health Scale. Descriptive statistics, correlation analysis, and multiple regression revealed that the respondents had an “Average” level of personality traits, “Above Average” perceived social support, and “Very Good” academic performance. Significant correlations were found between academic performance and agreeableness, conscientiousness, openness to experience, and positive mental health (inverse). Sex, household income, and year level also showed significant associations. Regression analysis indicated that being female, belonging to higher income brackets, and scoring high in openness significantly predicted better academic performance, while being in the third year negatively predicted GPA. Based on these findings, a psychosocial support program—SAMPAGUITA—was developed to address the academic challenges and enhance the strengths of students, particularly focusing on personality development, gender-specific academic needs, mental health regulation, and financial support structures.