An analytic hierarchy process–based prioritization of psychological factors influencing academic performance among university students in China

Understanding the psychological determinants of academic performance is essential for developing evidence-based educational strategies. Applying the Analytic Hierarchy Process (AHP), a well-established decision-analytic method, provides a systematic means to quantify the relative influence of multiple psychological factors on students' academic outcomes. Data were collected from 200 university students (150 undergraduates and 50 postgraduates) at Yan'an University, China, using a purposive-convenience sampling approach. Participants evaluated six key psychological variables: Motivation, Anxiety, Self-Efficacy, Emotional Well-Being, Cognitive Styles, and Self-Regulation-through structured pairwise comparisons following a preparatory orientation session. The AHP results identified Motivation (0.439) as the most dominant factor influencing academic performance, followed by Anxiety (0.218) and Self-Efficacy (0.148). Emotional Well-Being (0.097), Cognitive Styles (0.056), and Self-Regulation (0.042) demonstrated comparatively lower yet meaningful contributions. The model's Consistency Ratio (CR = 0.042) confirmed high reliability of participant judgments. Findings highlight the central role of motivational and affective dimensions in shaping academic success. Educational interventions that strengthen motivation, foster self-efficacy, and mitigate detrimental anxiety can enhance both performance and well-being, underscoring the importance of integrating psychological principles into instructional design and student support systems.