很多仔細的研究試圖找出因素預測學生學業上的成功，尤其是大學生，而這些因素是多種多樣的由于學生群體，學術和其他需要鑒別。具體而言，大量的研究集中在測量學生的智力因素和非智力因素，可以作為一般學生學業成功的有用的預測。許多學者從很多高校已經盡可能地多年學術成功的影響因素分類。例如，Kuh和他的助手，做了同樣的事情時，他們指出，應該有影響學生學業成功的五大因素（堀et al.，2007）。第一個因素是學生的背景特征，如他或她的人口和其他大學前的經驗。第二個因素是制度的結構特征，如制度的維度、任務和準入標準。第三個因素涉及學生和教師，學生和大學工作人員，學生和同齡人之間的相互作用。第四個因素是學生的學習環境意識。最后，大學生在校期間的成就行為是影響學業成功的重要因素之一。學業成功，苦參等五因素。建議的因素非常相似，在Eccles活動的行為模型（Eccles &哈羅德，1991）。Kuh和他的助手們進行交流，大學預科的經驗、背景特征和意識作為學術成功的重要因素。在這種情況下，Eccles模式是相似的因為它確定成就背景下選擇相同的決定。棉花和Wilson（2006）和苦參等也有同樣的想法。因為他們也發現，學生在學業上所施加的努力與學生的成功有一定的聯系。研究人員還發現，自我效能感和教學的實質性的高校教學質量系統絕對與學業成就（Pintrich & de Groot，1990）。此外，學者還注意到，還有許多其他因素影響學生在大學期間的成功和勤奮。
a lot of careful researches have attempted to find out the factors that predict the academic success of student, especially the undergraduate student, and the way these factors are diversified due to the fact that students' populations, academic and other needs are differentiating. Specifically, numerous of research studies focus on measuring the student intellectual and non-intellectual factors that can be considered as useful predictors of student academic success in general.Many scholars from a lot of universities have tried as much as possible to classify the determinants of academic success for years. Kuh and his assistants, for example, did the same thing when they pointed out that there should be five factors that influence the academic success of the students (Kuh et al., 2007). The first factor is the background characteristics of students, such as his or her demographic and other pre-college experiences. The second factor is the structural features of the institution, such as its dimensions, missions and admission standard. The third factor relates to the interactions between student and faculty, student and university staff, and student and peers. The fourth factor is the student's awareness of learning environment. Last but not least, the achievement behaviors of students during their study period at college are one of the most important factors which put a big effect on academic success. The five determinants of academic success which Kuh et al. suggests are very similar to the factors are discussed in the model of activity behavior of Eccles (Eccles & Harold, 1991). Kuh and his assistants classified socializers, pre-college experiences, background characteristics and awareness as important factors of academic success. In that case, the model of Eccles is similar because it identified the same determinants of achievement context choices. Cotton and Wilson (2006) had the same idea with Kuh et al. because they also figured out that the efforts which the student put on themselves in the academically educational situations have a certain association with student success. Researchers have also discovered that the self-efficacy and the substantial quality of teaching - learning system in higher education are absolutely linked to academic achievement (Pintrich & De Groot, 1990). Moreover, scholar also noticed that there are still many other factors influencing the success and diligence of students during their college years.