This study explores how various factors—including motivation, emotion, demographics, and institutional characteristics—interrelate to shape academic success among Greek university students. Based on Self-Determination Theory (SDT) and Tinto’s model of integration, it fills a gap in research by addressing the specific characteristics of the Greek higher education system. While prior research emphasizes the importance of motivation and integration, few studies have combined these with factors like program alignment, student type, and gender in a structural model. A sample of 284 students, aged 18–28, completed validated Greek versions of the AMS, PASS, and SACQ. Structural Equation Modeling (SEM) was used to assess both the direct and indirect effects on academic success. Key variables included gender, traditional vs. non-traditional student status, first-choice program enrollment, intrinsic and extrinsic motivation, academic and social integration, emotional adjustment, institutional attachment, and procrastination. Gender (female) was the strongest predictor of academic success (β = 0.819), affecting outcomes through intrinsic motivation, emotional adjustment, and procrastination. Academic integration (β = 0.424) and traditional student status (β = 0.300) also significantly predicted GPA. Social integration had an indirect effect through academic engagement. Procrastination (β = −0.228) and emotional maladjustment (β = −0.143) were major obstacles. While selecting a first-choice program affected institutional attachment, it did not directly impact academic performance. Conclusion: Academic success in Greek universities is influenced by a range of personal, motivational, and contextual factors. Improving integration, reducing procrastination, and fostering intrinsic motivation can boost academic outcomes. Interventions should consider gender and student pathways to be more effective.
Vlachopanou et al. (Mon,) studied this question.