Abstract

This study examines factors influencing academic performance among Tra Vinh University students, with a particular focus on those in their first two years. A cross-sectional survey with random sampling was conducted with 310 first- and second-year students. The results indicate that learning motivation and interest, students’ awareness of the importance of academic classroom communication skills, lecturer encouragement, and learning conditions have significant effects on academic performance. Among these factors, motivation and interest exert the strongest influence, underscoring the pivotal role of intrinsic drivers in improving students’ outcomes during the early stage of higher education.

Keywords: Academic performance, academic communication, learning conditions, lecturer encouragement, learning motivation