Meta-analysis of psychosocial factors in education
Abstract
This study aimed to analyze the influence of psychosocial factors in education, physical health, and sports through a systematic review and meta-analysis. Thirty articles were selected from the Scopus database (1950–2025), of which 16 were analyzed qualitatively and 9 were included in a quantitative synthesis. The results revealed that psychosocial factors (social support, emotional well-being, and reduced burnout) have a moderate positive correlation (r = 0.42) with academic success and functional recovery. Comprehensive educational interventions showed a significant improvement in health beliefs (effect magnitude of 8.16), and individuals with positive psychosocial profiles were twice as likely to succeed in life transitions (OR = 2.08). The study concludes that the integration of emotional and social components is crucial for the effectiveness of contemporary educational and therapeutic programs. The intellectual structure of the field was analyzed using a bibliometric mapping of term co-occurrence in VOSviewer, identifying 1,092 concepts, 69 of which were significant and organized into five thematic clusters. The Red Cluster stands out for its focus on the educational process and methodological validation; the Green Cluster links performance with life context and human development; the Blue Cluster constitutes a critical axis on mental health, integrating stress and burnout with emotional intelligence; the Yellow Cluster acts as a connector between research and higher education; and the Purple Cluster underscores the importance of the social and family environment. The density and temporal overlap analysis confirms a shift in the scientific community from basic pedagogical processes toward a comprehensive response to the current demands for psychological well-being and academic performance.
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References
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