Question
by using a simplest simplest english please pharapharse this try to cover everthing but do not make too long write as an essay remeber it is a subheading so do not include introduction and conclusion please Academic Risk Factors
Many studies show that academic risk factors are among the strongest predictors of student struggle. These are things like weak preparation in high school, language difficulties, low self-efficacy, poor study skills, and lack of academic support.
Weak preparation / prior schooling: Students who come from under-resourced schools (especially rural or township schools) often enter university less prepared in core subjects such as mathematics, science, or academic writing. For instance, learners from rural schools score significantly lower than counterparts from suburban schools, partly due to language familiarity and school resources (e.g. 63 points lower in some tests) (Du Plessis et al., cited in “Exploring Particular Learner Factors …” 2022)
Taylor & Francis Online
. These gaps may persist in university, making the transition hard.
Language and writing skills: Many students do not speak the language of instruction (often English) as their home language. This slows down reading, writing, comprehension, and class participation. Poor academic writing is a well-known risk factor.
Self-efficacy, motivation, and time management: Students’ belief in their ability to do well (academic self-efficacy), their internal drive, and how well they manage time influence whether they can cope with university demands. A South African study showed that poor self-efficacy, lack of motivation, and weak adjustment skills negatively affected academic success (Student factors affecting academic success …)
ResearchGate
.
Lack of academic support / supplementary instruction: When students do not have access to tutoring, writing centres, or remedial programmes, they are more likely to struggle. One case study in a South African university examined how students experienced academic support and found that institutionalised support programmes are needed to respond to student challenges (Academic intervention experiences …)
ResearchSpace
.
Risk in early years / first year: The transition into university is a vulnerable period. One study in South Africa looked at risk factors for first-year students dropping out. It found that students who had weaker academic performance or less adaptation were more likely to consider quitting (Risk factors associated with first-year students’ intention to drop out
Many studies show that academic risk factors are among the strongest predictors of student struggle. These are things like weak preparation in high school, language difficulties, low self-efficacy, poor study skills, and lack of academic support.
Weak preparation / prior schooling: Students who come from under-resourced schools (especially rural or township schools) often enter university less prepared in core subjects such as mathematics, science, or academic writing. For instance, learners from rural schools score significantly lower than counterparts from suburban schools, partly due to language familiarity and school resources (e.g. 63 points lower in some tests) (Du Plessis et al., cited in “Exploring Particular Learner Factors …” 2022)
Taylor & Francis Online
. These gaps may persist in university, making the transition hard.
Language and writing skills: Many students do not speak the language of instruction (often English) as their home language. This slows down reading, writing, comprehension, and class participation. Poor academic writing is a well-known risk factor.
Self-efficacy, motivation, and time management: Students’ belief in their ability to do well (academic self-efficacy), their internal drive, and how well they manage time influence whether they can cope with university demands. A South African study showed that poor self-efficacy, lack of motivation, and weak adjustment skills negatively affected academic success (Student factors affecting academic success …)
ResearchGate
.
Lack of academic support / supplementary instruction: When students do not have access to tutoring, writing centres, or remedial programmes, they are more likely to struggle. One case study in a South African university examined how students experienced academic support and found that institutionalised support programmes are needed to respond to student challenges (Academic intervention experiences …)
ResearchSpace
.
Risk in early years / first year: The transition into university is a vulnerable period. One study in South Africa looked at risk factors for first-year students dropping out. It found that students who had weaker academic performance or less adaptation were more likely to consider quitting (Risk factors associated with first-year students’ intention to drop out
Answers
GPT-5 mini
Academic Risk Factors
Many studies show that academic problems are a main reason students struggle at university. Students from poor or rural schools often come with weak skills in maths, science and writing. They can score much lower than suburban students, which makes the university change hard.
Not speaking the teaching language at home (often English) slows reading, writing, class participation and understanding. Weak academic writing is a common risk.
Low self-belief, poor motivation and bad time management make it harder for students to cope with university work. When students do not trust their ability or can’t organise their time, they fall behind.
Lack of extra help — like tutors, writing centres or remedial classes — raises the risk of failure. Steady, organised support from the institution helps students who are struggling.
The first year is most risky. Students with weaker grades or poor adjustment are more likely to think about leaving or to drop out.
Many studies show that academic problems are a main reason students struggle at university. Students from poor or rural schools often come with weak skills in maths, science and writing. They can score much lower than suburban students, which makes the university change hard.
Not speaking the teaching language at home (often English) slows reading, writing, class participation and understanding. Weak academic writing is a common risk.
Low self-belief, poor motivation and bad time management make it harder for students to cope with university work. When students do not trust their ability or can’t organise their time, they fall behind.
Lack of extra help — like tutors, writing centres or remedial classes — raises the risk of failure. Steady, organised support from the institution helps students who are struggling.
The first year is most risky. Students with weaker grades or poor adjustment are more likely to think about leaving or to drop out.