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Introduction: Research on adolescents' academic performance has mostly focused on the contribution of objective factors, such as socioeconomic situation of the family or individual cognitive skills and school results. Evidence with a focus on adolescents' subjective experiences is scarce. The aim of this qualitative study was to explore factors related to adolescents' academic performance from their perspectives., Methods: We used data from 11 group semi-structured interviews conducted in 2020/2021 with 45 adolescents in the first year of high school in Slovakia (mean age = 14.98; 22.2% boys). Participants were selected from three types of high school with regards to the graduation system. We analysed the data using consensual qualitative research and thematic analysis., Results: Based on the statements of the adolescents, we identified five main themes of factors that affect their academic performance. Adolescents reported that the following contribute to their academic performance: the contents and methods of teaching; how teachers behave and do their jobs; the way in which adolescents study and what motivates them; support within and outside the school, and the environment and appearance of the school. Adolescents reported that improving the curricula and using teaching methods that balance theoretical information with practical skills training would help their academic performance immensely., Conclusion: We identified several factors related to adolescents' academic performance using their own perspectives and experiences. Strengthening the capacities of teachers may largely benefit adolescents' educational process and further academic performance., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2024 Horanicova, Husarova, Madarasova Geckova, Lackova Rebicova, Sokolova, de Winter and Reijneveld.)

Background: The aim of this study is to explore the association of family socioeconomic status (SES) and internal and external schoolwork support with adolescents' school satisfaction and whether schoolwork support modifies these associations., Methods: Data come from the cross-sectional Health Behavior in School-aged Children study collected in 2018 from Slovak 15-year-olds ( N = 1127; 52.7% boys). SES was measured by Family Affluence Scale (low; middle; high). School satisfaction was measured via school engagement and attitudes toward education. Schoolwork support was measured regarding two groups of sources inside and outside the family, separately. Logistic regression models were used to explore the associations of SES and schoolwork support with school satisfaction as well as the moderating effect of schoolwork support., Results: Adolescents with low SES were more likely to feel indifferent toward school and education (odds ratios/95%-confidence interval: 1.77/1.26-2.49), and similarly, adolescents who did not have schoolwork support inside or outside the family (1.38/1.02-1.87, and 1.50/1.01-2.22, respectively). Schoolwork support moderated the associations of SES with school satisfaction. Adolescents with low and middle SES without support inside or outside the family were more likely to feel indifferent than satisfied (2.72/1.21-6.10; 3.00/1.27-7.06; and 2.86/1.05-7.80; 6.04/1.72-21.24, respectively)., Conclusion: Adolescents from low and middle SES without schoolwork support inside or outside the family are more likely to feel indifferent toward school and education., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Horanicova, Husarova, Madarasova Geckova, de Winter and Reijneveld.)