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Introduction <p>Improving students’ academic performance is a key priority in higher education. While behavioral nudges offer a promising approach, their effectiveness varies greatly, and a systematic framework identifying the key determinants of their success is lacking.</p> Methods <p>This study addresses this gap through a systematic meta-synthesis. From 120 primary studies (2015–2024), 30 articles were selected via a rigorous five-stage refinement process, including quality assessment using the Critical Appraisal Skills Programme (CASP). Data were analyzed using thematic analysis combined with the Shannon entropy method.</p> Results <p>The analysis advances beyond previous models by revealing a dynamic, three-tiered framework that not only synthesizes disparate success factors but also, for the first time, quantitatively prioritizes their relative importance, highlighting the interplay between design inputs, contextual moderators, and mediating mechanisms. Shannon entropy analysis confirmed that the personalization of nudges to individual characteristics and their strategic timing are the most critical determinants, carrying the highest informational weight.</p> Conclusion <p>This study provides a evidence-based framework for optimizing behavioral nudges in academic settings and offers clear guidelines for researchers and higher education policymakers.</p>

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A meta-synthesis informing a integrated framework for nudges in student academic performance

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月19日

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  • Mohammad Pedrami

摘要

Introduction

Improving students’ academic performance is a key priority in higher education. While behavioral nudges offer a promising approach, their effectiveness varies greatly, and a systematic framework identifying the key determinants of their success is lacking.

Methods

This study addresses this gap through a systematic meta-synthesis. From 120 primary studies (2015–2024), 30 articles were selected via a rigorous five-stage refinement process, including quality assessment using the Critical Appraisal Skills Programme (CASP). Data were analyzed using thematic analysis combined with the Shannon entropy method.

Results

The analysis advances beyond previous models by revealing a dynamic, three-tiered framework that not only synthesizes disparate success factors but also, for the first time, quantitatively prioritizes their relative importance, highlighting the interplay between design inputs, contextual moderators, and mediating mechanisms. Shannon entropy analysis confirmed that the personalization of nudges to individual characteristics and their strategic timing are the most critical determinants, carrying the highest informational weight.

Conclusion

This study provides a evidence-based framework for optimizing behavioral nudges in academic settings and offers clear guidelines for researchers and higher education policymakers.