Community-Related Influences on Adolescent Academic Outcomes: An Ecosystemic Perspective in Greece

Abstract

This study examines community related factors influencing academic achievement and expectations among junior and senior high school students in Greece, drawing upon Bronfenbrenner's ecological systems theory. Data was collected from a sample of 193 students using a multistage cluster sampling method. Overall, the study found several significant associations between various factors and academic performance and expectations among junior and senior high school students: Previous academic performance in Mathematics and Language and Literature was positively associated with present performance and expectations score in the total sample, regardless of the class attended in the previous year. Present grades were positively associated with neighborhood support, safety, and activity in both junior and senior high school students, with stronger associations found in junior high school students. Expectations score was positively associated with neighborhood support, safety, activity, and friendships in the total sample, with stronger associations found in junior high school students. Junior high school students' expectations were strongly associated with motivation, perceived support from friends, family, and teachers, as well as neighborhood support and safety. Senior high school students' expectations were also strongly associated with motivation, perceived support from friends, family, and teachers, as well as neighborhood support and safety, though to a lesser extent compared to junior high school students. These findings highlight the relationship between individual, social, and environmental factors affecting academic development during adolescence. Implications for educators, policymakers, and practitioners are discussed within the context of Bronfenbrenner's ecological systems theory, emphasizing the importance of a holistic approach to promoting student success.

Received: 17 July 2025 / Accepted: 09 October 2025 / Published: 05 November 2025