Behavioral Determinants of Academic Achievement: A Comparative Study of Active and Inactive University Students in Ranchi, Jharkhand

Abstract

This study investigates behavioral determinants of academic achievement among university students in Ranchi, Jharkhand, comparing active students (regular participants in organized extracurricular activities — sports, clubs, volunteer programs, research projects) with inactive students (minimal or no organized participation). Using an explanatory sequential mixed-methods design, the research sampled 540 undergraduates from three universities in Ranchi (270 active; 270 inactive). Quantitative measures included semester GPA, subject subscores, and validated instruments for time management, self-regulation, academic motivation, sleep quality, and screen time. Qualitative data were collected through semi-structured interviews and focus groups with students, faculty mentors, and student affairs officers. Analyses comprised descriptive statistics, group comparisons (t-tests / nonparametric tests), multiple regression, and bootstrapped mediation models. Active students showed significantly higher GPAs and better behavioral scores; mediation analyses indicate that time management and self-regulation explain much of the activity–achievement association. Contextual qualitative findings highlighted institutional supports, mentorship, and access barriers. The paper concludes with tailored recommendations for university policy in Ranchi and directions for intervention research.