An examination was conducted to explore the relationship between socially mediated artifacts (SMA), perception of high school experience, and academic performance to examine the impact of social mediation on an individual's academic performance. This investigation was based on a Vygotskian psychology perspective of social mediation. According to Vygotsky, social mediation is the transmission of symbolic meaning through signs, symbols, and objects in a shared environment. To evaluate the participants' perceptions of their high school experience, 210 adults from various ethnic groups across the United States were surveyed. Multiple regression analyses evaluated the correlation between socially mediated artifacts and individuals' perceptions, which predicted academic performance. In addition, a One-way ANOVA evaluated image impressions between variables. The findings revealed a significant correlation between SMA and perception but had no significant correlation with academic performance. This suggests that SMA does not have an immediate impact on academic performance. Nevertheless, additional research would be required to comprehend the impact of social mediation on learning fully. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]