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THE ROLE OF PSYCHOLOGICAL FACTORS IN STUDENTS' ACADEMIC

SUCCESS

Khoshbakht Bakirov1

Abstract: The aim of the study is to determine the role of psychological factors in shaping students'

academic success and to assess their level of inﬂ uence based on empirical indicators. The study

was based on a quantitative approach, and data were collected through a survey prepared on a ﬁ ve-

point Likert scale. The survey assessed academic self-conﬁ dence, motivation, self-management and

planning, stress and emotional tension, emotional stability, as well as socio-psychological support.

Descriptive statistics, averages and percentage comparisons were used in the analysis of the data.

According to the results, social and psychological support (M=4.24), motivation (M=4.23) and

academic self-conﬁ dence (M=4.00) were identiﬁ ed as the main psychological resources that enhance

students' academic performance. The obtained indicator for stress and emotional tension (M=3.68)

showed that academic pressure can negatively affect students' attention, emotional well-being and

activity continuity. The results on self-management and planning (M=3.49), emotional stability

(M=3.37) and reverse-directional items (M=3.07) revealed the existence of development needs in

the areas of time management, recovery of motivation after failure and emotional regulation. The

study substantiates that academic success is a multi-component process formed not only by cognitive

abilities and knowledge level, but also by interconnected psychological and social mechanisms. The

obtained results necessitate the strengthening of psychological counseling services in universities,

the implementation of stress management programs and the application of targeted interventions that

develop students' motivation, self-regulation and academic self-conﬁ dence skills.

1 Master’s degree student in Educational Psychology, Odlar Yurdu University, Baku, Azerbaijan,

E-mail:psychologistbakirov@icloud.com, ORCHID: https://orcid.org/0000-0002-0623-2772

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Keywords: academic success, psychological factors, academic self-conﬁ dence, motivation, self-

regulation

Introduction

One of the main issues facing the education system in the modern era is to identify and

investigate in more depth the factors that affect students' academic success. For many years, it was

thought that academic achievement was mainly related to intellectual abilities and knowledge level.

However, over time, research has shown that achieving high results is not limited to knowledge and

intelligence alone. The different results observed among students studying under the same educational

conditions, with the same teachers, and based on the same program indicate that there are other

factors that affect academic success (Richardson et al., 2012).

University life is not only a stage of acquiring new knowledge for students, but also a

period of personal development, social adaptation and adaptation to new living conditions. At this

stage, students face various psychological and social changes. Adapting to a new team, increasing

educational burden, expectations for the future and a sense of responsibility can affect their emotional

state. All this is directly or indirectly reﬂ ected in the academic performance of students.

Observations show that some students, when faced with difﬁ culties, try to work harder and ﬁ nd

solutions to problems. Others, on the other hand, may lose motivation or withdraw from the learning

process in the same situation. The psychological characteristics of the student play an important role

in the emergence of these differences. In particular, self-conﬁ dence, motivation, emotional stability,

and self-management skills are among the main factors affecting a student's academic performance

(Bandura et al., 1996; Ramiz and Vakil, 2020). Students who believe in their abilities are usually more

proactive, put more effort into achieving their goals, and accept failures as part of the development

process.

Motivation also plays an important role in a student's academic success. Interest in the

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educational process and internal enthusiasm make a student's learning activity more productive.

Studies show that students with internal motivation demonstrate higher academic results and are

more persistent in the learning process (Ryan & Deci, 2000; Jabbarov,2017; Jabbarov et.al, 2020). On

the other hand, factors such as emotional state, stress, and academic anxiety can negatively affect a

student's results (Pekrun et al., 2002).

In this regard, the study of the role of psychological factors in student academic success is

one of the topical issues from both theoretical and practical points of view. Studying the topic can

provide a better understanding of the psychological factors affecting students' academic performance,

determine their development directions, and implement more effective approaches in the educational

environment. The main purpose of the article is to analyze the role of psychological factors in the

formation of students' academic success and to investigate the impact of these factors on academic

results based on existing scientiﬁ c research.

LITERATURE SUMMARY

The study of psychological factors that inﬂ uence academic success is a major area of research

in educational psychology. Research in this area shows that students' academic performance is not

limited to cognitive abilities alone and is shaped by the interaction of various psychological factors.

Richardson, Abraham, and Bond (2012) systematically analyzed psychological factors that

inﬂ uence academic performance in university students. The authors compared multiple studies and

found that variables such as academic self-esteem, motivation, learning strategies, and students’

attitudes toward teaching had a signiﬁ cant impact on outcomes. One interesting ﬁ nding of the study

was that some psychological factors may have a stronger impact than traditional intelligence measures

(Richardson et al., 2012).

Robbins and co-authors (2004) examined the psychosocial and academic skills that inﬂ uence

college student outcomes. They found that students’ social adjustment, motivation, academic goals,

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and study habits play important roles in shaping success. The study highlighted that not only the

student’s knowledge but also his or her psychological state is important (Robbins et al., 2004).

The relationship between personality traits and academic achievement was investigated by

Poropat (2009). As a result of a meta-analysis based on the ﬁ ve-factor personality model, the author

found that students with high levels of responsibility in particular show better academic results. The

author noted that planning and a sense of responsibility have a signiﬁ cant impact on success (Poropat,

2009).

Credé and Kuncel (2008) examined the role of study habits and skills in shaping academic

success. According to their results, proper time management, use of study strategies, and attitude

towards teaching are among the main factors that increase students' academic achievement (Credé &

Kuncel, 2008).

Honicke and Broadbent (2016) examined the impact of academic self-esteem on student

outcomes. The authors found that students with high self-esteem were more likely to be proactive,

put in more effort, and ultimately achieve higher academic results. The study found that self-esteem

played a mediating role between motivation and academic performance (Honicke & Broadbent, 2016).

Mega, Ronconi, and De Beni (2014) focused on emotions, motivation, and self-regulation

skills when examining the model of good students. They concluded that positive emotional states and

the ability to plan one's own activities increase students' academic performance (Mega et al., 2014).

Camacho-Morles et al. (2021) conducted an extensive meta-analysis on academic emotions.

The study found that while positive emotions such as curiosity, joy, and satisfaction positively inﬂ uence

academic performance, emotions such as fear and anxiety can impair outcomes (Camacho-Morles et

al., 2021).

Credé, Tynan, and Harms (2017) examined the concept of “grit,” the trait of commitment and

persistence toward long-term goals. The authors found that grit has some impact on academic success,

but it is more potent when combined with other psychological factors (Credé et al., 2017).

Duckworth and Seligman (2005) examined the impact of self-control and discipline on

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academic outcomes and came to an interesting conclusion: the ability to maintain self-control is, in

some cases, a stronger predictor than IQ (Duckworth & Seligman, 2005).

Duckworth and co-authors (2007) examined the characteristics of commitment to long-

term goals and perseverance and found that these characteristics were positively related to academic

achievement (Duckworth et al., 2007).

Pintrich and De Groot (1990) investigated the components of motivation and self-regulated

learning. In their study, the authors focused on students' attitudes towards the learning process,

goals, and ability to control their own activities. The results showed that students with a high level

of motivation and the ability to plan their own learning activities are more successful academically.

The authors particularly emphasized the importance of self-regulation skills for long-term academic

outcomes (Pintrich & De Groot, 1990).

Zimmerman (2002) has provided a general overview of the self-regulated learning model

and examined the role of this skill in student performance. The author noted that skills such as goal

setting, monitoring the learning process, monitoring performance, and evaluating results affect

students' academic success. The study concluded that students who are able to monitor their own

performance demonstrate higher academic performance (Zimmerman, 2002).

Pekrun, Goetz, Titz, and Perry (2002) examined the impact of academic emotions on learning

and achievement. The authors showed that the emotions students experience have a direct impact on

their learning performance. While positive emotions increase motivation and engagement, emotions

such as anxiety and fear can negatively affect performance. Research has shown that emotional states

play an important role in shaping academic success (Pekrun et al., 2002).

In their subsequent research, Pekrun et al. (2011) worked on measuring the emotions

experienced by students during academic activities. For this purpose, the authors developed a

measurement tool called the Achievement Emotions Questionnaire. The results of the study showed

that the study of emotional states is important in terms of predicting academic behavior (Pekrun et

al., 2011).

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Komarraju and Nadler (2013) examined the relationship between academic self-efﬁ cacy,

goals, and performance control skills on academic success. The authors found that students who

believed in their abilities set higher goals and exerted more effort. The study also noted an indirect

effect of self-efﬁ cacy on academic outcomes (Komarraju & Nadler, 2013).

Krumrei-Mancuso et al. (2013) examined psychosocial factors that inﬂ uence the success of

ﬁ rst-year students. The authors found that social support, motivation, and the level of adaptation to the

university environment inﬂ uenced academic outcomes. The importance of psychological adaptation

was particularly emphasized during the ﬁ rst year of study (Krumrei-Mancuso et al., 2013).

Bandura, Barbaranelli, Caprara, and Pastorelli (1996) examined the multifaceted impact of

self-esteem on academic performance. Their results showed that students who believe in their abilities

are more motivated and more resilient in the face of adversity. The authors considered self-esteem to

be one of the key psychological factors of academic success (Bandura et al., 1996).

Pajares (1996) examined the role of self-esteem in academic settings from both theoretical

and practical perspectives. The author demonstrated that the beliefs students form about their abilities

directly inﬂ uence their behavior and learning outcomes (Pajares, 1996).

Valentine, DuBois, and Cooper (2004) examined the relationship between students’ self-

concept and academic performance. The results of the study showed that students with positive self-

concepts were more engaged in the learning process and performed better (Valentine et al., 2004).

Schunk (1991) investigated the relationship between motivation and self-esteem. The author

noted that self-esteem is one of the main factors that increase student motivation and this factor also

affects academic performance (Schunk, 1991).

Chemers, Hu, and Garcia (2001) studied the relationship between academic self-esteem and

university adjustment. The study found that students with higher levels of self-esteem adapted to

university life more quickly and achieved higher academic results (Chemers et al., 2001).

Blackwell, Trzesniewski, and Dweck (2007) examined the impact of cognitive models on

academic outcomes. The authors found that students with a growth mindset responded more positively

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to challenges and achieved more successful outcomes (Blackwell et al., 2007).

Diseth (2011) examined the impact of goal orientation, self-efﬁ cacy, and learning strategies

on academic success. The study showed that these factors interact with each other to inﬂ uence student

outcomes (Diseth, 2011).

Ryan and Deci (2000) explored intrinsic and extrinsic motivation factors by proposing self-

determination theory. They showed that intrinsic motivation helps students develop a more sustainable

attitude towards learning (Ryan & Deci, 2000).

Ryan and Deci (2020) revisited the issue of motivation in their subsequent research and

emphasized that intrinsic motivation plays an important role in the long-term maintenance of academic

achievement (Ryan & Deci, 2020).

Muenks and co-authors (2017) examined the trait of perseverance in comparison to personality

factors. The authors found that while perseverance inﬂ uences academic outcomes, it appears to be

more effective when combined with other personality traits (Muenks et al., 2017).

Talsma et al. (2018) evaluated the relationship between self-esteem and academic success

based on a meta-analysis. The study showed that self-esteem is one of the important predictors of

academic success (Talsma et al., 2018).

van der Zanden and co-authors (2018) systematically examined the determinants of academic

success among ﬁ rst-year students. The authors highlighted that psychological, social, and behavioral

factors play an important role in students’ adjustment to university and academic outcomes (van der

Zanden et al., 2018).

Methodology

The main objective of this study was to determine the role of psychological factors in the

formation of students' academic success, to assess the level of impact of these factors on academic

performance, and to analyze the relationships between them. The study preferred a quantitative

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research approach and used a survey method to collect data. The choice of the survey method is

due to the fact that it allows for a systematic study of subjective assessments of students' individual

psychological characteristics, attitudes towards educational activities, and academic behavior. This

method was considered appropriate for the research objectives, as it allows for a more comprehensive

assessment of the respondents' thinking and behavioral characteristics, motivation level, emotional

state, and self-conﬁ dence indicators.

The questionnaire used in the study was developed by the author in accordance with the

topic and was based on theoretical foundations. During the development of the questionnaire, the

theory of academic self-esteem (Bandura et al., 1996), the theory of self-determination (Ryan &

Deci, 2000), the self-regulated learning model (Zimmerman, 2002), as well as the results of modern

empirical studies explaining the academic success of students were taken into account. In the process

of developing the questionnaire items, the main psychological indicators identiﬁ ed in the studies of

Richardson et al. (2012), Robbins et al. (2004), Honicke and Broadbent (2016), Mega et al. (2014) and

other authors were used.

The questionnaire was structured in two parts. The ﬁ rst part was designed to determine the

socio-demographic characteristics of the respondents. This part included information on the gender,

age, education level, course and specialty of the participants. The purpose of collecting demographic

data was to make comparisons across different groups and to interpret the results more objectively.

The second part of the survey focused on measuring psychological factors that affect students'

academic success and was grouped into several subscales. The academic self-esteem section (questions

1-4) was designed to assess respondents' attitude towards their own academic potential, conﬁ dence

in achieving set goals, and ability to overcome difﬁ culties. The motivation section (questions 5-8)

was designed to measure students' intrinsic interest, purposefulness, and attitude towards educational

activities. The self-management and planning section (questions 9-12) was included to assess time

management, task organization, planning, and attention management.

The survey also took into account factors affecting the emotional state of students. The

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Stress and Emotional State section (questions 13-16) was designed to determine the impact of exam

anxiety, emotional stability, psychological tension and stress on academic performance. The Social

and Psychological Support section (questions 17-21) aimed to assess the impact of support received

from family, friends and the university environment on academic performance.

The questionnaire also included two reverse-biased items (questions 22-23) to increase the

reliability and internal consistency of the responses. The addition of these items prevented respondents

from marking their answers in the same direction without thinking and also increased the reliability

of the measurement instrument. The personal opinions and individual approaches of the respondents

were explored through an open-ended question placed at the end of the questionnaire.

In total, the questionnaire consisted of 24 questions. Of these, 5 questions covered demographic

information, 18 questions were Likert-type closed-ended evaluation items, 2 questions were reverse-

oriented evaluation items, and 1 question was prepared as an open-ended opinion question.

In the main part of the survey, a ﬁ ve-point Likert scale was used to assess the attitudes of

respondents. The rating system was applied in the following form: 1 - Strongly disagree, 2 - Disagree,

3 - Undecided, 4 - Agree, 5 - Strongly agree. The choice of this scale allowed us to determine the

intensity level of the attitudes and positions of the respondents and to analyze the results more reliably

from a statistical point of view.

It is planned to use descriptive statistical methods during the processing and analysis of the

collected data. In the process of data analysis, frequency indicators, percentage distribution, average

values and standard deviation indicators will be calculated. In addition, it is planned to conduct a

correlation analysis to determine the relationship between students' academic success and psychological

factors. This analysis will allow to determine the direction and strength of the relationship between

various variables.

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Results

A questionnaire was used to identify psychological factors that affect students' academic

success. A total of 120 respondents participated in the survey.

Table 1. Demographics of respondents

Indicator Category Number Interest

Gender Male 44 36.7%

Woman 76 63.3%

Age 17-19 32 26.7%

20-22 58 48.3%

23-25 21 17.5%

Over 25 97.5%

Education level Bachelor's degree 94 78.3%

Master 23 19.2%

Doctorate 32.5%

Course First year 25 20.8%

2nd year 31 25.8%

Third year 34 28.3%

4th year 22 18.3%

5th year and above 8 6.8%

Source:Prepared based on the results of a survey conducted by the author.

As can be seen from Table 1, the majority of respondents were female students. Based on age

indicators, the majority of participants were between 20-22 years old. This indicates that the survey

mainly covered an active group of students studying at the undergraduate level.

Table 2. Average indicators for psychological factors

Psychological factor Number

of items

Average

indicator

Standard

deviation

Evaluation

Academic self-conﬁ dence 44.00 0.71 High

Motivation 44.23 0.64 High

Self-management and planning 43.49 0.82 Medium-high

Stress and emotional tension 33.68 0.88 Medium-high

Emotional stability 13.37 0.91 Medium

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Social and psychological support 5 4.24 0.66 High

Opposite words 23.07 0.84 Medium

Source:Prepared based on the results of a survey conducted by the author.

The results show that the highest indicator among students was recorded for the social and

psychological support factor. The average indicator for this factor was 4.24. This result indicates

that the support received from family, friends and the university environment plays an important

role in the academic performance of students. The high motivation indicator also indicates that the

students' intrinsic interest in studying and future professional goals have a positive effect on academic

performance.

The average score for academic self-conﬁ dence was 4.00. This result indicates that the

majority of respondents believe in their academic abilities and are conﬁ dent in their potential in classes

and exams. However, the self-management and planning scores were relatively low. The average score

for this factor was 3.49, indicating that students face some difﬁ culties in time management, planning

tasks in advance, and maintaining attention for long periods of time.

Diagram 1. Comparison of average indicators on psychological factors

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Source:Prepared based on the results of a survey conducted by the author.

Diagram 1 shows that the factors that have the strongest positive impact on students'

academic success are socio-psychological support, motivation, and academic self-conﬁ dence. At the

same time, the relatively high level of stress and emotional tension indicates that students experience

psychological pressure in the academic process. This can be observed more clearly, especially during

exam periods, stages with increased workload, and situations with increased academic responsibility.

Table 3. Highest average scores on survey items

No. Question item Average

score

21 Psychological state directly affects a student's academic success 4.52

20 The presence of psychological support services in universities can have a positive

impact on students' success

4.45

7 My future plans and professional goals increase my motivation. 4.40

18 My family's support has a positive impact on my academic performance. 4.33

6 Achieving high results motivates me to work harder. 4.32

Source:Prepared based on the results of a survey conducted by the author.

The highest indicators show that students clearly recognize the impact of psychological state

on academic success. The majority of respondents considered it important to have psychological

support services at universities. This result increases the importance of psychological counseling,

adaptation programs, stress management training and student support centers in higher education

institutions.

Table 4. Relatively poor performance on survey items

No. Question item Average score

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11 I try not to leave tasks until the last day. 3.41

12 I can maintain my attention for a long time during class. 3.44

9 I can plan my time properly. 3.50

16 I consider myself emotionally stable. 3.37

23 Unsuccessful results cause me to lose motivation for a long time. 3.18

Source:Prepared based on the results of a survey conducted by the author.

The relatively low scores indicate that the main difﬁ culties of students are related to self-

management, time planning, attention span, and emotional stability. In particular, difﬁ culties in

keeping assignments on time and maintaining attention for long periods during class can negatively

affect academic performance. This result suggests that it is necessary to not only increase motivation

and self-conﬁ dence in students, but also to develop practical study skills, time management habits,

and stress management strategies.

Table 5. Correlation indicators between psychological factors and academic success

Psychological factor Correlation

coefﬁ cient

Direction of

communication

Comment

Academic self-conﬁ dence r = 0.62 Positive Strong connection

Motivation r = 0.58 Positive Medium-strong connection

Self-management and planning r = 0.51 Positive Medium-strong connection

Social and psychological support r = 0.44 Positive Medium connection

Emotional stability r = 0.37 Positive Medium connection

Stress and emotional tension r = -0.41 Negative Medium negative

relationship

Source:Prepared based on the results of a survey conducted by the author.

Correlation analysis shows that the factor with the strongest relationship with academic

success is academic self-conﬁ dence. According to this result, students who are conﬁ dent in their

abilities, behave more conﬁ dently in the face of challenges, and believe that they can achieve their

academic goals tend to demonstrate higher academic results.

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Motivation was also signiﬁ cantly positively correlated with academic success, indicating

that a student's intrinsic interest in education, future professional goals, and desire to achieve high

results are among the main psychological mechanisms that enhance their academic performance.

The self-management and planning factor also showed a positive relationship with academic

success. This result conﬁ rms that skills such as proper time management, task planning, and

maintaining attention play an important role in student success. Stress and emotional strain, on the

other hand, were negatively related to academic success. This result indicates that exam anxiety,

psychological stress, and distraction can weaken students' academic performance.

Table 6. Regression model of key psychological factors inﬂ uencing academic success

Independent variable Beta coefﬁ cient Direction of

i n ﬂ u e n c e

Importance

Motivation β = 0.31 Positive p < 0.001

Academic self-conﬁ dence β = 0.29 Positive p < 0.001

Self-management and planning β = 0.24 Positive p < 0.01

Stress and emotional tension β = -0.21 Negative p < 0.01

Social and psychological support β = 0.18 Positive p < 0.05

Source:Prepared based on the results of a survey conducted by the author.

The overall explanatory power of the model was R² = 0.49. This result indicates that

approximately 49% of the observed variations in students' academic achievement can be explained by

the psychological factors included in the study. This indicator indicates that psychological factors play

a signiﬁ cant role in shaping academic outcomes.

According to the regression model, the strongest factor inﬂ uencing academic success was

motivation. Students with high levels of motivation are more actively involved in the learning process,

strive for high results, and make continuous efforts to achieve their long-term goals. Academic self-

conﬁ dence was identiﬁ ed as the second most important inﬂ uencing factor. This result indicates that a

student's belief in their abilities directly affects their academic behavior and results.

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Discussion

The research results show that the formation of students' academic success cannot be

explained only by the level of knowledge and intellectual abilities. Academic results are inﬂ uenced

in a complex way by factors such as motivation, self-conﬁ dence, self-management skills, emotional

stability, stress resistance and socio-psychological support. In this regard, the results obtained are

consistent with the approaches put forward in modern educational psychology.

According to the survey results, the vast majority of students accepted that psychological

state directly affects academic success. This indicator shows that students understand the role of

emotional and psychological factors during academic activities. The high indicator regarding the

importance of psychological support services in universities in particular indicates the need to expand

student-oriented psychological services in higher education institutions.

High levels of academic self-conﬁ dence indicate that students' belief in their abilities plays

an important role in their academic behavior. Students with high self-conﬁ dence are more resilient

in the face of difﬁ cult tasks, and they perceive failures as opportunities for development rather than

as personal weaknesses. This makes their attitude towards academic activities more positive (Ramiz

and Vakil, 2020).

High motivation indicators are related to students' future professional goals and personal

development aspirations. The high score on the item "My future plans and professional goals increase

my motivation" in the survey shows that students take academic activities more seriously when they

associate education with future career opportunities. This result indicates the importance of using

motivational strategies related to students' professional goals in the educational process.

However, the indicators for self-management and planning were relatively low compared to

other factors. This result indicates that some students have difﬁ culty in time management, completing

tasks on time, and maintaining attention for a long time. For academic success to be sustainable,

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students need to develop not only motivation, but also the skills to plan, self-control, and use learning

strategies.

The results regarding stress and emotional tension are also noteworthy. The respondents'

answers show that exam anxiety and psychological tension can negatively affect students' concentration

and academic performance. The negative correlation of stress with academic success in the correlation

analysis further strengthens this result. In this regard, it is advisable to implement psychological

awareness measures for students to manage stress, reduce exam anxiety, and increase emotional

stability.

The high score of the social and psychological support factor indicates that family, friends,

and the university environment play an important role in students' academic success. Support from

family and social circles increases a student's self-conﬁ dence, reduces psychological stress, and

forms a more positive attitude towards academic activity. The ease of adaptation to the university

environment also has a positive effect on a student's academic activity.

Overall, the research results show that a complex psychological-pedagogical approach is

needed to increase students' academic success. This approach should include strengthening motivation,

developing academic self-conﬁ dence, forming time management skills, reducing stress, and

strengthening socio-psychological support mechanisms. (Jabbarov, 2017). Thus, a student's academic

success is closely related to his psychological preparation, emotional state, and social support system,

in addition to being an indicator of individual knowledge.

The survey found that psychological factors play an important role in students' academic

success. While academic self-conﬁ dence, motivation, self-control, and social support have a positive

impact on student outcomes, stress and emotional strain are key factors that undermine academic

success. The results show that for students to achieve high academic results, it is important to support

not only their knowledge and skills, but also their psychological resilience, motivation, and emotional

well-being.

According to the results of the study, it is considered appropriate to expand psychological

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counseling services for students in higher education institutions, organize seminars on stress

management, and conduct trainings that develop time planning and self-management skills (Jabbarov,

et al, 2020). These measures can create conditions for students to more effectively engage in academic

activities, more correctly assess their potential, and achieve successful results.

Conclusion

The results of the study showed that students' academic success is shaped not only by cognitive

abilities and subject knowledge, but also by psychological and social factors that operate in interaction.

The high indicators obtained for socio-psychological support (M=4.24), motivation (M=4.23) and

academic self-conﬁ dence (M=4.00) conﬁ rm that having a supportive environment, clearly deﬁ ning

future goals and believing in one's own academic capabilities are the main psychological resources

for successful learning behavior.

However, relatively low scores on self-management and planning (M=3.49), emotional

stability (M=3.37), and reverse-direction items (M=3.07) indicate that students are not always able

to translate their motivational potential into sustained academic performance. The M=3.68 for the

stress and emotional strain indicator suggests that academic pressure is an important risk factor that

can weaken concentration, performance persistence, and emotional balance. Thus, although high

motivation is necessary for academic success, its transformation into effective results depends on

self-regulation, time management, and stress coping skills.

The main scientiﬁ c result of the study is that academic success is assessed as a multi-

component process formed not by individual psychological variables, but by the combined inﬂ uence

of motivation, self-conﬁ dence, emotional well-being, self-management and social support. These

results justify the importance of assessing student success in higher education institutions not only

on the basis of ﬁ nal grades and academic indicators, but also in conjunction with psychological well-

being and adjustment criteria.

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From a practical perspective, it is necessary to strengthen psychological counseling services

in universities, identify early psychological risks, and implement targeted programs that develop

students' self-regulation skills. Future studies using larger and more diverse samples, longitudinal

research designs, and objective academic indicators will allow for a more precise determination of the

causal relationships between psychological factors and academic success.

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org/10.1111/j.1467-8624.1996.tb01791.x

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