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The aim of the study is to determine the role of psychological factors in shaping students’ academic success and to assess their level of influence based on empirical indicators. The study was based on a quantitative approach, and data were collected through a survey prepared on a five-point Likert scale. The survey assessed academic self-confidence, 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-confidence (M=4.00) were identified 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-confidence skills.
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