The influence of a favorable psychological environment on the successes of general school students

Relevance of studying the influence of the psychological environment on academic achievements is due to a number of clinically and socially significant factors. On the one hand, educational systems are striving to improve the quality of knowledge and equal opportunities; on the other hand, there is a growing understanding that traditional methods of influence (increased academic load, control mechanisms) have limited effectiveness without taking into account the emotional and psychological well-being of students. In the context of a modern school, where students face multiple stressors (social competition, pressure from grades, family difficulties, and information overload), creating a supportive psychological environment is seen as a preventive and resource-saving strategy that can enhance adaptability and academic productivity.

Purpose of this study is to empirically assess the relationship between the level of supportive psychological environment and students' academic performance, as well as to determine the contribution of this factor while controlling for socioeconomic status (SES) and gender.

Materials and Methods. The cross-sectional study used simulated (synthesized) data from a sample of N = 200 students (grades 6–9, approximately 12–15 years old). A self-developed 6-item scale (Likert scale 1–5) was used to measure the psychological environment, and the scale had high internal consistency (Cronbach’s α = 0.905). The academic achievement indicator is represented by the grade point average (GPA) on a 1-5 scale. The SES index (1-5) and gender (boys/girls) were used as control variables. The statistical analysis included descriptive statistics, correlation analysis (Pearson coefficient), independent t test, and multiple linear regression (OLS). The significance level was set at α = 0.05.

Results. It showed a stable positive relationship between the level of a favorable psychological environment and academic performance: r = 0.478 (p < 0.001). When the sample was divided into groups with high and low levels of psychological environment, the differences in the average level of academic performance were statistically significant (t ≈ 4.545, p < 0.001). In multiple regression, the contribution of PsychEnv remained significant when controlling for SES and gender (β = 0.384, p < 0.001), while SES also predicted academic performance (β = 0.215, p < 0.001), and gender was not a significant predictor. The model explained approximately 31.1% of the variability in academic performance (Adjusted R2 = 0.311).

Conclusions. Creating a favorable psychological environment at school is associated with improving students' academic performance and is an important resource for educational practice. Practical recommendations include teacher training programs in the field of supportive pedagogy, the development of social and emotional learning programs, and the formation of school practices aimed at strengthening interpersonal relationships.

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