PSYCHOLOGICAL COMPONENTS OF STUDENTS’ ACADEMIC ACHIEVEMENT WITH REGARD TO PRIOR EDUCATIONAL PREPARATION

Abstract

The aim of the study was to examine the relationships between students’ academic achievement and psychological characteristics, and to assess their contribution with regard to socio-demographic factors and prior academic preparation. The participants were 274 students of Lobachevsky State University of Nizhny Novgorod. Academic achievement was assessed based on average academic performance in both traditional and distance learning formats, while prior preparation was assessed using the total Unified State Exam score. The analysis employed Spearman’s correlation and hierarchical multiple regression with HC3 robust standard errors. Academic achievement was positively associated with the Unified State Exam scores, achievement motivation, general internality, meaningfulness of life, and reflexivity. Reflexivity maintained an independent positive association with academic achievement. The negative coefficient for time orientation, observed alongside a non-significant bivariate correlation, may indicate a suppression effect. The results confirm the multifactorial nature of academic achievement and suggest that reflexivity can be viewed as a stable psychological component.