The impact of psychological factors on the academic achievement of urban and rural students in Sichuan, China
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Le résumé fourni par la source
Drawing on the persistent urban–rural education gap in Sichuan, this study examines how self-actualization, self-esteem, and basic psychological needs influence university students' academic achievement. A quantitative, descriptive design was employed, utilizing simple random sampling of 400 students from Sichuan universities. Primary data were collected through validated questionnaires; reliability and validity were established (Cronbach’s α ≥ 0.70; KMO ≥ 0.78). The analyses included descriptive statistics, Pearson correlations, and multiple linear regression conducted in IBM SPSS. Results indicate strong overall associations between psychological factors and academic achievement (R = 0.886, R² = 0.786; p < 0.001). All three predictors contributed uniquely and significantly to achievement (p ≤ 0.006), with psychological needs demonstrating the largest standardized effect (β = 0.439), followed by self-esteem (β = 0.419) and self-actualization (β = 0.107). Multicollinearity diagnostics were within acceptable limits (VIF 2.46–2.92; tolerance 0.34–0.41). Demographic profiling showed broad participation across gender, age, residence, and travel distance, enabling comparisons between urban and rural students. The findings suggest that interventions supporting students’ basic needs, enhancing self-worth, and fostering growth-oriented goals may lead to measurable academic benefits, especially in resource-constrained rural contexts. Limitations include reliance on self-reports, provincial scope, and unmeasured contextual factors. Future research should test targeted, school-based support programs and monitor long-term outcomes across diverse regions. The implications for policy, teacher training, and resource allocation are also discussed.
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Le contrôle bibliographique ouvert
DOI retrouvé dans Crossref DOI retrouvé ; titre concordant.
- Titre Crossref
- The impact of psychological factors on the academic achievement of urban and rural students in Sichuan, China
- Date Crossref
- 26/09/2025
- Éditeur
- Innovative Research Publishing
- Type
- journal-article
Ce recoupement confirme des métadonnées liées au DOI. Il ne confirme ni la méthode ni les conclusions de l’étude, et il ne compte pas comme une seconde source scientifique indépendante.
Où se fait cette recherche
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INTI International University pays non établi dans la noticeUniversité ou école supérieure
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International Institute of Management and Business pays non établi dans la noticeUniversité ou école supérieure
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Shinawatra University pays non établi dans la noticeUniversité ou école supérieure
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INTI Intemational University pays non établi dans la noticeUniversité ou école supérieure
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Faculty of Business pays non établi dans la noticeUniversité ou école supérieure
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Faculty of Health and Life Sciences pays non établi dans la noticeUniversité ou école supérieure
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Faculty of Liberal Arts pays non établi dans la noticeUniversité ou école supérieure
INTI International University, International Institute of Management and Business et Shinawatra University, avec 4 autres affiliations.
Une affiliation ne permet pas de déduire la nationalité d’un auteur.