The impact of psychological factors on the academic achievement of urban and rural students in Sichuan, China

Abstract

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.