IMPACT OF SCHOOL ENVIRONMENT AND PSYCHOSOCIAL DEVELOPMENT ON ACADEMIC PERFORMANCE OF GODFREY OKOYE UNIVERSITY STUDENTS

ABSTRACT This study examined the relationship between school environment, psychosocial development, and academic performance among undergraduates at Godfrey Okoye University, Enugu. Using a cross-sectional survey design, data were collected from 365 students through validated instruments assessing school climate, Erikson’s psychosocial stages (identity vs. role confusion, intimacy vs. isolation), and academic performance. Analysis using Pearson correlation and hierarchical multiple regression revealed significant positive associations among the variables. School climate emerged as the strongest single predictor of academic performance (β = .50, p < .001), accounting for 25% of the variance. The inclusion of psychosocial factors increased the model’s explanatory power to 44%, with identity (β = .26) and intimacy (β = .20) both contributing significantly. Age was a modest predictor; gender was non-significant. Findings highlight the critical role of supportive learning environments and psychosocial maturity in promoting academic achievement. The study recommends targeted interventions that integrate psychosocial support into institutional strategies to enhance student outcomes.