The Relationship Between Psychological Security and Academic Performance Among University Students

Objective: This study aimed to assess the level of psychological security among female university students and examine its relationship with self-reported academic performance. Methods and Materials: A cross-sectional, correlational design was employed using a stratified random sample of 400 female undergraduate students enrolled in the College of Education for Women at the University of Baghdad. Data were collected using two self-report instruments: the Psychological Security Scale (Shuqair, 2005) and a self-constructed Academic Performance Questionnaire. Reliability and validity were assessed, and data were analyzed using descriptive statistics, independent samples t-tests, and Pearson correlation coefficients. Findings: The findings indicated that the sample exhibited moderate to high levels of psychological security. A statistically significant positive correlation was found between psychological security and academic performance (r=0.75, p<0.01). Significant differences were also observed in psychological security and academic performance based on academic year and specialization, favoring fourth-year and scientific-specialization students. Conclusion: Psychological security appears to be a strong predictor of perceived academic performance among female university students. Enhancing students’ psychological well-being may lead to better academic outcomes. However, further studies using objective academic data and a more diverse sample are recommended.