Psychological Foundations Of The Relationship Between Students’ Attention Stability And Academic Performance
Abstract
This article provides a theoretical and empirical analysis of the psychological relationship between students’ attention stability and academic performance. In the context of modern higher education, students are required to process large amounts of information, maintain concentration during lectures, independently master academic materials, and demonstrate stable cognitive activity in assessment situations. Attention stability is considered one of the key psychological mechanisms that ensures the continuity, accuracy, and productivity of learning activity. The study aims to determine the level of attention stability among university students and to identify its relationship with indicators of academic performance. The empirical study was conducted among 120 university students. Attention stability was assessed using a psychodiagnostic attention stability test based on correction-task principles, while academic performance was evaluated through students’ grade point average and self-reported learning efficiency indicators. The obtained data were processed using IBM SPSS Statistics. Descriptive statistics, Pearson correlation analysis, and linear regression analysis were applied. The results showed a statistically significant positive relationship between attention stability and academic performance. Students with high attention stability demonstrated higher academic achievement, better learning efficiency, and fewer concentration difficulties during educational activities. The findings confirm that attention stability is an important cognitive and psychological predictor of academic success in higher education.