The Link Between Adolescent Mental Features and School Success

Aim. To identify groups of adolescents with different levels of stress, academic motivation, cognitive difficulties, and life satisfaction and to characterise them in terms of academic performance.

Methodology. The study involved 73 adolescents (average age: 13 years old). The methods to assess academic motivation, cognitive difficulties, and life satisfaction, and perceived stress level were used. Statistical analysis included correlation and cluster analysis.

Results. Three stable groups of adolescents were identified, differing in their combination of motivational, emotional, and stress characteristics. The most resourceful group is characterised by high motivation and life satisfaction with moderate to low stress levels. The most vulnerable group combines low motivation, high stress, and pronounced cognitive difficulties.

Research implications. Psychological work with adolescents experiencing academic problems should consider their individual characteristics, stress level, and the nature of their academic difficulties. A well-designed educational environment contributes to increased academic motivation, stress resilience, and successful socialisation in adolescents. Cluster analysis helps identify atrisk groups and develop individualised support strategies, thereby increasing the effectiveness of psychological interventions.

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