The Influence of the School Psychological Environment on Academic Achievement Among Grade 10 Students in Banten, Indonesia

The psychological environment of a school has been widely recognized as a critical determinant of students’ motivation, engagement, and academic achievement. Although international research has consistently demonstrated the importance of teacher support, emotional safety, social relationships, and classroom climate in shaping learning outcomes, empirical evidence from the Indonesian senior high school context remains limited. This study examines the relationship between the school psychological environment and academic achievement among Grade 10 students in public senior high schools in Banten Province, Indonesia. A quantitative correlational design was employed, involving a purposive sample of 49 students from nine senior high schools. The school psychological environment was assessed using a five-point Likert-scale questionnaire, while academic achievement was measured using documented semester-based average scores in Mathematics and Indonesian language. Data were analyzed using tests of normality and linearity, Spearman’s rho correlation, and inferential t-tests. The findings indicate that the school psychological environment was perceived as generally positive, whereas students’ academic achievement predominantly fell within the moderate range. The Spearman’s rho analysis revealed a strong and statistically significant positive association between the school psychological environment and academic achievement (ρ = 0.531, p < 0.001). This relationship was further supported by the t-test results (t = 5.49, p < 0.05), leading to the rejection of the null hypothesis. These results suggest that a more supportive and psychologically conducive school environment is associated with higher student academic achievement. However, the predominance of moderate learning outcomes indicates the influence of additional factors beyond the psychological environment. Theoretically, this study contributes to the literature on school climate and academic achievement in developing educational contexts. Practically, the findings underscore the importance of strengthening teacher support, emotional safety, social relationships, and school policies to enhance learning quality in Indonesian senior high schools, particularly in the Banten region.