Psychological Security and Academic Achievement among Undergraduate Students: Gender and Residential Background Differences
DOI:
https://doi.org/10.31305/rhimrj.2026.v13n09.003Keywords:
Psychological Security, Psychological Insecurity, Gender, Academic AchievementAbstract
Psychological security is a fundamental component of students' emotional well-being and plays a significant role in their academic adjustment, motivation, and educational success. The increasing recognition of mental health and psychosocial well-being in higher education has highlighted the need to examine psychological security among undergraduate students. The present study investigated psychological security–insecurity and academic achievement among undergraduate students of Cluster University Srinagar with special reference to gender and residential background. A descriptive survey research design was employed, and a stratified random sample of 140 undergraduate students was selected from four constituent colleges of Cluster University Srinagar. Data were collected using the Security–Insecurity Inventory developed by Sinha and Singh, while academic achievement was assessed through university examination scores. The collected data were analyzed using descriptive statistics and inferential techniques including mean, standard deviation, independent-samples and t-test. The findings revealed no statistically significant differences in psychological security between male and female students or between rural and urban students. However, significant gender differences were observed in academic achievement, whereas residential background showed limited influence on academic performance. The findings suggest that undergraduate students experience comparable levels of psychological security irrespective of demographic background, while academic achievement is influenced by additional educational and contextual factors. The study highlights the importance of promoting psychologically supportive educational environments, strengthening institutional counseling services, and integrating student well-being into higher education policies. The findings contribute to the limited literature on psychological security among undergraduate students in Jammu and Kashmir and provide useful implications for educators, counselors, and policymakers.
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