ABSTRACT
Student success in higher education is commonly associated with academic preparedness, financial stability, institutional support systems, and access to educational resources. However, an increasing body of literature suggests that psychological factors also play a significant role in shaping students’ academic experiences, persistence, and achievement. These psychological barriers are often less visible but can substantially influence students’ motivation, engagement, confidence, and willingness to seek academic support. This literature review examines key psychological factors that may hinder student success in higher education, including academic self-efficacy, fear of failure, imposter phenomenon, test anxiety and stress, sense of belonging, and reluctance to seek help. By synthesizing research across these domains, the review highlights how internal psychological challenges interact with academic and institutional environments to influence student outcomes. The article also discusses implications for higher education institutions, emphasizing the importance of addressing psychological dimensions of learning in advising, teaching practices, and student support services. Understanding these invisible barriers may help educators and institutional leaders develop more comprehensive strategies to promote student success, persistence, and completion.
Keywords: student success; higher education; psychological barriers; academic self-efficacy; fear of failure; imposter phenomenon; test anxiety; academic stress; sense of belonging; help-seeking behavior; student engagement; student persistence; academic achievement; mental health in education; student support services; learning motivation; retention and completion; holistic student development
https://doi.org/10.65494/pinagpalapublishing.228
