Abstract
<jats:p>This article presents the results of an empirical study aimed at identifying the socio-psychological determinants of students’ subjective academic success. The test battery comprised techniques to assess social perception (the Basic Self-Esteem scale), interpersonal relationships, perceived social support (the Multidimensional Scale of Perceived Social Support [MSPSS], the DIALOG scale), socio-psychological adaptation to the study group and educational activities, as well as personal resources (hardiness, dispositional optimism), and types of academic motivation. Group differences were analyzed using the Mann–Whitney U test. The study showed that students who described themselves as academically successful scored significantly higher on basic self-esteem, hardiness, dispositional optimism, perceived social support from family and significant others, adapta-tion to the study group and educational activities, as well as the communicative competence and self-esteem measures. In contrast, students who consider themselves as unsuccessful showed higher levels of external motivation and amotivation. No significant differences were found concerning support from friends or the con-structiveness of interpersonal relationships. It is concluded that subjective academic success is determined by the quality of social ties, the degree of integration into the study group, and the communicative competence. The findings can be used to develop social and psychological support programs for university students.</jats:p>