A Study Of Psychological And Environmental Factors Affecting Intelligence Of Higher Secondary School Students

Abstract

Intelligence has long been considered a central construct in psychology and education, as it plays a decisive role in students’ academic achievement, problem-solving ability, and overall adjustment in life. In contemporary educational contexts, intelligence is no longer viewed as a purely innate or fixed capacity but as a dynamic outcome of continuous interaction between psychological and environmental factors. The present paper is a conceptual study that attempts to analyze and explain the major psychological and environmental factors influencing the intelligence of higher secondary school students. Psychological factors such as motivation, emotional stability, self-concept, mental health, and learning habits, and environmental factors such as family background, school climate, socio-economic status, peer group, and cultural environment are critically examined. The paper argues that intelligence develops and functions within a complex psycho-social framework and cannot be understood in isolation from the learner’s environment. The higher secondary stage is a crucial developmental period marked by academic pressure, identity formation, and career-related decisions, making students especially sensitive to both internal and external influences. By synthesizing theoretical perspectives and findings from educational psychology, the paper highlights the need for a holistic and supportive educational environment that nurtures not only cognitive abilities but also emotional and social competencies. The study emphasizes the role of teachers, parents, and educational institutions in creating conditions that promote optimal intellectual development. It concludes that balanced attention to both psychological and environmental dimensions is essential for the effective development of students’ intelligence and overall personality.