A CONCEPTUAL MODEL FOR EARLY IDENTIFICATION OF ACADEMIC VULNERABILITY: INTEGRATING PSYCHOLOGICAL PREDICTORS INTO THE ACADEMIC PROFILE SCREENING MODEL (PSA)

<doi>10.24250/jpe/SI/2026/PS/</doi>

Abstract

Early identification of students at risk of academic
disengagement has become an increasingly important priority
in higher education, reflecting a shift from reactive
explanations of university dropout toward preventive
approaches that promote academic persistence. Although
contemporary research has identified several psychological
factors associated with successful academic adjustment,
existing studies typically examine these variables
independently, with limited attention to their integration into a
comprehensive conceptual framework for preventive
screening.This theoretical paper addresses this gap by
analysing four psychological dimensions consistently
associated with academic persistence—academic resilience,
academic self-efficacy, university adjustment, and academic
belonging—and integrating them into the Academic Profile
Screening Model (PSA), a conceptual framework designed to
support the early identification of academically vulnerable
students. Building upon these dimensions, the paper also
proposes the Academic Vulnerability Index (AVI) as a
conceptual indicator intended to synthesise information derived
from the assessment of psychological resources and university
integration. Possible approaches to operationalising the model
through validated psychological instruments are discussed,
together with implications for university counselling services
and institutional retention policies. Rather than proposing a
diagnostic or psychometric tool, the PSA is presented as a
conceptual framework that may guide future empirical research
and the development of preventive screening strategies in
higher education. The proposed model contributes to the
growing emphasis on prevention in educational psychology by
offering an integrated conceptual perspective on academic
vulnerability and providing a foundation for future validation studies and evidence-informed interventions aimed at
supporting student persistence and success.