Psychosocial Factors and Academic Outcomes Among Undergraduate Students: Evidence from Luawms, Balochistan

University students increasingly face psychosocial challenges that may undermine their academic outcomes, particularly in low‑resource contexts where institutional support is limited. This study examines three psychosocial predictors of student performance at Lasbela University of Water, Agriculture and Marine Sciences (LUAWMS), Balochistan: anxiety, perceived social support, and life satisfaction. A cross‑sectional quantitative survey design was used with undergraduate students (N = 263). Standardized self‑report measures were employed, including the GAD‑7 for anxiety (Spitzer et al., 2006), alongside validated scales for perceived support and life satisfaction. Academic outcomes were operationalized using self‑reported CGPA (last semester) and two performance indicators (academic achievement and academic success). Bivariate correlations indicated that anxiety was negatively associated with CGPA (r = −0.589), whereas support and life satisfaction were positively associated with achievement and CGPA (support–CGPA r = 0.723; life satisfaction–CGPA r = 0.813). Regression analyses further showed that a one‑unit increase in anxiety predicted a 0.65 decrease in CGPA (β = −0.650, p < .001), while life satisfaction predicted higher CGPA (β = 0.846, p < .001) and academic success (β = 0.245, p < .001), and perceived support predicted higher academic achievement (β = 0.429, p < .001). Findings highlight the dual importance of reducing distress and strengthening positive psychosocial resources to improve academic outcomes. Policy and practice implications are discussed for student support services and preventative interventions in Pakistani higher education.