The article is devoted to an urgent problem, in particular academic performance. This problem is of particular concern not only to participants in the educational process, but also to the scientific community of educators and psychologists. After all, academic performance is a multifaceted phenomenon of school life, therefore it requires comprehensive study. Therefore, the authors considered this problem not only as a social, pedagogical problem, but also as a major psychological problem. Based on the scientific literature, a detailed analysis of the factors, causes and conditions that negatively affect student academic performance has been carried out. In the course of the study, the teacher's communication style was identified as the main psychological factor in the academic performance of younger schoolchildren. The study used the methodology of the pedagogical communication style of teachers (A.B. Maysky and E.G.Kovaleva); the methodology for determining Phillips' school anxiety. Also, in order to identify students' academic performance, diagnostic work with subject teachers through conversations, questioning them, observing students and analyzing the classroom journal has become widespread.