The psychology of science, a sub-discipline of metascience, is the study of scientific thought and behavior. It examines how cognitive, emotional, and social factors influence researchers and their work. It plays a vital role in improving the scientific enterprise by addressing challenges such as bias in research and scientific misconduct as well as the mental health and wellbeing of researchers, recognizing their importance for sustainable scientific practice. By analyzing the interplay between researchers and their academic environments, psychologists can also contribute to broader discussions on social sustainability in academia. This poster highlights the three interrelated lines of inquiry that together reflect a psychological approach to the study of science. First, we examine how PhD candidates experience their academic environments, particularly in relation to career decision-making and identity formation. Second, we explore academic research values as psychological concepts that shape researchers’ behaviors, attitudes, and goals. Third, we investigate how psychological insights can inform policy on researcher assessment, with a focus on the dynamics of academic evaluation processes. While distinct in scope and method, all three lines of work are grounded in the (re-)emerging field of the psychology of science. Across them, we adopt a social sustainability lens - understanding academic environments not only as sites of knowledge production but also as social ecosystems in which long-term wellbeing, fairness, and inclusion are essential to lasting change. These projects aim to bridge the gap between academic research and institutional policymaking by translating psychological observations into actionable insights.