Students' emotional well-being and academic performance: A correlational study

The study was conducted using the descriptive-correlational method. Employing random sampling and Slovin's formula, a total of 365 undergraduate students of SPAMAST were the subjects of the study. Descriptive statistics were used to describe the socio-demographic profile, level of mental health, and academic performance of the students. Spearman correlation was utilized to investigate the relationship between the variables. Structural Equation Modeling (SEM) generated the structural model that best fits mental health and academic performance. Results revealed that the respondents have positive mental health and satisfactory academic performance. Through correlational analysis, results showed that emotional, social, and psychological well-being have no significant relationship to academic performance. Further, a structural equation model that best fits mental health and academic performance revealed that social and psychological well-being positively influences academic performance. In contrast, emotional well-being has a negative influence. Moreover, it was revealed that emotional well-being was highly correlated with social and psychological well-being. At the same time, social well-being is highly correlated with psychological well-being. Hence, cultivating any of these factors will significantly enhance the other factors. The obtained best-fit model can explain 28% of the data being considered for the study.

This study endeavors to determine the connection between emotional well-being and academic performance among college students at FEU Roosevelt. Using a correlational quantitative research design, the study aims to determine the strength and direction of the correlation between the students’ emotional well-being measured by the Warwick-Edinburgh Mental Well-being Scale (WEMWBS), and their academic achievement measured via self-reported Grade Point Average (GPA). The respondents were randomly selected by stratified random sampling from different academic programs, including very competitive ones such as Business Administration and Information Technology. An internet-based self-report survey was used for data collection, and descriptive statistics and the Pearson product-moment correlation coefficient were used for data analysis using SPSS. An inverse correlation exhibiting high significance was found between emotional well-being and academic performance; students who study in more demanding programs show lower emotional well-being and poorer academic performance. These results are in line with current literature which identifies stress and emotional tension as contributory factors to academic failure, especially in high-stress academic environments. The research highlights the importance of universities adopting proactive mental health care and providing individualized interventions for high-stress courses, particularly for students enrolled in such courses. This study contributes to the body of knowledge about emotional well-being and academic performance in Philippine tertiary institutions.

Extensive research has demonstrated the positive relationship between parental expectations and adolescents’ academic performance. However, little attention has been paid to the negative influence of parental expectations on adolescents’ emotion well-being. The present study investigated the effects of high parental expectations on both academic performance and depression of adolescents. In addition, it also explored whether these relationships could be mediated through adolescents’ value of academic success, self-efficacy, and supports from parents and school. The sample consisted of 872 adolescents from secondary schools in Hong Kong and the results revealed that high parental expectations were positively associated with adolescents’ academic performance and also positively associated with their depression. The mediating roles of adolescents’ value of academic success and school support frequency were also confirmed. This study provides some implications for parenting practice by clarifying the complex roles of parental expectations and the need for social support for adolescents.

This study examines the impact of teachers' verbal aggressiveness on high school students’ academic performance, emotional well-being, and classroom engagement, addressing a critical gap in understanding how negative teacher behavior impacts students. Using a quantitative correlational design, data were collected through a 20-item Likert scale questionnaire completed by 70 high school students from diverse academic streams. The findings reveal that verbal aggression by teachers has significant adverse effects, with students reporting decreased motivation, academic disengagement, and negative emotional impacts such as anxiety and low self-esteem. Public humiliation emerged as particularly damaging, leading to feelings of resentment and vulnerability to bullying. Conversely, positive teacher behaviors, such as praise and encouragement, were strongly associated with improved classroom participation, enhanced motivation, and better academic outcomes. The study highlights the urgent need for professional development programs that equip teachers with effective communication skills and awareness of the psychological impact of their behaviors. Creating a respectful and supportive classroom atmosphere can mitigate the harmful effects of verbal aggression, fostering student engagement, emotional resilience, and academic success.

The study examined the mediating effect of parental involvement on the relationship between mental health awareness and academic performance among Junior High School students in Mulanay District I, Division of Quezon. Using a quantitative descriptive-correlational design, data were collected from 646 students and their parents through validated questionnaires and a data retrieval form. Statistical analyses, including Spearman's Rank-Order correlation coefficient, mediation analysis, analysis of variance, and coefficient analysis, were used to determine the associations among variables. Results indicated that students demonstrated high levels of mental health awareness and satisfactory to very satisfactory academic performance. Parental involvement—particularly in financial and moral support—was also high. Findings revealed significant positive correlations among mental health awareness, parental involvement, and academic performance, with parental involvement serving as a mediating factor. The study highlights the crucial role of parents in strengthening students' emotional well-being and learning outcomes. Consequently, a Parental Therapeutic Approach was proposed to enhance family engagement and promote holistic student development.

Transitioning from high school to medical college presents various psychological challenges for students, including alexithymia, a condition characterized by difficulties in identifying and expressing emotions. This study investigates the prevalence of alexithymia among medical students in Peshawar, Pakistan, and explores its potential impact on academic performance. Objective: To determine the prevalence of alexithymia among medical students, compare alexithymia levels across different academic years, and assess its association with academic performance. Methods: A descriptive cross-sectional study was conducted at Khyber Medical College, Peshawar, from September 2023 to September 2024, involving 227 medical students. Alexithymia was assessed using the Toronto Alexithymia Scale (TAS-20). Academic performance was measured based on annual marks and attendance. Data were analyzed using descriptive statistics, t-tests, and chi-square tests. Results: The study found that 122 (52.4%) students exhibited alexithymia, with a higher prevalence among female students (57.3%, n = 70 out of 122). Despite the notable prevalence of alexithymic traits, no significant association was observed between alexithymia and academic performance (p = 0.47). Most participants reported that emotional difficulties did not affect their studies, and very few sought psychiatric consultation or took leave due to emotional disturbances. Conclusion: Alexithymia is prevalent among medical students in Peshawar, particularly among females. However, the lack of a significant impact on academic performance suggests a level of resilience in students. Further research into coping strategies and support systems is recommended. Addressing alexithymia within medical education may improve both emotional well-being and academic outcomes.

This paper has explored the perceived parental pressure, exam anxiety, and emotional well-being amongst secondary school children in Sargodha, Pakistan. The study’s objectives include to investigate the perceived levels of parental pressure, exam anxiety, and emotional well-being among secondary school students. Quantitative cross-sectional survey design was used, and 240 students (Grades 9 and 10) were sampled by using multistage sampling. Data collection was done using three research instruments, which included the Parental Pressure Scale, Exam Anxiety Scale, and Emotional Well-Being Scale. Those were descriptive statistical analyses (frequency, percentages, mean scores, and standard deviations). The findings showed that there was a lot of pressure on the parents, especially in terms of high-grade expectations. There was also extensive exam anxiety as students complained of psychological (e.g., worry, memory blanking) and physical (e.g., racing heart) symptoms. Although the overall outcome of the questions revealed that students were usually experiencing positive emotional well-being, including enjoying learning and being proud of their accomplishments, the academic stress and trouble with their personal life caused by schoolwork were also common. One of the major discoveries was the dual and sophisticated role of parental influence, which was a stressor, yet it was a support of personal passions to many. The research paper concludes that high parental expectations and exam anxiety are the major factors that put pressure on the emotional health of students. The report highlights the need for intervention measures and recommends that schools be given stress management programs, awareness workshops for parents, and curriculum changes that will promote a healthier balance between academic performance and mental health.

Introduction: satisfaction with life plays a crucial role in students' academic and personal experience as it can influence their academic performance, emotional well-being, and adaptation to the higher education environment.Objective: to determine whether resilience, perceived social support, and self-esteem predict satisfaction with life in Peruvian pre-service teacher education students.Methods: a quantitative, observational, analytical, predictive, and cross-sectional study was conducted. The sample consisted of 215 students of both sexes who were administered the Connor-Davidson Resilience Scale Short Form, the Social Support Perception Scale, the Rosenberg Self-esteem Scale, and the Satisfaction with Life Scale, instruments with adequate psychometric properties. Regarding statistical methods, Pearson correlation coefficient was used, followed by multiple linear regression analysis.Results: multiple regression analysis showed a good fit for the model (F=78,319; p<0,05), indicating that resilience (β=0,103; p<0,05), perceived social support (β=0,268; p<0,05), and self-esteem (β=0,274; p<0,05) explained 52 % of the total variance of the satisfaction with life variable.Conclusions: resilience, perceived social support, and self-esteem predict satisfaction with life in Peruvian pre-service teacher education students. Therefore, it is recommended to foster an institutional culture that values and promotes students' emotional well-being, providing psychological and emotional support resources and services

Emotional well-being is very important to mental health, interpersonal interactions and academic performance. This Graduation Project explored the relationship between emotional well-being, self-concept and basic psychological needs in a group of 104 primary school students in the Autonomous Community of the Basque Country. The aim of the study was to analyse and compare these variables, considering sex as a factor, and to explore the predictive capacity of self-concept and basic psychological needs in relation to student well-being. To this end, we developed an ad-hoc questionnaire comprising four Likert-type scales to determine participants’ degree of well-being, self-concept and basic psychological needs. The results obtained reveal the need to continue analysing and exploring these constructs in order to determine whether or not there is a relationship between the three variables studied.

The academic and social transitions of transferee learners are critical determinants of their success in a new school environment. This study aimed to examine the correlation between the transfer experiences of junior high school students and their levels of engagement and sense of belongingness at Valencia National High School. It aimed to know how these aspects are associated with students' academic achievement and social adjustment. There is an increasing number of transferee students in the Philippine educational context, many of whom experience difficulties in academic adjustment, integration, and emotional well-being. It is important to know their experiences in developing school-based interventions that support inclusive education and fair learning opportunities. Using a descriptive-correlational research design, quantitative data were gathered through structured survey questionnaires administered to 313 transferee students from Grades 7 to 10. The study assessed variables such as academic and social engagement, coping mechanisms, acceptance, and sense of belongingness. Findings revealed that while most students reported positive transitions, issues with academic adjustment and social connectivity persist. A significant correlation was found between transfer experiences, engagement, and sense of belongingness, with belongingness being the strongest predictor of student engagement. The influences were teacher support, peer relationships, and institutional programs such as orientation and mentoring. The findings suggest that enhancing school support systems with a focus on relationship development and emotional safety will yield better academic performance and integration for transferee students. The study, therefore, contributes to developing responsive educational practices and policies to sustain student mobility and to foster inclusive learning environments.

Background: Sleep is a vital aspect of a child\'s development, impacting physical health, emotional well-being, and academic performance. This study delves into the prevalence of sleep problems among children, their association with demographic factors and sleep-related habits, and the potential influence on academic performance. Methods: A cross-sectional study involving 198 boys and girls between the ages of 2 and 16 was conducted in Riyadh, the Western and Eastern Provinces. An online questionnaire, divided into six parts focusing on personal data, the quality of sleep, the relationship between trouble sleeping or resisting normal sleeping and the regularity of sleeping, sleeping and resting hours during weekdays and weekends, and the educational level, was administered. The data were analyzed using SPSS, with statistical significance tests used for data analysis. Results: The findings revealed that bedtime resistance was the most prevalent sleep issue, affecting over half of the participants, followed by sleep-onset delay and bedtime fears. Notably, a significant percentage of children reported not getting enough sleep and experiencing daytime fatigue, indicating potential sleep-related challenges within the cohort. Factors such as interrupted sleep, sleep talking, and difficulty waking up on weekdays and weekends exhibited significant age-related differences. Co-sleeping with parents was most common among the youngest children.. The study found that children who reported sleeping a lot due to various sleep-related issues tended to have lower academic performance. Sleep duration on both weekdays and weekends also correlated with academic outcomes. Conclusion: The study highlights the prevalence of sleep problems among children and their potential consequences for academic performance. The findings emphasize the importance of addressing these sleep-related challenges to support better educational outcomes in this demographic.

This article explores the importance of emotional education in the comprehensive development of students, addressing its impact on academic performance, emotional well-being, and social skills. Through research conducted with high school students in Guayaquil, Ecuador, the effectiveness of an emotional education program was analyzed. The results showed significant improvements in emotional competencies such as self-regulation and empathy, as well as in students' overall well-being. Additionally, students who participated in the program demonstrated better academic performance and more positive social behavior, supporting the idea that emotional education is fundamental to academic and personal success. The findings suggest that integrating emotional education into school curricula can have lasting positive effects on students' lives, enhancing both their personal development and academic performance.

Purpose This research paper is intended to find out the impact of social media addiction on the academic performance of students pursuing higher education directly and indirectly by means of the mediation role of mental health and emotional distress. By combining psychological and behavioural theories, the study aims to reveal the indirect mechanisms through which overuse of social media influencing the academic performance of students in higher education institutions or universities. Design/methodology/approach A structured questionnaire was developed and shared with students at various universities in India through a convenience sampling technique. The analysis was conducted using the Partial Least Squares Structural Equation Modelling (PLS-SEM) in Smart PLS 4. Findings The results reflected that social media addiction has a significant negative direct effect on academic performance and an additional indirect effect and hence results in the deteriorating mental health of students, confirming a psychologically mediated pathway. Practical implications The study offers implications to policy-makers, teachers and counsellors to develop interventions that enhance digital health and emotional wellbeing and thus, improve academic achievements of students. Originality/value The paper is one of the limited empirical studies in the education domain to test a mediation model in which social media addiction predicts academic performance through students’ mental health.

This study examines empathy in Black/African American undergraduate students at a Historically Black College (HBCU) after the COVID-19 pandemic. Prior research suggests empathy benefits communication, emotional well-being, and academic performance. However, less is known about student empathy, particularly among Black students at HBCUs. We surveyed 63 students to assess empathy using the Interpersonal Reactivity Index (IRI). Results showed variations in empathy dimensions, with empathic concern and personal distress negatively correlating with academic performance. These findings require further investigation with a larger sample size. The study contributes to understanding empathy’s role in academic success for Black/African American students at HBCUs.

This study utilized a descriptive-correlational design to investigate the relationship between the extent of peer, teacher, and school support systems and learners’ academic performance in special education. Data were gathered from teachers regarding their demographics, training, and the dimensions of support provided. Findings revealed that while peer and teacher support systems were highly rated for fostering collaboration, motivation, and emotional well-being, school support received lower ratings due to resource challenges. Learners demonstrated "Very Satisfactory" performance in English, Mathematics, and Science. However, statistical analyses showed no significant relationship between the support systems and academic performance in these subjects, suggesting other factors may influence outcomes. Recommendations include enhancing resource provision, strengthening peer support programs, offering continuous teacher training, and fostering stakeholder collaboration. Additionally, action research is recommended to identify effective strategies and interventions for improving academic performance and support systems in inclusive education settings.