The Impact of Mental Health on Students' Academic Performance

Abstract

The article is dedicated to examining the relationship between mental health and academic performance in students. The research utilizes the Diagnostic Self-Assessment Methodology for Psychological Conditions (based on H. Eysenck) and the Diagnostic Methodology for Achievement Motivation in Personality (by T. Ehlers). The study was conducted on 130 undergraduate students. The results show that there is a strong correlation between students' mental health and their levels of anxiety, frustration, rigidity and learning motivation, but no significant relationship with academic performance.However, based on the “Diagnostic Methodology for Personality in Achievement Motivation” survey (by T. Ehlers) conducted by the author, a strong correlation was identified between students' motivation for learning and their mental health. (r=0.864, p=0.005). It should also be noted that there is a significant correlation between gender differences among students, with the levels of anxiety, frustration, aggression and rigidity ( these are the factors affecting mental health) and their academic success (p=0.01; for female students, r=0.206*) produces a weak correlation. , r=0.208*, r=0.168**, r=0.188* and for male students, r=-0.206*, r=-0.208*, r=-0.168**, r=-0.188*). According to the results, the mental health of male students has a positive correlation ((p<0.05) (r=0.373*, r=0.336*)) with their academic performance, while for female students there is a negative correlation ((p<0.05) (r=-0.373*, r=-0.336*)). This suggests that as male students' mental health improves, their academic success rates (aggression (r=-0.206*), frustration (r=-0.208*), anxiety (r=-0.168*) and rigidity levels increase. (r=-0.188*) shows weak negative correlation). In contrast, among female students, academic success was found to be associated with slightly higher levels of aggression (r=0.206*), anxiety (r=0.208*), frustration (r=0.168*) and rigidity (r=0.188*). ).