The Relationship between Emotional Well-Being and Academic Performance in a University/College Setting
DOI:
https://doi.org/10.54536/ajebi.v4i2.5279Keywords:
Academic Performance, Correlational Study, Emotional Well-Being, Mental Health, Philippines, University StudentsAbstract
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.
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Copyright (c) 2025 Edelfin P. Tan, Jerick M. Quintua, Leonessa J. Cortes
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