Conceptual Framework on the Interplay Between Basic Psychology, Mental Health and Academic Performance
Abstract
Academic performance is a multidimensional parameter that extends beyond cognitive ability and includes emotional, behavioural, and psychological aspects of students’ learning. It is the product of the knowledge and skills students possess and is the basis for them to pursue a higher education and career as well as lifelong learning. While most of us think of cognitive capabilities as the main determinants of academic success, there is growing evidence that psychological characteristics and mental health are equally important as well. In this paper, we conceptualise the interplay of the basic psychological characteristics, such as cognitive skills, personality and motivation, and mental health factors (e.g., anxiety, depression and emotional well-being), and what influences students' academic achievement in school. By incorporating all of the psychological theories (i.e., Self-Determination Theory, Social Cognitive Theory and Broaden-and-Build Theory), we have developed an integrated theory to explain the interplay of psychological and mental health in academic achievement. This paper contributes to the literature through the application of these theoretical frameworks to show how self-efficacy, self-regulated learning, and affective states are the most important mediating factors in psychological attributes and mental health in academic achievement. It also challenges conventional educational paradigms in the sense that emotional well-being and psychological resilience are cognitive and academic success factors rather than just the outcome of an individual's achievement. This conceptual paper provides a powerful overview of psychological factors in academic performance and is very useful to students (and higher education institutions) and policymakers for improving student well-being and academic performance.
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