Academic Performance Motivation: Assessment and Relationship to Mental Health and Academic Achievement

Abstract Background Adolescence is a period during which physical, social, and mental abilities are rapidly developed, and during this time the family environment plays an important role. Differences in health behaviors, mental health, and academic achievement by family structure may affect future families, income, and employment. The purpose of the study was to investigate the association of family structure with health behaviors, mental health, and academic achievement in Korean adolescents. Method Data from the 2018 Korean Youth Risk Behavior Web-based Survey were analyzed. The study sample was comprised of 59,096 adolescents. Logistic regression, t-tests, and a variance analysis of a complex sample general linear model were used to examine the association of family structure with health behaviors, mental health, and academic achievement. The significance level was set at P < 0.05.Results Non-intact families (single-mother families, single-father families, and restructured families) had higher odds ratios of health behaviors such as smoking, drinking, Internet use, physical activity, and sexual experience, and mental health issues such as depression, suicidal ideation, perceived stress, and poor perceived health status than intact families (two-parent families). Also, non-intact families were significantly related to low perceived academic achievement compared to intact ones.Conclusion This study showed that family structure is a significant factor in adolescent health behavior, mental health, and perceived academic achievement. Adolescents who experience a transition in their family structure may be more vulnerable to health risks and exhibit lower academic achievement than those in an intact family.

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Physical activity, mental health and academic achievement: A cross-sectional study of Norwegian adolescents

Mental Health and Physical Activity ◽

10.1016/j.mhpa.2020.100322 ◽

2020 ◽

Vol 18 ◽

pp. 100322 ◽

Cited By ~ 1

Author(s):

Ingeborg Barth Vedøy ◽

Sigmund Alfred Anderssen ◽

Hege Eikeland Tjomsland ◽

Knut Ragnvald Skulberg ◽

Miranda Thurston

Keyword(s):

Mental Health ◽

Physical Activity ◽

Academic Achievement ◽

Cross Sectional Study ◽

Sectional Study ◽

Cross Sectional ◽

Health And Academic Achievement

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Positive Mental Health and Academic Achievement in Elementary School: New Evidence From a Matching Analysis

Educational Researcher ◽

10.3102/0013189x19848724 ◽

2019 ◽

Vol 48 (4) ◽

pp. 205-216 ◽

Cited By ~ 7

Author(s):

Meredith O’Connor ◽

Dan Cloney ◽

Amanda Kvalsvig ◽

Sharon Goldfeld

Keyword(s):

Mental Health ◽

Academic Achievement ◽

Propensity Score Analysis ◽

Positive Mental Health ◽

Early Years ◽

Score Analysis ◽

Grade 3 ◽

New Evidence ◽

The Relationship ◽

Health And Academic Achievement

Previous research suggests that gains in positive mental health (often termed flourishing, wellbeing, or competence) is associated with stronger academic achievement. This study examines the relationship between positive mental health at school entry and academic achievement at Grade 3, drawing on a representative sample of Australian children with linkage to results of standardized academic testing. Propensity score analysis was used and small positive associations were found between positive mental health and most academic outcomes. Associations were modest in size but sustained over the 3-year period and were similar across a range of academic skills. Future intervention research should assess the potentially wider ranging impact of targeting positive mental health outcomes in the early years of schooling.

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Media use, attention, mental health and academic performance among 8 to 12 year old children

PLoS ONE ◽

10.1371/journal.pone.0259163 ◽

2021 ◽

Vol 16 (11) ◽

pp. e0259163

Author(s):

Pedro Cardoso-Leite ◽

Albert Buchard ◽

Isabel Tissieres ◽

Dominic Mussack ◽

Daphne Bavelier

Keyword(s):

Mental Health ◽

Academic Achievement ◽

Academic Performance ◽

Digital Media ◽

Video Game ◽

Psychosocial Functioning ◽

Technology Use ◽

Partial Correlation ◽

Media Consumption ◽

Correlation Analyses

The rise in digital media consumption, especially among children, raises the societal question of its impact on cognition, mental health and academic achievement. Here, we investigate three different ways of measuring technology use-—total hours of media consumed, hours of video game play and number of media used concurrently—-in 118 eight-to-twelve year-old children. At stake is the question of whether different technology uses have different effects, which could explain some of the past mixed findings. We collected data about children’s media uses as well as (i) attentional and behavioral control abilities, (ii) psychological distress, psychosocial functioning, and sleep, and (iii) academic achievement and motivation. While attentional control abilities were assessed using both cognitive tests and questionnaires, mental health and sleep were all questionnaire-based. Finally, academic performance was based on self-reported grades, with motivational variables being measured through the grit and the growth-mindset questionnaires. We present partial correlation analyses and construct a psychological network to assess the structural associations between different forms of media consumption and the three categories of measures. We observe that children consume large amounts of media and media multitask substantially. Partial correlation analyses show that media multitasking specifically was mostly correlated with negative mental health, while playing video games was associated with faster responding and better mental health. No significant partial correlations were observed for total hours on media. Psychological network analysis complement these first results by indicating that all three ways of consuming technology are only indirectly related to self-reported grades. Thus, technology uses appear to only indirectly relate to academic performance, while more directly affecting mental health. This work emphasizes the need to differentiate among technology uses if one is to understand how every day digital consumption impacts human behavior.

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Relation between Student Mental Health and Academic Achievement Revisited: A Meta-Analysis

Health and Academic Achievement - New Findings ◽

10.5772/intechopen.95766 ◽

2021 ◽

Author(s):

Gokhan Bas

Keyword(s):

Mental Health ◽

Academic Achievement ◽

Significant Relationship ◽

Positive Relationship ◽

Meta Analysis ◽

Analysis Model ◽

Publication Type ◽

Group Variation ◽

The Relationship ◽

Health And Academic Achievement

In the present research, the relationship between mental health and academic achievement in adolescents was investigated. The research adopted meta-analysis model to investigate the relationship between these two phenomena. In the meta-analysis, 13 independent studies were included, and their data were combined to display effect sizes. According to the result of the research, it was indicated that there was a positive relationship between mental health and academic achievement. Also, it was revealed that there was no significant relationship within sub-group variation in the relationship between mental health and academic achievement in terms of year of publication, publication type, community, and sample size, but not the setting.

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