Assessment of the Relationship between Mental Health and Academic Achievement among Students in Kazakhstan.

IF 3 Q3 PSYCHOLOGY, CLINICAL
Health Psychology Research Pub Date : 2024-11-12 eCollection Date: 2024-01-01 DOI:10.52965/001c.125270
Guliya Yertukeshova, Bibianar Baizhumanova, Ulbossyn Tuyakova, Lyazzat Kulzhabayeva, Gulnara Jumagulova, Bakyt Zhigitbekova
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引用次数: 0

Abstract

Background: This study aimed to assess the relationship between mental health and academic achievements among 576 students from Astana and Aktobe, Kazakhstan. To achieve this goal, the following objectives were pursued: to evaluate the level of mental health and motivation within the studied sample, and to determine the level of correlation between the indicators. Additionally, deeper insights were attained by assessing the correlation between the indicators within the context of the field of study, age, nationality, gender, pre-university education level, and academic performance.

Methods: The study involved 576 students from L.N. Gumilyov Eurasian National University, Astana, and K. Zhubanov Aktobe Regional University, Aktobe. They were randomly selected for measuring the correlation between the two variables. Achievement motivation was measured using the Herman Achievement Motivation Test. Mental health was assessed using the 12-item General Health Questionnaire (GHQ-12). Potential predictors within the domains of the field of study, age, nationality, gender, pre-university education level, and academic performance were identified for the correlational analysis of the two indicators.

Results: The study revealed a significant negative correlation between students' achievement motivation and their mental health (r = 0.0038, p < 0.05). This implies that as the level of achievement motivation increases, the value of students' mental health decreases. Analysis of the correlational relationship with sample characteristics identified substantial differences in motivation and mental health depending on specialization, age, gender, pre-university education level, and academic performance. The variables most strongly correlated were motivation and mental health with age (p = 0.004 and p = 0.001), as well as gender with mental health (p = 0.003) and academic performance with motivation (p = 0.009).

Conclusions: The results deepen the community's understanding regarding the influencing factors and potential interactions with students' mental health and motivation.

哈萨克斯坦学生心理健康与学业成绩关系的评价
背景:本研究旨在评估来自哈萨克斯坦阿斯塔纳和阿克托别的576名学生的心理健康与学业成绩的关系。为实现这一目标,采取了以下目标:评估研究样本内的心理健康水平和动机,并确定指标之间的相关程度。此外,通过评估研究领域、年龄、国籍、性别、大学预科教育水平和学习成绩背景下指标之间的相关性,获得了更深入的见解。方法:研究对象为来自阿斯塔纳L.N. Gumilyov欧亚国立大学和阿克托别K. Zhubanov阿克托别地区大学的576名学生。他们被随机选择来测量两个变量之间的相关性。成就动机采用赫尔曼成就动机测验进行测量。采用12项一般健康问卷(GHQ-12)对心理健康进行评估。在研究领域、年龄、国籍、性别、大学预科教育水平和学业成绩等领域内,确定了潜在的预测因素,并对这两个指标进行了相关性分析。结果:学生成就动机与心理健康呈显著负相关(r = 0.0038, p < 0.05)。这意味着随着成就动机水平的提高,学生心理健康的价值降低。对样本特征的相关分析发现,动机和心理健康在专业、年龄、性别、大学预科教育水平和学习成绩方面存在实质性差异。动机和心理健康与年龄相关(p = 0.004和p = 0.001),性别与心理健康相关(p = 0.003),学习成绩与动机相关(p = 0.009)。结论:研究结果加深了社会各界对大学生心理健康和动机的影响因素及其潜在相互作用的认识。
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来源期刊
Health Psychology Research
Health Psychology Research PSYCHOLOGY, CLINICAL-
CiteScore
2.90
自引率
0.00%
发文量
63
审稿时长
15 weeks
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