Psychological Factors Influencing Achievement of Senior High School Students

Abstract

Numerous factors are proposed to affect high school students’ academic achievement; however, these factors may not reveal all possible causal relationships. This study conducted path analysis to examine the direct and indirect effects of interpersonal relationships, life satisfaction, self-esteem, anxiety, and depression on the academic achievement of senior high school students. Two hundred and eighty-five students from five schools in Chiang Mai, Thailand, aged 14–19 years, were included for data analysis. The fit indices of all models were in agreement with the empirical data. Anxiety levels had a significantly positive direct effect on achievement, whereas depression had a negative direct effect on achievement. Additionally, self-esteem, life satisfaction, and interpersonal relationships had negative indirect effects on depression and anxiety. A program that stimulates the optimal and appropriate level of anxiety may be useful. An appropriate level of anxiety appeared positively related to academic achievement, but a high level of anxiety relatively influenced the incidence of depression. Thus, encouraging self-esteem, interpersonal relationships, and life satisfaction can promote academic ability and decrease the risk of depression. Further well-designed and large sample-size studies should be conducted to confirm these findings. The interplay of all studied factors may account for the variation in academic achievement, depression, and anxiety of 11.60%, 42.80%, and 17.60%, respectively.

Interplay of polygenic liability with birth-related, somatic, and psychosocial factors in anorexia nervosa risk: a nationwide study

“…For psychosocial risk factors, these interactions may be due to the presence of personality features associated with the development of AN and high educational/income attainment, such as perfectionism (Cassin & von Ranson, 2005;Madigan, 2019), autonomy (i.e. independence, control, and need for achievement; Cassin & von Ranson, 2005; de la Fuente, Malpica-Chavarria, Garzon-Umerenkova, & Pachon-Basallo, 2021; Shi & Qu, 2021), neuroticism/anxiety (Kienngam et al 2022;Marzola, Porliod, Panero, De-Bacco, & Abbate-Daga, 2020;Tucker-Drob, Briley, Engelhardt, Mann, & Harden, 2016), and harm avoidance (Cassin & von Ranson, 2005). The limited number of interactions observed in the present study should be interpreted in light of the challenges of using PRS to examine interactions: namely, limited statistical power and the potential that phenotypic PRS may not necessarily capture genetic variations associated with differential exposure to risk factors (Zhang & Belsky, 2022).…”

The Influence of Psychological Aspects on Student Success in the Indonesian Medical Doctor National Competency Examination (Ukmppd) at a Medical Faculty

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“…Moreover, the influence that physical activity has on the psyche of healthy growing and developing children is greater and more significant in the formation of tomorrow's adult. Positive childhood experiences, such as good family relationships, belonging to a group, integration in school or a sports team, can prevent adolescents from developing depression and anxiety (Kienngam, Maneeton, Maneeton, Pojanapotha, Manomaivibul, Kawilapat, & Damrongpanit, 2022). The particularity of psychomotor activities carried out constantly and systematically develops thinking, memory, attention and the spirit of observation.…”