Students' emotional well-being and academic performance: A correlational study

Emotional well-being among secondary school students is crucial for their psychological and cognitive development. However, little attention has been focused on the correlation between students' emotional well-being and academic performance in Kenyan secondary schools. The study sought to determine the relationship between students' emotional well-being and academic performance. A correlational research design and probabilistic sampling procedures were used in this study. A sample of 357 Form Two students was randomly selected from 13 public secondary schools. Data were collected using an adapted Positive Affect and Negative Affect Schedule and document analysis. Data analysis was performed using correlation and regression. The findings revealed a significant positive relationship between students' emotional well-being and academic performance (β = 0.3698∗∗, p=0.000). Also, a significant positive relationship was found between students' positive emotions and academic performance (β = 0.430∗∗, p=0.000). Conversely, a significant negative relationship was found between students’ negative emotions and academic performance (β = −0.2858∗∗, p=0.000). These findings imply that higher emotional well-being leads to better academic performance. Therefore, enhancing positive emotions and reducing negative emotions among the students leads to better academic performance. The findings will potentially inform and guide educational policies on incorporating school programs designed to foster emotional well-being among students for improved academic performance.