Psychological Well-Being and Its Relation to Academic Performance of Students in Georgian Context

Abstract

Well-being is a dynamic concept that includes subjective, social, and psychological dimensions as well as health-related behaviors. It is often thought of as one of the hallmarks of the liberal arts experience, resulting from educational encounters that both guide students in the search for meaning and direction in life and help them realize their true potential. Research of students’ well-being is conducted in various countries, but it is the first study conducted in Georgia. The objectives of the studies were to test hypothesis, that because of social, political and economic conditions, and frequent reforms in educational system of Georgia, the majority of the students have high level of depression, low level of well-being, that is reflected on their academic performance. Within the framework of the research 252 students from wide variety of disciplines, of mean age 21 were surveyed. The study methods are Ryff well-being inventory which consists of series of statements reflecting the six areas of psychological well-being, combination with Coping Inventory for Stressful Situation (CISS), from Endler & Parker and, Kucher Adolescent depression scale (KADS-6).The Results of the study show, that majority of students have middle level of well-being, do not have depression and average self-evaluated academic performance. The research also revealed that the students, who have medium or high level of academic performance, have high index of well-being, purpose of life and personal growth on scale. Also, those students who carry task oriented coping strategy, have high index of well-being, and personal growth on the scale. But the students, who carry avoidance coping strategy, have high level of depression. Key words: academic performance, coping, depression, personal growth, purpose of life, student, well-being.

Development of Student Academic Performance Determinants Using Rasch Model Analysis

“…Based on region, the items containing a DIF were found in the psychological wellbeing factor (33 and 34), which positively influenced academic performance. This showed that higher psychological well-being led to greater academic performance (Turashvili & Japaridze, 2012). These results indicated the students with this factor possess a purpose in life and observe environmental difficulties as unproblematic challenges.…”

“…This shows that academic achievement is influenced by both internal and external factors. In this case, the internal factors affecting academic performance include self-efficacy (Akram & Ghazanfar, 2014;Lane & Lane, 2001), self-esteem (Iniama, 2004;Arshad et al, 2015), psychological well-being (Turashvili & Japaridze, 2012;Esteve, 2008), andprocrastination (Lakshminarayan et al, 2012). Meanwhile, the influential external factors include family and friends (Crosnoe et al, 2004).…”

“…This indicates that individuals with high selfesteem commonly have effective cognitive and coping strategies, to manage their potential in completing well-obtained tasks (Chouikrat, 2013). Psychological well-being is another factor affecting academic performance, whose high individual influence leads to the possession of life goals, selfdevelopment orientation, and good coping strategies (Turashvili & Japaridze, 2012). Meanwhile, procrastination is a factor negatively related to this performance.…”

Estudar onde é bom viver? Bem-estar subjetivo e qualidade de vida no ensino superior: o caso de estudantes brasileiros no Algarve

“…Oreopoulos, 2007). Neste sentido, o estudo do BES e da QV no ensino superior é essencial para conhecermos a forma como os alunos estabelecem, ou não, metas e objetivos na sua vida, criam redes sociais e se tornam ativos e autónomos, facto que pode conduzir à diminuição do abandono escolar (Turashvili & Japaridze, 2012).…”

State of Psychological well-being of students during Lockdown due to Covid-19 Pandemic: view from some selected parts of India

“…Since students are the future of any country, their psychological well-being is crucial for their personal as well as the growth the country. Students' academic life, personal growth, and career are interrelated and these could be largely affected by the psychological dysfunction (Turashvili & Japaridze, 2012). Even, Pakes & Winstone (2007) and McGuire (2004) have pointed out that severe psychological disorders and psychologically damaged childhood are two of the reasons to increase crime in society.…”