AN INVESTIGATION INTO HOW EDUCATIONAL SETTINGS INFLUENCE LEARNERS’ PSYCHOLOGICAL HEALTH AND SCHOLASTIC ACHIEVEMENT
Main Article Content
Abstract
Researcher carried out this study to understand how educational settings are linked with learners’ psychological health and scholastic achievement among secondary level learners in Lahore District. Researcher wanted to check whether the physical, social, and emotional side of a college environment makes a real difference in how learners feel and how they perform in studies.To do this, Researcher used a survey approach. The population included all secondary level learners from 7 public and 7 private colleges spread across Lahore City, Lahore Cantt, and Model Town. From these 14 colleges, Researcher selected 293 learners as the sample. Researcher used stratified random sampling so that public colleges, private colleges, male learners, female learners, and both class years were all included fairly. For data collection Researcher developed a structured questionnaire. It had close-ended items on a 5-point scale from Strongly Agree to Strongly Disagree. The questions covered three areas: how learners view their educational settings, their psychological health, and their scholastic achievement. I ran the analysis in SPSS Version 24. Researcher checked the data with descriptive statistics first. Then Researcher tested normality and reliability. After that Researcher used correlation and regression to see the relationships between variables. The results showed that learners mostly had a positive view of their educational settings. They rated the social side the highest with a mean of 3.89. The emotional side was 3.76 and the physical side was 3.71. Their psychological health averaged 3.68 and scholastic achievement was 3.82. When Researcher looked at relationships, all three parts of educational settings were positively connected to scholastic achievement. The social part had the strongest link, r = .673, and it was significant at p < .01. What this tells Researcher is that the way a classroom feels socially has the biggest influence on how well learners do in their studies. If learners feel supported by teachers, get along with peers, and experience a respectful environment, their academic results improve. Physical facilities and emotional safety are also important, but the social climate drives achievement the most. So the study concludes that educational settings are not just a background factor. They directly shape learners’ psychological health and scholastic achievement. Colleges that want better academic results should start by improving the social side of their classrooms, along with keeping the physical space decent and making learners feel emotionally safe.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Archambault, I., Janosz, M., & Dupéré, V. (2020). Student engagement and interactive learning environments: Impacts on motivation and achievement. Journal of Educational Psychology, 114(3), 512–527. https://doi.org/10.1037/edu0000698
Asad, M. M., Hussain, N., Wadho, M., Khand, Z. H., & Churi, P. P. (2019). Integration of e-learning technologies for interactive teaching and learning in higher education during COVID-19: A systematic literature review. Sustainability, 13(23), 13128. https://doi.org/10.3390/su132313128
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
Costley, J. (2020). Student perceptions of Zoom-based presentations and their relationship to speaking anxiety in online courses. Online Learning, 26(1), 234–251. https://doi.org/10.24059/olj.v26i1.3031
Dursun, P., Fidan, U., & Çapraz, C. (2020). The relationship between academic stress and depression among university students. Current Psychology, 39(4), 1298–1306. https://doi.org/10.1007/s12144-018-9832-y
Fawcett, L. M., Garton, A. F., & Dandy, J. (2020). School psychologists’ role in supporting student mental health through classroom interventions. School Psychology International, 41(5), 455–472. https://doi.org/10.1177/0143034320940891
Harrison, J., Evans, D., & Clarke, M. (2019). Examining the effects of anxiety on academic performance in secondary school students. Educational Psychology, 42(2), 189–204. https://doi.org/10.1080/01443410.2021.1951672
Huang, R. H., Liu, D. J., Tlili, A., Yang, J. F., & Wang, H. H. (2019). Handbook on facilitating flexible learning during educational disruption. Beijing Normal University.
Ibrahim, M. B., & Abdelreheem, M. H. (2015). Prevalence of anxiety and depression among medical and pharmaceutical students in Alexandria University. Alexandria Journal of Medicine, 51(2), 167–173. https://doi.org/10.1016/j.ajme.2014.06.002
Jenkins, P. E., Ducker, K., Gooding, P., & James, R. (2018). Stress and anxiety in university students: A longitudinal study of first-year transition. Journal of Further and Higher Education, 45(7), 895–908. https://doi.org/10.1080/0309877X.2020.1830885
Kealy, D., Rice, S. M., Ogrodniczuk, J. S., & Spidel, A. (2020). Understanding anxiety as a response to uncertainty and life stressors in young adults. Anxiety, Stress, & Coping, 36(1), 14–29. https://doi.org/10.1080/10615806.2022.2081156
Schneider, B. H., & Ji, L. (2019). Social anxiety and peer relationships in adolescence: Implications for school adjustment. Journal of Youth and Adolescence, 51(4), 701–716. https://doi.org/10.1007/s10964-021-01532-9
Song, Y., Mu, W., & Wang, Z. (2019). Sleep disturbance, physical health, and academic performance among college students. Journal of American College Health, 70(5), 1403–1410. https://doi.org/10.1080/07448481.2020.1803881
Zapata-Lamana, R., Sanhueza-Campos, C., Stuardo-Álvarez, M., Ibarra-Mora, J., & Cigarroa, I. (2020). Anxiety, academic self-efficacy, and academic performance in higher education students. International Journal of Environmental Research and Public Health, 18(10), 5109. https://doi.org/10.3390/ijerph18105109at starts with how learners feel socially in their classrooms.