| Title: |
Mental Health and Foundational Academic Behaviours: Pieces of the Academic Success Puzzle |
| Authors: |
Kapil, Meg; Rostampour, Ramin; Hadwin, Allyson; Miller, Mariel; MacDonald, Stuart |
| Source: |
Canadian Journal of Higher Education; Vol. 55 No. 2 (2025); 75-93 ; La Revue canadienne d'enseignement supérieur; Vol. 55 No. 2 (2025); 75-93 ; 2293-6602 ; 0316-1218 |
| Publisher Information: |
Canadian Society for the Study of Higher Education |
| Publication Year: |
2025 |
| Collection: |
Canadian Journal of Higher Education / La Revue canadienne d’enseignement supérieur |
| Subject Terms: |
mental health; emotional well-being; foundational academic behaviours; academic success; self-regulated learning; santé mentale; bien-être émotionnel; comportements scolaires fondamentaux; réussite scolaire; apprentissage autorégulé |
| Description: |
The interplay between mental health and academic behaviours has been understudied. This study examined the relationship between foundational academic behaviours (e.g., attending class and meeting assignment deadlines), student mental health and well-being, and academic performance. Participants consisted of 229 students (52.6% female) who participated in a first-year introductory learning-to-learn course. Findings from structural equation modelling indicated: (a) higher levels of foundational academic behaviours predicted higher GPA, (b) higher levels of emotional well-being predicted higher levels of foundational academic behaviours and higher GPA, and (c) foundational academic behaviours mediated the relationship between emotional well-being and GPA. Findings affirm the integral role of mental health in academic performance and highlight the mediating role of foundational academic behaviours in this relationship. The association between emotional well-being and foundational academic behaviours underscores the multifaceted nature of academic performance and the importance of considering both mental health and foundational academic behaviours in academic success. Findings from this study suggest that managing behaviours that facilitate engagement in academic tasks, and mental health as a potential internal condition for learning, are both important pieces to the academic success puzzle. ; Le lien entre la santé mentale et les comportements scolaires a été insuffisamment étudié. C’est pourquoi cette étude examine la relation entre les comportements scolaires fondamentaux (ex. : assister aux cours et respecter la date d’échéance des travaux), la santé mentale et le bien-être étudiant, ainsi que les résultats scolaires. Cette étude porte sur 229 étudiants (dont 52,6 % d’étudiantes) ayant participé à un cours de première année sur les stratégies d’apprentissage. Les résultats obtenus à partir de la modélisation d’équations structurelles indiquent que : (a) des niveaux plus élevés de comportements scolaires ... |
| Document Type: |
article in journal/newspaper |
| File Description: |
application/pdf |
| Language: |
English |
| Relation: |
https://journals.sfu.ca/cjhe/index.php/cjhe/article/view/190351/186757; https://journals.sfu.ca/cjhe/index.php/cjhe/article/view/190351 |
| DOI: |
10.47678/cjhe.v55i2.190351 |
| Availability: |
https://journals.sfu.ca/cjhe/index.php/cjhe/article/view/190351; https://doi.org/10.47678/cjhe.v55i2.190351 |
| Rights: |
Copyright (c) 2025 Meg Kapil, Ramin Rostampour, Allyson Hadwin, Mariel Miller, Stuart MacDonald |
| Accession Number: |
edsbas.CA4D3273 |
| Database: |
BASE |