Emotional Well-Being and Its Impact on Academic Performance in University Students: A Pathway to Achieving the Sustainable Development Goals (SDGS)

Abstract

Objectives: This study aims to explore the relationship between emotional well-being and attitudinal learning among university students, focusing on how emotional health influences academic performance, attitudes towards learning, and engagement in educational activities. Grounded in theories of emotional development, the research examines the impact of emotional well-being on cognitive and behavioral aspects of learning during the critical university years. A non-experimental, correlational design with a cross-sectional approach was used, involving 180 university students. Data were collected using validated questionnaires with high reliability (emotional well-being: 0.941; attitudinal learning: 0.912). Spearman’s rho was employed to analyze the relationships between the variables. The findings revealed significant positive correlations between emotional well-being and attitudinal learning (rs=0.705), including the affective (rs=0.897), cognitive (rs=0.886), and behavioral (rs=0.863) components. These results indicate that higher emotional well-being is associated with better attitudes towards learning, enhanced cognitive abilities, and positive behavioral engagement. The discussion emphasizes the need for integrating emotional education into university curricula to support students’ academic success and personal development. The study suggests that universities should prioritize emotional well-being by implementing strategies and programs that support students’ overall development, contributing to a holistic educational experience. This research underscores the critical role of emotional well-being in shaping academic outcomes and personal growth, offering valuable insights for enhancing university education through emotional support initiatives. © (2024), (Elite Scientific Publications). All rights reserved.