Abstract
This study examines the relationship between career interests, aptitude, mental health, happiness and academic performance among first-year high school students. The proposed study performs a descriptive research on 370 first-year students using multistage random cluster survey to collect the necessary data. The proposed study also uses strong career interest questionnaires, Oxford Happiness test, Health and Aptitude test scores and the semester GPA scores. Research data are analyzed by Pearson correlation coefficient, and stepwise regression procedures. The results indicate that there is a significant and direct relationship between realistic, investigative, artistic, social, enterprising, convention and academic performance; but there is an unusual and significant inverse relation between realistic and academic performance. In addition, there is a direct relationship between mental health and academic performance, and between aptitude, happiness and academic performance. Generally, there is a relationship between career interest, aptitude, mental health, happiness and academic performance; and the greatest impact on academic performance is related to career interest, particularly investigative interest.
Highlights
One of the primary concerns on educational systems is to learn about the effect of various factors on improving academic performance and there are literally different studies associated with this issue (Hogan, 1976; Diener, 2006). Andrews and Wilding (2004), for instance, investigated the effects of depression and anxiety to life‐stress and achievement in students. Acar (2011), for instance, investigated social capital’s impacts on academic success in education by studying the definition of social capital
This study examines the relationship between career interests, aptitude, mental health, happiness and academic performance among first-year high school students
Most people report a positive level of subjective well-being (SWB), and believe that they were satisfied with domains such as marriage, work, and leisure
Summary
One of the primary concerns on educational systems is to learn about the effect of various factors on improving academic performance and there are literally different studies associated with this issue (Hogan, 1976; Diener, 2006). Andrews and Wilding (2004), for instance, investigated the effects of depression and anxiety to life‐stress and achievement in students. Acar (2011), for instance, investigated social capital’s impacts on academic success in education by studying the definition of social capital. Acar (2011), for instance, investigated social capital’s impacts on academic success in education by studying the definition of social capital. Gil-Olarte Márquez et al (2006) investigated the effect of emotional intelligence on social competence and academic achievement in high school students. Deary et al (2007) performed a 5-year prospective longitudinal investigation on 70,000 + English children and examined the association between psychometric intelligence at age 11 years and educational achievement in national examinations in 25 academic subjects at age 16. The correlation between a latent intelligence trait and a latent trait of educational achievement was reported as 0.81 and general intelligence contributed to success on all 25 subjects. We present an empirical study on the effects the various personal characteristics on academic performance.
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