Emotional and behavioral problems among Jordanian adolescents: Prevalence and associations with academic achievement

Abstract

Mental health concerns are important for adolescent's general wellbeing and they can be associated with their ability to function effectively in various aspects of their daily life. The purpose of this study was to identify emotional and behavioral disorders (EBD) among Jordanian adolescents and their association with academic outcomes. A descriptive correlational design was used. A total of 810 adolescents participated in the study and completed the demographic survey and the Strengths and Difficulties Questionnaire (SDQ). The grade point average (GPA) was used as an indicator of the academic achievement. The GPA was correlated with the SDQ scores to identify the relationship between the EBD and academic achievement. About 11.7% of the participants had psychological and behavioral problems. The most commonly reported problems were emotional symptoms (14.2%), conduct problems (12.5%), and hyperactivity (7.5%). There was a significant difference in psychological and behavioral problems according to the participants' gender. There was a significant negative relationship between the SDQ scores and the GPA. There is a need to identify adolescents at risk of emotional and behavioral difficulties and refer them to appropriate care and support, which in turn would improve their academic achievement.